Firmly rooted in research, The Supervisory Process in Speech-Language Pathology and Audiology is an update of Jean L. Anderson's seminal work by the same name and proves to be a practical guide for supervision at all stages of development.
While preserving the essential and unique text from Anderson's work, this text is a practical and immediately applicable resource for supervisors and supervisees. The now classic Continuum Model and its stages of supervision developed by Anderson form the foundation of this text. Each stage is fully explicated in its own chapter and is accompanied by strategies and tools to implement it. Research findings and information generated since the publication of the Anderson text are integrated into existing chapters. The effect is a cohesive discussion of Anderson's model that will support the professional practice of supervisors in speech-language pathology and audiology as well as professionals in allied health and education.
The contemporary format of this new text includes a new chapter on the supervision of speech-language pathology assistants, attention to new ASHA training standards (effective in 2005), and case studies and practical tools that make it useful for supervisors in any setting and level of practice. The final chapters of the text demonstrate the model's use in the preparation and continuing professional education of supervisors.
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978-0-205-33662-3 (9780205336623)
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Schweitzer Klassifikation
Forward by Jean L. Anderson, Ed.D.
Preface.
Acknowledgements.
1. Introduction.
Describing Supervision and Supervisors.
Settings for Supervision.
Complexities of the Supervisory Process.
Characteristics of Supervisors.
Purposes of Supervision.
A Definition for Speech-Language Pathology or Audiology.
2. Anderson's Continuum Model of Supervision.
Development of Supervisory Behaviors.
Supervisory Approaches in Speech-Language Pathology and Audiology.
The Continuum of Supervision in Speech-Language Pathology and Audiology.
Appendix 2: Samples of a Direct, Direct/Indirect and Indirect Supervisory Conference.
3. Components of the Supervisory Process.
Component I: Understanding the Supervisory Process.
Component II: Planning.
Component III: Observing.
Component IV: Analyzing.
Component V: Integrating.
Practical Research in Supervision.
Appendix 3: A ASHA Position Statement on Clinical Supervision.
4. Understanding the Supervisory Process.
Purpose of the Component.
Treatment of the Supervisory Process in Conferences.
Understanding Roles in the Supervisory Process.
Expectations for Supervision.
Anxiety in the Supervisory Process.
Implications for Participants in the Supervisory Process.
Preparing for Supervision.
Teaching Supervisees about the Supervisory Process.
Appendix 4-A: Larson's Expectations Scale.
Appendix 4-B: Larson's Needs Scale.
Appendix 4-C: Tihen's Expectations Scale.
Appendix 4-D: Broyle's et al Supervision Surveys.
Appendix 4-E: Powell's Attitudes Toward Clinical Supervision Scale.
Appendix 4-F: Supervisory Conference Rating Scale.
Appendix 4-G: Casey's Supervisory Skills Self-Assessment.
5. Planning the Supervisory Process.
Assessment of Supervisees.
Implementing the Planning Component.
Planning the Supervisory Process.
Realities of Planning.
Appendix 5-A: Wisconsin Procedure for Appraisal of Clinical.
Competence (W-PACC).
Appendix 5-B: Indiana University Evaluation of Practicum.
Appendix 5-C: Bartlett's Supervisory Action Plan.
6. Observing the Supervisory Process.
Purposes of Observation.
Characteristics of Observation.
Importance of Observation.
Planning the Observation.
Strategies for Observation.
Development of Observational Techniques.
Analysis Systems in Speech-Language Pathology and Audiology.
Where Have All the Systems Gone?
Appendix 6-A: Kansas Inventory of Self-Supervision (KISS).
Appendix 6-B: Boone and Prescott Interaction Analysis System.
Appendix 6-C: Analysis of Behavior of Clinicians (ABC).
Interaction Analysis System.
7. Analyzing the Supervisory Process.
Scientific Aspects of Analysis.
Importance of Analysis.
Purposes of Analysis in Supervision.
Methods of Analysis.
Determining the Content of the Supervisory Conference.
Evaluation.
Appendix 7-A: Formative Evaluation Tool.
8. Integrating the Components.
Scheduled Conferences.
Communication in the Conference.
Skills for Facilitating Communication in the Conference.
Interpersonal Aspects of the Conference.
Planning For the Conference.
Feedback.
Conferences.
What's a Supervisor To Do?
9. Preparation for the Supervisory Process.
Preparation in Speech-Language Pathology and Audiology.
Models for Preparation in the Supervisory Process.
Implications of Adult Learning Styles.
Need For Research on Preparation of Supervisors.
Outcomes of the Supervisory Process.
Use of Interaction Analysis Systems.
Appendix 9-A: Underwood System for Analyzing Supervisor-Clinician Behavior.
Appendix 9-B: Culatta and Seltzer Interaction Analysis System.
Appendix 9-C: McCrea's Adapted Scales for Assessment of Interpersonal Functioning.
Appendix 9-D: Smith's Adapted MOSAICS.
10. Accountability.
Accountability Systems within the Professions.
Accountability Systems External to the Professions.
Supervisor Accountability.
Leadership-Administration-Management.
11. Supervision Across Settings.
Supervision in the Service Delivery Setting.
Supervision in Off-Campus Practicum.
Supervision of the Clinical Fellowship Year.
12. The Supervision of Speech-Language Pathology Assistants.
Background.
Scope of Responsibility.
Utilization and Training of Speech-Language Pathology Assistants.
Supervision of Speech-Language Pathology Assistants.
Knowledge and Skill for Supervisors of Speech-Language Assistants.
Preparation for the Supervisory Process.
Accountability.
Appendix 12-A: ASHA Knowledge and Skills Document.
Appendix 12-B: ASHA's Practical Tools and Forms.
For Supervising Speech-Language Pathology Assistants.
Case Problems.
References.
Subject Index.
Author Index.
