Evaluation in the supervisory process.

2021 ◽  
pp. 261-300
Author(s):  
Carol A. Falender ◽  
Edward P. Shafranske
Keyword(s):  
Supervisory Process

Data-Based Supervision Methods for Speech-Language Pathology

1989 ◽  
Vol 20 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Ann Johnson Glaser ◽  
Carole Donnelly
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Clinical Supervision ◽  
Speech Language Pathology ◽  
The Public ◽  
Language Pathology ◽  
Supervision Model ◽  
Supervisory Process

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.

Supervisees' Perceptions of Supervisors' Social Power in Speech-Language Pathology

1997 ◽  
Vol 6 (3) ◽  
pp. 90-95 ◽  
Author(s):  
Barry T. Wagner ◽  
Carla W. Hess
Keyword(s):  
Social Power ◽  
Speech Language Pathology ◽  
Power Bases ◽  
Speech Language Pathologists ◽  
Supervisory Relationships ◽  
Legitimate Power ◽  
Language Pathology ◽  
Supervisory Process ◽  
Social Power Bases ◽  
Pathology Education

Most speech-language pathologists function as supervisees and supervisors at various points in their careers (Anderson, 1988). This study investigates supervisees' perceptions of their current and ideal supervisors' social power during the clinical supervisory process in speech-language pathology education. Perceived social power was measured by two modified versions (Wagner, 1994) of the Rahim Leader Power Inventory (Rahim, 1988). This inventory measures the five French and Raven (1959) social power bases: expert, reward, referent, legitimate, and coercive. Graduate supervisees completed one version of the inventory by rating their current supervisor and a second version of the inventory indicating their ideal supervisor. Results revealed significant differences among supervisees' perceptions of current versus ideal supervisors relative to expert, reward, referent, and legitimate power. Overall, these results have implications for supervisors in speech-language pathology who may wish to modify their perceived social power in order to enhance supervisory relationships.

scholarly journals Managing high risk offenders in the community: Compliance, cooperation and consent in a climate of concern

2014 ◽  
Vol 6 (3) ◽  
pp. 278-295 ◽  
Author(s):  
Beth Weaver ◽  
Monica Barry
Keyword(s):  
High Risk ◽  
Community Safety ◽  
Community Supervision ◽  
Service Users ◽  
Active Engagement ◽  
Structured Interviews ◽  
Safety Control ◽  
Active Involvement ◽  
Supervisory Process ◽  
Very High

It is increasingly accepted that the change process underpinning the intended outcomes of community supervision, namely community safety, social rehabilitation and reintegration, cannot be achieved without the service user’s active involvement and participation in the process. Their consent, compliance and cooperation is therefore necessary to achieving these outcomes and yet, when it comes to very high risk sexual and violent offenders, in the pursuit of community safety, control oriented, preventative practices predominate over change focused, participatory approaches. Semi-structured interviews were conducted with 26 professionals and 26 service users to explore how, under the auspices of MAPPA, the supervisory process is enacted and experienced, and the extent and means through which it affects people’s willingness to accept or invest in not only the process but also the purpose of supervision. It is argued that how the process of community supervision is experienced and what it comprises not only shapes the outcomes of supervision but also the nature of consent, compliance and cooperation. We conclude by advocating for more participatory processes and practices to promote service users’ active engagement in, and ownership of, the process of change, and in that, the realisation of both the normative dimensions and intended outcomes of community supervision.

Basic Ingredients in the Supervisory Process

2021 ◽  
pp. 3-23
Author(s):  
Robert E. Lee ◽  
Thorana S. Nelson
Keyword(s):  
Supervisory Process

Teaching Competence in Counseling: A Focus on the Supervisory Process

2020 ◽  
Vol 41 (04) ◽  
pp. 325-336 ◽  
Author(s):  
Pamela A. Terrell ◽  
Charlie Osborne
Keyword(s):  
Clinical Education ◽  
Scope Of Practice ◽  
Counseling Skills ◽  
Supervisor Training ◽  
Clinical Supervisors ◽  
Social And Emotional ◽  
Teaching Competence ◽  
The Social ◽  
Clinical Practica ◽  
Supervisory Process

AbstractThis article discusses the role counseling plays in clinical education. Counseling is considered an essential skill for practicing speech-language pathologists (SLPs), yet few accredited programs have a course devoted to it. Counseling is included as a domain in the American Speech-Language-Hearing Association's Scope of Practice and SLPs are the most qualified professionals to support individuals dealing with the social and emotional consequences of a speech, language, or swallowing problem. There is limited research regarding student and clinical supervisor training in using counseling skills. Many clinical supervisors have not had a course in counseling, much less training in how to teach counseling skills to students in clinical practica. Four models of infusing counseling strategies into clinical practica are presented. This article highlights the need for an established course in counseling for SLP students-in-training and for supervisors in the art of teaching counseling skills in clinical practica.

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