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 Cheri’s disclosures 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 on my Teachers Pay Teachers page Non-financial • None 3 1
10/4/2019 Kameron Brief Beaulieu Assistant Professor • Pediatric SLP • LEND Training Coordinator • LEND Intern Coordinator • 4 Kameron’s disclosures 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 5 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. . 6 2
10/4/2019 7 Who is a supervisor? 8 Kahoot! www.kahoot.it Game pin: 9 3
10/4/2019 A supervisor is a: Helper Mentor Advocate Challenger 10 The Ideal Supervisor Has Is Uses Empathy Knowledgeable Teaching Respect Experienced Goal-setting Flexibility Concrete Feedback Concern Open (Carifio & Hess, 1987) 11 Roles & Responsibilities Teach Clarify Encourage Evaluate Model Mentor (CAPCSD, 2013) 12 4
10/4/2019 Knowledge & Skills (ASHA, 2008) 13 Knowledge & Skills (cont.) (ASHA, 2008) 14 Actual photo of supervisors Image from Pixabay.com 15 5
10/4/2019 Supervision Requirements 16 Supervision of Graduate Students Graduate ▫ CCCs students ▫ 9+ months experience ▫ 2 hours of CEs ▫ 25%+ direct supervision ▫ Co-sign documentation (ASHA, n.d.-a) 17 1 Supervision of Clinical Fellows Clinical ▫ CCCs Fellows ▫ 9+ months experience ▫ 2 hours of CEs ▫ 6 hours of direct/indirect supervision in 3 equal segments over 9 months ▫ Feedback/Co-sign documentation (ASHA, n.d.-b) 18 6
Slide 18 1 Kami - please fill this in Cheri Chin, 8/24/2019
10/4/2019 Clinical Fellows 19 Supervision of Assistants (ASHA) – SLP-As Recommendations for SLPs Current ASHA and/or state license • • 2 years experience with license Completion of academic course OR • 10+ hours CEUs in area of supervision (ASHA, 2013) 20 Supervision of Assistants (ASHA) – SLP-As Expectations of SLPs • 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 (ASHA, 2013) 21 7
10/4/2019 Supervision of SLPAs (ASHA) 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 (ASHA, 2013) 22 Supervision of Assistants (Oregon) SLP-As (new rules to be voted on 11/19) (https://www.oregon.gov/bspa/) 23 SLP-As Email from Oregon Board of Examiners 24 8
10/4/2019 SLP-As Email from Oregon Board of Examiners 25 SLP-As Email from Oregon Board of Examiners 26 SLP-As Email from Oregon Board of Examiners 27 9
10/4/2019 Supervision is SUPER 28 S Supervisory stages U Understanding styles P Principles of collaboration E Expectations R Reflection & feedback 29 S – Supervisory Stages 30 10
10/4/2019 Beginning Supervisees Image from Pixabay.com (Kaufman & Schwartz, 2004; Fitzgerald, 2009) 31 Beginning Supervisees Need: • Foundations • Expectations • Discussion • Constructive criticism • Assistance • Resources (Kaufman & Schwartz, 2004; Fitzgerald, 2009) 32 Intermediate Supervisees Image from Pixabay.com (Kaufman & Schwartz, 2004; Fitzgerald, 2009) 33 11
10/4/2019 Intermediate Supervisees Need: • Creativity • Specific assistance • Discussion • Encouragement • Constructive criticism (Kaufman & Schwartz, 2004; Fitzgerald, 2009) 34 Advanced Supervisees Image from Pixabay.com (Kaufman & Schwartz, 2004; Fitzgerald, 2009) 35 Advanced Supervisees Need: • Consultation • More responsibility for decision making • Assistance with specific treatment • Constructive feedback (Kaufman & Schwartz, 2004; Fitzgerald, 2009) 36 12
10/4/2019 3 Fluid Stages: Anderson’s ▫ Stages are not time-bound Continuum ▫ Can use in any stage within career Model of Supervision ▫ Some “new” clinicians may be beyond initial stage, whereas clinicians may never reach last stage Anderson, 1988 (as cited by McCrea & Brasseur, 2003) 37 Anderson, 1988 (as cited by McCrea & Brasseur, 2003) 38 Supervisees: Evaluation- ▫ Lack knowledge Feedback ▫ Have difficulty applying information Stage and problem solving Supervisor: ▫ Is dominant ▫ Guides treatment and decisions Anderson, 1988 (as cited by McCrea & Brasseur, 2003) 39 13
10/4/2019 Supervisees: Transitional ▫ Have some knowledge & skills Stage ▫ Participate in problem solving, decision making, peer interactions Supervisor: ▫ Allows supervisee more responsibilities Anderson, 1988 (as cited by McCrea & Brasseur, 2003) 40 Supervisees: Self- ▫ Self-analyze Supervision ▫ Reflect & change Stage ▫ 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) 41 Anderson, 1988 (as cited by McCrea & Brasseur, 2003) 42 14
10/4/2019 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 43 U – Understanding Supervisory Styles 44 Anderson, 1988 (as cited by McCrea & Brasseur, 2003) 45 15
10/4/2019 Direct/ Active Style • Telling • Criticizing • Evaluating • Controlling (McCrea & Brasseur, 2003) 46 KB3 Direct/ Active Style Image from Pixabay.com 47 The purpose of “ “ supervision is not cloning. (McCrea & Brasseur, 2003, p. 23) 48 16
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
10/4/2019 • Sharing responsibility Collaborative • Encouraging Style • Providing feedback (McCrea & Brasseur, 2003) 49 Collaborative Style Image from Pixabay.com 50 Consultative Style • Encouraging problem solving • Providing ideas when asked • Asking questions for self-analysis (McCrea & Brasseur, 2003) 51 17
10/4/2019 Consultative Style Image from Pixabay.com 52 Mentoring includes: Mentoring Educating • Modeling • Consulting • Coaching • Encouraging • Supporting • Counseling • (ASHA, 2008b) 53 The Role of Mentors Image from Pixabay.com (Parmenter & McGraw, 2010) 54 18
10/4/2019 Kahoot! www.kahoot.it Game pin: 55 P – Principles of Collaboration 56 Collaboration Relationships can lead to: through Relationships Support • Change • Growth • Confidence • (Geller & Foley, 2009) 57 19
10/4/2019 Effective interpersonal communication skills: Collaboration through Knowledge & skills of basic • Communication communication Active listening • Conflict resolution skills • Understand different learning styles • Understand different • communication styles (ASHA, n.d.-d) 58 Educational teams: Collaboration Special education teachers with Others • Assistants • Teachers • Administrators • Parents • PTs, OTs • Other specialists • 59 Collaboration with Educational Teams Kjirstenbrynn [CC BY-SA 4.0 (https://creativecommons.org/licenses/by-sa/4.0)] 60 20
10/4/2019 Medical teams: Collaboration with Others Doctors / Nurses • Family • Patient • Audiologists • Psychologist • Occupational/Physical Therapist • Other specialists • 61 3 2 Collaboration with Medical Teams Ness Kerson/madNESS Photography for AusAID [CC BY- SA 4.0 (https://creativecommons.org/licenses/by-sa/4.0)] 62 5 6 Collaboration with Universities The Royal Society [CC BY-SA 3.0 (https://creativecommons.org/licenses/by-sa/3.0)] 63 21
Slide 62 3 Cheri Chin, 8/24/2019 2 Kami - please fill in Cheri Chin, 8/24/2019 Slide 63 5 Cheri Chin, 8/24/2019 6 Kami - please think of an example Cheri Chin, 8/24/2019
10/4/2019 E – Expectations 64 Shared expectations may be one of the most “ “ “ important parts of the supervisory process. (McCrea & Brasseur, 2003) 65 Discussions about expectations “ “ “ should begin even before the supervisory process starts. (Christdoulou, 2016) 66 22
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