“Shouldn’t you be collaborative by now?”: Supervisory needs, expectations, and satisfaction across the educational trajectory in speech-language pathology

ABSTRACT

In speech-language pathology, models of supervision suggest supervisors should both adjust their supervisory technique to match learners’ needs and provide less-directive support with more experienced learners. This cross-sectional survey design sampled supervisee (N = 61) needs, expectations, reported supervisor behavior, and satisfaction at different points in their career. Results indicated less of a change in needs and expectations over time than was anticipated. In addition, supervisees reported that supervisors used similar supervisory behaviors regardless of learner experience level. We discuss the implications of these results for supervision methodologies.

KEYWORDS:

• Anderson’s continuum model
• cognitive apprenticeship
• speech-language pathology
• clinical education
• supervision

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. This paper discusses the trajectory from a novice entering graduate school to a working professional. Throughout this trajectory, the terms “supervisor” and “supervisee” are used in at least some cases at all stages. Other terms might be preferred or used at specific stages for highly specific responsibilities or roles, such as “clinical educator” (McAllister, 2005) to describe working with students or “mentor” for working with professionals (ASHA, 2013). For the purposes of this paper, “supervisor” and “supervisee” will be used as generic terms for clarity.

Additional information

Notes on contributors

George W. Wolford

George W. Wolford, PhD, MS CCC-SLP is a clinical assistant professor and certified, licensed speech-language pathologist with Midwestern University. At the university, he is currently serving as a clinical educator with a continuous caseload as well as teaching Professional Issues and Ethics in Speech-Language Pathology, mentoring the student capstone experiences, and mentoring student theses. His research focuses on clinical education and interventions for pediatric populations, especially those with autism spectrum disorder (ASD).

Laura L. Wolford

Laura L. Wolford, PhD CCC-SLP is passionate about improving the way we communicate about voice and swallowing. Her research focuses on finding best practices for teaching complex physiological and clinical concepts by integrating evidence-based education practices with evidence-based voice and swallowing evaluation and treatment methodologies. As a practicing speech-language pathologist, she has worked in Trauma I hospitals, long-term acute care, and acute rehabilitation facilities. Dr. Laura Wolford serves as an appointed member of the Scientific and Professional Education Board of the American Speech-Language-Hearing Association, as a Student-to-Empowered Professional (STEP) program mentor, and as a copy editor for the journal Teaching and Learning in Communication Sciences and Disorders (TLCSD). In addition, she has been a conference planner for multiple Pan American Vocology Association symposia.

Schea Fissel Brannick

Schea Fissel Brannick, PhD, CCC-SLP is an assistant professor and certified, licensed SLP with Midwestern University where she teaches courses on language, literacy, learning and autism spectrum disorder (ASD) and developed a transactional adapted group intervention for children with ASD. Her dual program of research uses eye tracking to explore cognitive responses to visual literacy stimuli in children with ASD, and explores visually adapted group intervention materials and methods to improve literacy outcomes in children with ASD and children with language disorder at risk for reading impairment.

Megan Scott

Megan Scott earned her undergraduate degree at California State University, Fullerton and M.S. at Midwestern University in Speech Language Pathology. She is currently completing her Clinical Fellowship at Charter Oak Unified School District in Covina, CA.

Rebekah Smith

Rebekah Smith earned her undergraduate degree at the University of Iowa and M.S. at Midwestern University in Speech Language Pathology. She is currently completing her Clinical Fellowship.