Clinical Supervision II

Mark Strait

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Not Enrolled
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Free
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ASHA Course Number: ACEF0339
Course Credits: 0.3 (3 hours) ASHA CEUs – Intermediate level, Professional area

The clinical supervisory relationship is a partnership, based on trust and a spirit of collaboration. This presentation will cover stages of skill acquisition, current best practices and trends in clinical supervision. The research, evidence and key elements of effective supervision based on the collaborative nature of the relationship will be discussed. These key elements will be presented within the framework of an evidence-supported supervision model that incorporates reflective practice leading to self-supervision and independent practice.

Instructor Information

Melanie Hudson
Melanie Hudson, M.A. CCC-SLP, an ASHA Fellow, is a Director at EBS Healthcare. She has over 30 years of experience as a speech-language pathologist in public schools, private practice and university settings. She currently serves on the ASHA Board of Directors as Chair of the Speech-Language Pathology Advisory Council. She has served on the ASHA Board of Ethics and on ASHA’s Board of Special Interest Group Coordinators as the Coordinator for Special Interest Group 11, Administration and Supervision. She also served on ASHA’s ad hoc committee on Supervision in 2013. She is co-editor and chapter author for the 4th edition of “Professional Issues in Speech-Language Pathology and Audiology,” (Lubinski & Hudson; Delmar, Cengage Learning, 2013). She is a former President of the Georgia Speech-Language and Hearing Association, and received their Honors of the Association Award in 2014. She currently serves on the Georgia Board of Examiners for Speech-Language Pathology and Audiology. Melanie presents on a variety of topics related to school-based services, autism spectrum disorders, clinical education (supervision/mentoring), and professional ethics.

Financial Disclosure: Other than being paid as an employee of EBS Healthcare, Melanie Hudson has no other relevant financial relationships to disclose.

Non-Financial Disclosure: Melanie Hudson has no other non-financial information to disclose.

Cynthia Haynes
Jacquie Truluck, M.A., CCC-SLP is the Director of Clinical Education for the new Communication Sciences and Disorders Program in the College of Health Sciences at the University of Delaware. She has been responsible for developing the UD Speech-Language-Hearing Clinic on STAR Campus and securing clinical externship placements for students. Jacquie brings 15 years of clinical experience and 4 years of managerial experience as a licensed, certified Speech-Language Pathologist. Working in a variety of settings (hospital, school, home and nursing home), has heightened her awareness of the importance of graduate students having the breadth and depth of clinical experiences needed in the profession. Her primary aim is to build a program that offers life-long learning to support the Speech-Language Pathology profession through coursework, research, supervision and continuing education training.

Financial Disclosure: Other than being paid as an employee of EBS Healthcare, Jacquie Truluck has no other relevant financial relationships to disclose.

Non-Financial Disclosure: Jacquie Truluck has no other non-financial information to disclose.

 

Learner Objectives

  1. Identify stages of skill acquisition in the development of clinical skills and knowledge.
  2. Discuss the evidence-supported strategies promoting independent practice through critical reflection.
  3. Describe a supervisory model that incorporates the key elements of the supervisory process.
  4. List 3 core areas of skills needed for providing clinical supervision.
    Apply the CORE model of supervision throughout the clinical experience with tools and resources.

Agenda

  • 0 – 15 minutes: Defining clinical supervision: recent trends, core skills, responsibilities, values
  • 15 – 30 minutes: Stages of skill acquisition (Dreyfus and Dreyfus)
  • 30 – 45 minutes: Supervisory style and characteristics of effective supervisors
  • 45 – 70 minutes: CORE Model of Supervision: Collaboration, Observation, Reflection, Evaluation
  • 70 – 80 minutes: Cultural competence and the supervisory relationship
  • 80 – 100 minutes: Ethical issues in clinical supervision
  • 100 – 110 minutes: Self-reflection activity
  • 110 – 120 minutes: Questions
  • 120 – 125 minutes: Supervision of students related to Code of Ethics (2016) and Scope of Practice (2016)
  • 125 – 135 minutes: UD Guidelines to Supervision
  • 135 – 145 minutes: CALIPSO Instructions for Clinical Supervisors
  • 145 – 155 minutes: Collaboration documentation
  • 155 – 160 minutes: Observation documentation
  • 160 – 165 minutes: Reflection documentation
  • 165 – 175 minutes: Evaluation documentation
  • 175 – 180 minutes: Questions