SUPERVISION BOOTCAMP Preparing to be a SUPER visor 1 Cheri Dodge - - PDF document

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10/4/2019 SUPERVISION BOOTCAMP Preparing to be a SUPER visor 1 Cheri Dodge Chin Doctoral student School-based SLP Super Power Speech TPT 2 Cheris disclosures Disclosures Financial Draws a salary from

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SUPERVISION BOOTCAMP –

Preparing to be a

SUPERvisor

Cheri Dodge Chin

  • Doctoral student
  • School-based SLP
  • Super Power Speech
  • TPT

Disclosures

Financial

  • Draws a salary from David Douglas

School District

  • Ideas presented may also be found on

my blog Super Power Speech

  • Materials pictured may also be found
  • n my Teachers Pay Teachers page

Non-financial

  • None

Cheri’s disclosures

1 2 3

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Kameron Brief Beaulieu

  • Assistant Professor
  • Pediatric SLP
  • LEND Training Coordinator
  • LEND Intern Coordinator

Disclosures

Financial

  • Draws a salary from IDD/OHSU
  • Materials may also be found in my

training packet and our shared file for the department Non-financial

  • None

Kameron’s disclosures

Intellectual Property

This presentation is made available to attendees of the Supervision Bootcamp. This presentation has been developed by the presenters and will remain presenter property, with the understanding that the presentations content may be reproduced with or without adaptations, provided all such uses include the following statement: C 2019 Oregon Speech and Hearing

  • Association. From Supervision Bootcamp [Presentation on Supervision],

October 2019. We request assurances that no photocopies, pictures or duplication of this presentation be made without the expressed statement above, and or written permission by the presenters. .

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Who is a supervisor? Kahoot!

www.kahoot.it Game pin:

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A supervisor is a:

Helper Mentor Advocate Challenger

The Ideal Supervisor

Has

Empathy Respect Flexibility Concern

Is

Knowledgeable Experienced Concrete Open

Uses

Teaching Goal-setting Feedback

(Carifio & Hess, 1987)

Roles & Responsibilities

Encourage Teach Clarify Model Evaluate Mentor

(CAPCSD, 2013)

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Knowledge & Skills

(ASHA, 2008)

Knowledge & Skills (cont.)

(ASHA, 2008)

Actual photo of supervisors

Image from Pixabay.com

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Supervision Requirements

Graduate students

▫

CCCs

▫

9+ months experience

▫

2 hours of CEs

▫

25%+ direct supervision

▫

Co-sign documentation Supervision of Graduate Students

(ASHA, n.d.-a)

Clinical Fellows

▫

CCCs

▫

9+ months experience

▫

2 hours of CEs

▫

6 hours of direct/indirect supervision in 3 equal segments over 9 months

▫

Feedback/Co-sign documentation Supervision of Clinical Fellows

(ASHA, n.d.-b) 1

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Slide 18 1 Kami - please fill this in

Cheri Chin, 8/24/2019

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Clinical Fellows SLP-As

  • Current ASHA and/or state license
  • 2 years experience with license
  • Completion of academic course OR

10+ hours CEUs in area of supervision Supervision of Assistants (ASHA) – Recommendations for SLPs

(ASHA, 2013)

SLP-As

  • Complete evaluations of SLPAs
  • Provide education/training for SLPAs
  • Create treatment plans for clients

that SLPAs serve

  • Make all case management

decisions

  • Retail all responsibility for clients
  • Adhere to ASHA code of ethics

Supervision of Assistants (ASHA) – Expectations of SLPs

(ASHA, 2013)

19 20 21

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SLP-As

  • <2 SLPAs
  • First 90 days 30%
  • After first 90 - variable
  • Direct supervision of each client
  • Accurate documentation
  • Supervisory plan
  • 100% direct supervision for medically

fragile clients Supervision of SLPAs (ASHA)

(ASHA, 2013)

SLP-As

Supervision of Assistants (Oregon) (new rules to be voted on 11/19)

(https://www.oregon.gov/bspa/)

SLP-As

Email from Oregon Board of Examiners

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SLP-As

Email from Oregon Board of Examiners

SLP-As

Email from Oregon Board of Examiners

SLP-As

Email from Oregon Board of Examiners

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Supervision is

SUPER

S U P E

Supervisory stages Understanding styles Principles of collaboration Expectations

R

Reflection & feedback

S – Supervisory Stages

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Beginning Supervisees

Image from Pixabay.com (Kaufman & Schwartz, 2004; Fitzgerald, 2009)

Beginning Supervisees

Need:

  • Foundations
  • Expectations
  • Discussion
  • Constructive criticism
  • Assistance
  • Resources

(Kaufman & Schwartz, 2004; Fitzgerald, 2009)

Intermediate Supervisees

Image from Pixabay.com (Kaufman & Schwartz, 2004; Fitzgerald, 2009)

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Intermediate Supervisees

Need:

  • Creativity
  • Specific assistance
  • Discussion
  • Encouragement
  • Constructive criticism

(Kaufman & Schwartz, 2004; Fitzgerald, 2009)

Advanced Supervisees

Image from Pixabay.com (Kaufman & Schwartz, 2004; Fitzgerald, 2009)

Advanced Supervisees

Need:

  • Consultation
  • More responsibility for decision

making

  • Assistance with specific treatment
  • Constructive feedback

(Kaufman & Schwartz, 2004; Fitzgerald, 2009)

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Anderson’s Continuum Model of Supervision

3 Fluid Stages:

▫

Stages are not time-bound

▫

Can use in any stage within career

▫

Some “new” clinicians may be beyond initial stage, whereas clinicians may never reach last stage

Anderson, 1988 (as cited by McCrea & Brasseur, 2003) Anderson, 1988 (as cited by McCrea & Brasseur, 2003)

Evaluation- Feedback Stage

Supervisees:

▫

Lack knowledge

▫

Have difficulty applying information and problem solving Supervisor:

▫

Is dominant

▫

Guides treatment and decisions

Anderson, 1988 (as cited by McCrea & Brasseur, 2003)

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Transitional Stage

Supervisees:

▫

Have some knowledge & skills

▫

Participate in problem solving, decision making, peer interactions Supervisor:

▫

Allows supervisee more responsibilities

Anderson, 1988 (as cited by McCrea & Brasseur, 2003)

Self- Supervision Stage

Supervisees:

▫

Self-analyze

▫

Reflect & change

▫

No longer dependent

▫

Supervisee responsible for own growth Supervisor:

▫

Continues to provide mentorship, consultation, and ideas when asked

Anderson, 1988 (as cited by McCrea & Brasseur, 2003) Anderson, 1988 (as cited by McCrea & Brasseur, 2003)

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Turn and Talk

Turn to your neighbor and write 3 words you would have used to describe yourself as:

  • Beginning supervisee
  • Intermediate supervisee
  • Advanced supervisee

U – Understanding Supervisory Styles

Anderson, 1988 (as cited by McCrea & Brasseur, 2003)

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Direct/ Active Style

  • Telling
  • Criticizing
  • Evaluating
  • Controlling

(McCrea & Brasseur, 2003)

Direct/ Active Style

Image from Pixabay.com KB3

The purpose of supervision is not cloning.

“ “

(McCrea & Brasseur, 2003, p. 23)

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Slide 47 KB3 should we consider video of a role play with a student? I might be able to recruit one of my CF"s to collaborate?

Kameron Beaulieu, 8/26/2019

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Collaborative

Style

  • Sharing responsibility
  • Encouraging
  • Providing feedback

(McCrea & Brasseur, 2003)

Collaborative Style

Image from Pixabay.com

Consultative

Style

  • Encouraging problem

solving

  • Providing ideas when

asked

  • Asking questions for

self-analysis

(McCrea & Brasseur, 2003)

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Consultative Style

Image from Pixabay.com

Mentoring

Mentoring includes:

  • Educating
  • Modeling
  • Consulting
  • Coaching
  • Encouraging
  • Supporting
  • Counseling

(ASHA, 2008b)

The Role of Mentors

Image from Pixabay.com (Parmenter & McGraw, 2010)

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Kahoot!

www.kahoot.it Game pin:

P – Principles of Collaboration

Collaboration through Relationships

Relationships can lead to:

  • Support
  • Change
  • Growth
  • Confidence

(Geller & Foley, 2009)

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Collaboration through

Communication

Effective interpersonal communication skills:

  • Knowledge & skills of basic

communication

  • Active listening
  • Conflict resolution skills
  • Understand different learning styles
  • Understand different

communication styles

(ASHA, n.d.-d)

Collaboration with Others

Educational teams:

  • Special education teachers
  • Assistants
  • Teachers
  • Administrators
  • Parents
  • PTs, OTs
  • Other specialists

Collaboration with Educational Teams

Kjirstenbrynn [CC BY-SA 4.0 (https://creativecommons.org/licenses/by-sa/4.0)]

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Collaboration with Others

Medical teams:

  • Doctors/Nurses
  • Family
  • Patient
  • Audiologists
  • Psychologist
  • Occupational/Physical Therapist
  • Other specialists

Collaboration with Medical Teams

Ness Kerson/madNESS Photography for AusAID [CC BY- SA 4.0 (https://creativecommons.org/licenses/by-sa/4.0)] 3 2

Collaboration with Universities

The Royal Society [CC BY-SA 3.0 (https://creativecommons.org/licenses/by-sa/3.0)] 5 6

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Cheri Chin, 8/24/2019

2 Kami - please fill in

Cheri Chin, 8/24/2019

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Cheri Chin, 8/24/2019

6 Kami - please think of an example

Cheri Chin, 8/24/2019

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E – Expectations

Shared expectations may be one of the most important parts of the supervisory process.

“ “

(McCrea & Brasseur, 2003)

“

Discussions about expectations should begin even before the supervisory process starts.

“ “

(Christdoulou, 2016)

“

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Expectations by the Supervisee – Larson’s Supervisory Expectations Scale

(as included in McCrea & Brassuer, 2003, p. 73)

Needs of the Supervisee – Larson’s Supervisory Needs Scale

(as included in McCrea & Brassuer, 2003, p. 75)

Expectations by the Supervisee – C.D. Chin’s Expectations Scale

(Chin, 2019)

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Tiben’s Expectations Scale by Supervisor & Supervisee

(as included in McCrea & Brassuer, 2003, p. 78)

C.D. Chin’s Expectations for Supervisee

(Chin, 2019) KB2

C.D. Chin’s Expectations for Supervisee

(Chin, 2019)

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Slide 71 KB2 We have several examples of expectations. If you think mine is going to be too much then I am happy to contribute my reflections. Let me know so that we can figure out how to upload.

Kameron Beaulieu, 8/26/2019

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C.D. Chin’s Expectations for Supervisee

(Chin, 2019)

Turn and Talk

Turn to your neighbor and write 3 expectations you have of supervisees in your setting. Consider:

  • Professional expectation
  • Ethical expectation
  • Clinical expectations

Differences in expectations

May cause:

  • Confusion
  • Conflict
  • Less effective supervision
  • Less effective skills

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Differences in expectations

May be due to:

  • Gender
  • Culture
  • Learning styles
  • Experiences
  • Age (generation)
  • f both supervisor and supervisee

Traditionalists Traditionalists 1925 - 1945

Ages 74 – 94 (119) Top-down Management Loyal/ Patriotic Faith in institutions Sacrifice & hard work Technology Popular Sayings Martha Stewart, Neil Armstrong Famous Traditionalists

(Kerins & Matragola, 2012; McCready, 2007; Venne & Coleman, 2010)

Military style WWI, WWII GI Bill, New Deal Great Depression “We” Generation Newspapers, radio “Waste not, want not” “Save for a rainy day”

Dorothea Lange [Public domain]

Boomers Boomers 1946 – 1964

Ages 59 (55) - 73 Home Life Famous Events Self-driven Question Everything Technology New and Popular MLK Jr., JFK Famous Boomers 2-parent households Moon landing, Vietnam, Watergate, Woodstock Worth from job “Me” generation Explore possibilities, consider change Television Bell bottoms, mood rings,

United States Information Agency [Public domain]

(Kerins & Matragola, 2012; McCready, 2007; Venne & Coleman, 2010)

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Gen Xers Gen Xers 1965 - 1979

Ages 40 – 54 Home life Famous events Independent Question institutions Technology Seek the bottom line Bill Clinton, Michael Jordan, OJ Simpson, Famous Gen Xers Latchkey kids, balancing home and work Chernobyl, Space station, AIDS, Challenger Career (not job) security, focus on outcomes Media, family, marriage Cable, TV, VCRs, microwaves, pagers Want the heart of the issue

United States Steve Lipofsky Basketballphoto.com [CC BY-SA 3.0 (https://creativecommons.org/licenses/by-sa/3.0)] Agency [Public domain]

(Kerins & Matragola, 2012; McCready, 2007; Venne & Coleman, 2010)

Millennials Millennials 1980 – 1999

Ages 21 - 38 School Famous Events Technologically Savvy Collaborative Technology Social Prince William, Venus Williams, Chelsea Clinton Famous Millennials Online classrooms, online assignments, internet research 9/11, Columbine Internet & technology Appreciative of diversity community service Internet, cell phones computers Social media

  • nline dating
University of Salford Press Office [CC BY 2.0 (https://creativecommons.org/licenses/by/2.0)]

(Kerins & Matragola, 2012; McCready, 2007; Venne & Coleman, 2010)

Unconscious Bias

What story are you creating about your supervisee?

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PAUSE

Mitigating Bias

PAUSE

P Pay attention to what’s actually happening, beneath the

judgements and assessments

A Acknowledge your own reactions, interpretations and

judgements (what story are you making up?)

U Understand the other possible reactions, interpretations

and judgements that may be possible (is your past influencing your reactions?)

S Search for the most empowering, productive way to work

through the situation (are your assumptions valid?)

E Execute your action plan (change your reaction,

behavior, process, work culture) 2017 Cook Ross

Kahoot!

www.kahoot.it Game pin:

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R – Reflection & Feedback

Self-analysis and self-evaluation enhance the growth and development of supervisor and supervisee.

“ “

(ASHA, 2008a)

“

Supervisor reflection

Self-assessment of supervisory skills:

  • Supervisory process & clinical

education

  • Relationship development &

communication

  • Establishment/implementation of

goals

  • Analysis & evaluation
  • Clinical & performance decisions

(ASHA, 2016)

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Supervisory process & clinical education

(ASHA, 2016)

Relationship development & communication skills

(ASHA, 2016)

Establishment / implementation

  • f goals

(ASHA, 2016)

88 89 90

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Supervisory process & clinical education

(ASHA, 2016)

Analysis & evaluation

(ASHA, 2016)

Analysis & evaluation

(ASHA, 2016)

91 92 93

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Clinical & performance decisions

(ASHA, 2016)

Supervisee reflections

(Chin, 2019b)

Supervisee reflections

Daily

94 95 96

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Supervisee reflections

Weekly

Feedback

Types of feedback

  • Objective
  • Narrative
  • Rating scales

(Dowling, as cited in ASHA, n.d.-a)

Objective feedback

Non-judgmental

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Narrative feedback

Written descriptions & impressions

Rating Scales

FREE

Supervision course (2 hrs) http://bit.ly/2MKKKIj Chin’s Graduate Intern Information http://bit.ly/2ZARU3R Chin’s SLP Intern Expectations http://bit.ly/ 2HoxxR0 Chin’s School-Based Supervisory Expectations Rating Scale http://bit.ly/2LlHHTs Overview of supervision (ASHA) http://bit.ly/2LgWFud Self-Assessment of Competencies in Supervision http://bit.ly/2HAFXVw

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Supervisory meetings

  • Regularly
  • Time for reflection
  • Time for feedback

Feedback

Key components

  • Timing
  • Frequency
  • Tone
  • Form (spoken, written, electronic)
  • Specificity

(ASHA, n.d.-a)

Feedback Language Matters

Shout out productive words you might use when providing feedback.

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Supervisor competency

More feedback = viewed as more competent

Kahoot!

www.kahoot.it Game pin:

Thank you

Questions? Email us! cheri@superpowerspeech.com

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References

American Speech-Language-Hearing Association. (2008a). Clinical supervision in speech- language pathology [Position Statement]. Retrieved from www.asha.org/policy American Speech-Language-Hearing Association. (2008b). Knowledge and skills needed by speech-language pathologists providing clinical supervision [Knowledge and Skills]. Retrieved from www.asha.org/policy American Speech-Language-Hearing Association. (2013). Speech-language pathology assistant scope of practice [Scope of Practice]. Retrieved from www.asha.org/policy. American Speech-Language-Hearing Association. (2016). Self-assessment of competencies in

  • supervision. A Plan for Developing recourse and Training Opportunities in Clinical Supervision

[Final report of the ASHA AdHoc Committee on Supervision Training]. Retrieved from asha.org American Speech-Language-Hearing Association. (n.d.-a). Clinical education and supervision (Practice Portal). Retrieved from www.asha.org/Practice-Portal/

References

American Speech-Language-Hearing Association. (n.d.-b). Frequently asked questions about student supervision. Retrieved from https://www.asha.org/slp/supervisionfaqs/ American Speech-Language-Hearing Association. (n.d.-c). A Guide to the ASHA Clinical Fellowship Experience. Retrieved from https://www.asha.org/certification/Clinical-Fellowship/ American Speech-Language-Hearing Association. (n.d.-d). Speech-language pathology assistants [Practice Portal]. Retrieved from www.asha.org/Practice-Portal/ Board of Examiners for Speech-Language Pathology and Audiology. (n.d.). Speech-language pathology assistants. Retrieved from https://secure.sos.state.or.us/oard/displayDivisionRules.action%3bJSESSIONID_OARD=JtqpJ 9RsUohEa1Zt-oLYVkPdHQ6ZC-yzb- DRYOSJFWASKJ_qQm5L%21327936764?selectedDivision=1416 Carifio, M. S., & Hess, A. K. (1987). Who is the ideal supervisor? Professional Psychology: Research and Practice, 18(3), 244.

References

Chin, C. D. (2019a). Chin’s School-Based Supervisory Expectations Rating Scale. Retrieved from https://docs.google.com/document/d/1PwtqTv_QgjBg76UjYM80R5pIb3uNEq- RfK5OJk9G0q4/edit?usp=sharing Chin, C. D. (2019b). Graduate Intern Information. Retrieved from https://docs.google.com/forms/d/1pMQFdY1rkfDiJdX23iTTQP9PXl9wMgmyBu633X_41uE/prefill Chin, C. D. (2019c). SLP intern expectations. Retrieved from https://docs.google.com/document/d/1TARd5YExjwtHfUkk6rtppHSycYm5p8WDzBQ4WnW1t- A/edit?usp=sharing Christodoulou, J. N. W. (2016). A review of the expectations of speech-language pathology externship student clinicians and Their supervisors. Perspectives of the ASHA Special Interest Groups, 1(11), 42-53.

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References

Council of Academic Programs in Communication Disorders. (2013). Preparation of speech- language pathology clinical educators [White paper]. Retrieved from www.capcsd.org Dowling, S. (2001). Supervision: Strategies for successful outcomes and productivity. Needham Heights, MA: Allyn & Bacon. Fitzgerald, M. D. T. (2009). Reflections on student perceptions of supervisory needs in clinical

  • education. Perspectives on Administration and Supervision, 19(3), 96-106.

Geller, E., & Foley, G. M. (2009). Broadening the “ports of entry” for speech-language pathologists: A relational and reflective model for clinical supervision. American Journal of Speech-Language Pathology, 18(1), 22-41. Kerins, M. R., & Matrangola, D. (2012). Current issues: Generational spin: How supervisors view the millennials. Perspectives on Administration and Supervision, 22(3), 74-84.

References

McCrea, E., & Brasseur, J. (2003). The supervisory process in speech-language pathology and

  • audiology. Boston, MA: Allyn and Bacon.

McCready, V. (2007). Supervision: Generational differences: Do they make a difference in supervisory and administrative relationships? Perspectives on Administration and Supervision, 17(3), 6-9. Parmenter, J., & McGraw, P. (2010). Never Assume! Mentoring the Connections Between Theory and Practice. Perspectives on School-Based Issues, 11(4), 145-148. Ross, H. (2017). Everyday bias. Cook Ross presentation. Venne, V. L., & Coleman, D. (2010). Training the millennial learner through experiential evolutionary scaffolding: implications for clinical supervision in graduate education programs. Journal of Genetic Counseling, 19(6), 554-569.

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