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ITACs Digital Imaging Poster Tips and Tricks Print this page for reference check Scale to Fit, then

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Title: ITACs Digital Imaging Poster Tips and Tricks Print this page for reference check Scale to Fit, then


1
  • How would you describe your supervision style?
    Direct, Collaborative and/or Consultative?
  • Responses Direct


Collaborative


Consultative
Depends on Student
  • Indicate how your interaction style as a
    supervisor changes from the beginning of the
    semester to the end of the semester.
  • Responses Direct

Collaborative Collaborative
  • How would you describe your supervision style?
    Direct, Collaborative and/or Consultative?
  • Responses Direct


Collaborative


Consultative
Depends on Student
  • Indicate how your interaction style as a
    supervisor changes from the beginning of the
    semester to the end of the semester.
  • Responses Direct

Collaborative Collaborative
  • How would you describe your supervision style?
    Direct, Collaborative and/or Consultative?
  • Responses Direct


Collaborative


Consultative
Depends on Student
  • Indicate how your interaction style as a
    supervisor changes from the beginning of the
    semester to the end of the semester.
  • Responses Direct

Collaborative Collaborative
  • How would you describe your supervision style?
    Direct, Collaborative and/or Consultative?
  • Responses Direct


Collaborative


Consultative
Depends on Student
  • Indicate how your interaction style as a
    supervisor changes from the beginning of the
    semester to the end of the semester.
  • Responses Direct

Collaborative Collaborative
  • How would you describe your supervision style?
    Direct, Collaborative and/or Consultative?
  • Responses Direct


Collaborative


Consultative
Depends on Student
  • Indicate how your interaction style as a
    supervisor changes from the beginning of the
    semester to the end of the semester.
  • Responses Direct

Collaborative Collaborative
  • How would you describe your supervision style?
    Direct, Collaborative and/or Consultative?
  • Responses Direct


Collaborative


Consultative
Depends on Student
  • Indicate how your interaction style as a
    supervisor changes from the beginning of the
    semester to the end of the semester.
  • Responses Direct

Collaborative Collaborative
The Effects of Counseling Training on Supervision
Style Kay McNeal, MS CCC-SLP, Jean M. Nisenboum,
MS CCC-SLP Case Western Reserve
University Cleveland Hearing and Speech Center
fnisenboum_at_socius1.com
jmn13_at_case.edu
  • CONCLUSIONS
  • Supervisors who completed the computer based
    self-study found the training to be useful and
    indicated that the training would influence how
    they interact with students and their supervision
    style.
  • Additional post test measures including analysis
    of videotaped conferences will be utilized to
    objectively assess changes in interaction and
    supervision styles.
  • REFERENCES
  • Anderson, J. The Supervisory Process in
    Speech-Language Pathology. Austin, TX Pro-Ed,
    1988.
  • ASHA 2002 Desk Reference Clinical Supervision in
    Speech-Language Pathology and Audiology.
  • Caracciolo, G et al (1978). A Rogerian
    orientation to the speech-language pathology
    supervisory relationship. ASHA, 20, 286-90.

RESULTS SUMMARY
  • ABSTRACT
  • This study was designed to assess the effects of
    counseling training on supervisory style.
    Clinical supervisors were assigned to two groups.
    One group participated in training in counseling
    principles focused on enhancing the supervisor
    student relationship, while the other group did
    not. Supervisors that participated in the
    training protocol learned and practiced six types
    of responses derived from humanistic counseling
    principles. The protocol consisted of a computer
    based self-study program. Pre and post training
    measures of supervisors participating in the
    training group were collected and analyzed to
    assess the impact of this training on supervision
    style.
  • INTRODUCTION
  • Effective clinical teaching has as its premise
    the development of the students self analysis,
    self evaluation and problem solving skills (ASHA
    2002.) Integral to the long term process of
    clinical skill development is a students self
    knowledge and ideally self actualization, defined
    by Maslow as ones innate drive to grow. The
    quality of the supervisor student relationship is
    one factor that contributes to a students
    ability to realize their self actualizing drive.
    This drive promotes self-directed learning which
    in turn promotes self analysis, self evaluation
    and problem solving. Models of supervision exist
    that do encourage student growth and
    participation at different points in their
    clinical practicum. Dowling reports that even
    with such models supervisors engage in behaviors
    that dominate conferences by controlling topic
    initiation and talk time with no evidence of
    variability in response to individual
    supervisees. These interactions limit the
    opportunities for the student to demonstrate
    initiative and generate solutions to clinical
    problems. To promote student directed learning
    from the beginning of clinical education and to
    provide supervisors with interaction strategies
    that encourage the realization of a students
    self actualizing drive, a self-study was designed
    to educate supervisors in the use of humanistic
    counseling principles. A study was conducted to
    examine the effectiveness of this training on
    supervision style.
  • MATERIALS METHODS
  • Clinical supervisors currently supervising
    graduate students were recruited for
    participation in this study. Participants were
    assigned into one of two groups The training
    group or the control group. Supervisors in both
    groups completed a written pretest and videotapes
    of supervisor student conferences were collected.
    Supervisors that participated in the training
    protocol completed a computer based self-study
    training program that focused on application of
    humanistic counseling principles to clinical
    supervision. Format of the self-study included
    lecture style information, case studies and
    practice examples. Specific content included
    information on six types of responses derived
    from humanistic counseling principles. Target
    responses for supervisor training included
  • affect response
  • affirmation
  • selective reflection
  • counter question
  • reframing
  • silence
  • Following the self-study supervisors completed a
    post test questionnaire. Supervisors rated
    usefulness and application of the training and
    indicated specific strategies learned. Data from
    the surveys were analyzed to assess the impact of
    the training on supervision style.


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Communication Sciences

Nisenboum, Jean
Nisenboum, Frank
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