OSHA Supervision Bootcamp 092419 (1) · Association. From Supervision Bootcamp [Presentation on...

10/4/2019

1

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 on my Teachers Pay Teachers page

Non-financial• None

Cheri’s disclosures

1

2

3

10/4/2019

2

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 PropertyThis 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. .

4

5

6

10/4/2019

3

Who is a supervisor?

Kahoot!

www.kahoot.it

Game pin:

7

8

9

10/4/2019

4

A supervisor is a:

Helper

Mentor

Advocate

Challenger

The Ideal Supervisor

Has

Empathy

Respect

FlexibilityConcern

Is

Knowledgeable

Experienced

ConcreteOpen

Uses

Teaching

Goal-settingFeedback

(Carifio & Hess, 1987)

Roles & Responsibilities

EncourageTeach Clarify

ModelEvaluate Mentor

(CAPCSD, 2013)

10

11

12

10/4/2019

5

Knowledge & Skills

(ASHA, 2008)

Knowledge & Skills (cont.)

(ASHA, 2008)

Actual photo of supervisors

Image from Pixabay.com

13

14

15

10/4/2019

6

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

16

17

18

1 Kami - please fill this inCheri Chin, 8/24/2019

10/4/2019

7

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

10/4/2019

8

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-AsSupervision of Assistants (Oregon)

(new rules to be voted on 11/19)

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

SLP-As

Email from Oregon Board of Examiners

22

23

24

10/4/2019

9

SLP-As


SLP-As


SLP-As


25

26

27

10/4/2019

10

Supervision is

SUPER

S

U

P

E

Supervisory stages

Understanding styles

Principles of collaboration

Expectations

RReflection & feedback

S –

Supervisory Stages

28

29

30

10/4/2019

11

Beginning Supervisees


(Kaufman & Schwartz, 2004; Fitzgerald, 2009)

Beginning Supervisees

Need:

• Foundations

• Expectations

• Discussion

• Constructive criticism

• Assistance

• Resources


Intermediate Supervisees



31

32

33

10/4/2019

12

Intermediate Supervisees

Need:

• Creativity

• Specific assistance

• Discussion

• Encouragement

• Constructive criticism


Advanced Supervisees



Advanced Supervisees

Need:

• Consultation

• More responsibility for decision making

• Assistance with specific treatment

• Constructive feedback


34

35

36

10/4/2019

13

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)


Evaluation-Feedback

Stage

Supervisees:

▫ Lack knowledge

▫ Have difficulty applying information and problem solving

Supervisor:

▫ Is dominant

▫ Guides treatment and decisions


37

38

39

10/4/2019

14

Transitional Stage

Supervisees:

▫ Have some knowledge & skills

▫ Participate in problem solving, decision making, peer interactions

Supervisor:

▫ Allows supervisee more responsibilities


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



40

41

42

10/4/2019

15

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


43

44

45

10/4/2019

16

Direct/ Active Style

• Telling

• Criticizing

• Evaluating

• Controlling

(McCrea & Brasseur, 2003)

Direct/ Active Style


KB3

The purpose of

supervision is not

cloning.“

“

(McCrea & Brasseur, 2003, p. 23)

46

47

48

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

17

Collaborative

Style

• Sharing responsibility

• Encouraging

• Providing feedback


Collaborative Style


Consultative

Style• Encouraging problem

solving

• Providing ideas when

asked

• Asking questions for

self-analysis


49

50

51

10/4/2019

18

Consultative Style


MentoringMentoring includes:

• Educating

• Modeling

• Consulting

• Coaching

• Encouraging

• Supporting

• Counseling

(ASHA, 2008b)

The Role of Mentors


(Parmenter & McGraw, 2010)

52

53

54

10/4/2019

19

Kahoot!

www.kahoot.it

Game pin:

P –

Principles of Collaboration

Collaboration

through

RelationshipsRelationships can lead to:

• Support

• Change

• Growth

• Confidence

(Geller & Foley, 2009)

55

56

57

10/4/2019

20

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)]

58

59

60

10/4/2019

21

Collaboration

with OthersMedical 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

61

62

63

3 Cheri Chin, 8/24/2019

2 Kami - please fill inCheri Chin, 8/24/2019

Slide 63

5 Cheri Chin, 8/24/2019

6 Kami - please think of an exampleCheri Chin, 8/24/2019

10/4/2019

22

E –

Expectations

Shared expectations may

be one of the most

important parts of the

supervisory process.“

“


“

Discussions about expectations

should begin even before the

supervisory process starts.“

“

(Christdoulou, 2016)

“

64

65

66

10/4/2019

23

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


Expectations by the

Supervisee –

C.D. Chin’s Expectations

Scale

(Chin, 2019)

67

68

69

10/4/2019

24

Tiben’s Expectations

Scale by Supervisor &

Supervisee


C.D. Chin’s Expectations for Supervisee

(Chin, 2019)

KB2


(Chin, 2019)

70

71

72

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

10/4/2019

25


(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

73

74

75

10/4/2019

26

Differences in expectations

May be due to:

• Gender

• Culture

• Learning styles

• Experiences

• Age (generation)

of both supervisor and supervisee

TraditionalistsTraditionalists1925 - 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]

BoomersBoomers1946 – 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]


76

77

78

10/4/2019

27

Gen XersGen Xers1965 - 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]


MillennialsMillennials1980 – 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 diversitycommunity service

Internet, cell phonescomputers

Social mediaonline dating

University of Salford Press Office [CC BY 2.0

(https://creativecommons.org/licenses/by/2.0)]


Unconscious Bias

What story are you creating

about your supervisee?

79

80

81

10/4/2019

28

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:

82

83

84

10/4/2019

29

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)

85

86

87

10/4/2019

30

Supervisory

process & clinical

education

(ASHA, 2016)

Relationship

development &

communication

skills

(ASHA, 2016)

Establishment /

implementation

of goals

(ASHA, 2016)

88

89

90

10/4/2019

31

Supervisory

process & clinical

education

(ASHA, 2016)

Analysis &

evaluation

(ASHA, 2016)

Analysis &

evaluation

(ASHA, 2016)

91

92

93

10/4/2019

32

Clinical &

performance decisions

(ASHA, 2016)

Supervisee reflections

(Chin, 2019b)


Daily

94

95

96

10/4/2019

33


Weekly

Feedback

Types of feedback

• Objective

• Narrative

• Rating scales

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

Objective feedback

Non-judgmental

97

98

99

10/4/2019

34

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

100

101

102

10/4/2019

35

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.

103

104

105

10/4/2019

36

Supervisor competency

More feedback

=

viewed as more competent

Kahoot!

www.kahoot.it

Game pin:

Thank youQuestions? Email us!

[email protected]

106

107

108

10/4/2019

37

ReferencesAmerican 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/

ReferencesAmerican 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.

ReferencesChin, 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.

109

110

111

10/4/2019

38

ReferencesCouncil 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.

ReferencesMcCrea, 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.

112

113

OSHA Supervision Bootcamp 092419 (1) · Association. From Supervision Bootcamp [Presentation on...

Documents

Transcript of OSHA Supervision Bootcamp 092419 (1) · Association. From Supervision Bootcamp [Presentation on...