Clinical Education and Supervision: Key Issues Preparation for the Clinical Educator According to the ASHA Ad Hoc Committee on Supervision's Final Report on Knowledge, Skills and Training Consideration for Individuals Serving as Supervisors [PDF] (ASHA, 2013c): A prevailing philosophy suggests that competency in clinical service delivery translates into effective clinical supervision. However, leaders in education have long argued that this is a flawed assumption and that effective supervision requires a unique set of knowledge and skills. The Ad Hoc Committee acknowledges that supervision is a distinct area of practice and, as in other distinct areas, individuals must receive training to gain competence before engaging in the activity. Education in the supervisory process should begin early, with—as a minimum—an introduction to the subject as part of the graduate curriculum and more extensive training readily available to practicing and aspiring supervisors.
Knowledge and Skills Needed by Speech-Language Pathologists Providing Clinical Supervision Ad Hoc Committee on Supervision in Speech-Language Pathology About this Document This knowledge and skills document is an official statement of the American Speech-Language-Hearing Association (ASHA).
Strategies for Clinical Teaching Joanne E. Schupbach Practice Management and Professional Issues Professional Issues 6944 Editor's note: This text-based course is a written transcript of the live seminar, "Strategies for Clinical Teaching," presented by Joanne Schupbach, M.S., M.A., Manager Audiology Clinical Education, Assistant Professor, Rush University Medical Center. The course handout is available here (PDF) - it is recommended to download the course handout prior to reading the text course. In my role here at the university, my interests have focused on clinical education including clinical teaching, supervision and mentorship. Today I would like to share some information with you regarding what makes a positive learning environment and specific strategies that can be used in clinical teaching.
Feeling awkward, stressed and frustrated in your business? You may just need this model - Pamela Slim I settled in my chair in the airplane, flying from San Francisco to Mexico City for my sophomore year of college. My classmates and I were headed to the ultimate destination of Morélia, Michoacán, to stay with host families for a few months before going to small villages for another family stay. I opened my dictionary and translated some basic sentences, since I did not speak one word of Spanish. I was excited and looking forward to meeting my new family. We took the bus from Mexico City to Morelia, and pulled in to the station.
Knowledge and Skills Needed by Speech-Language Pathologists Providing Clinical Supervision Ad Hoc Committee on Supervision in Speech-Language Pathology About this Document This knowledge and skills document is an official statement of the American Speech-Language-Hearing Association (ASHA). This knowledge and skills statement was developed by the Ad Hoc Committee on Supervision.
School of Communication Sciences and Disorders To assist Clinical Educators (CEs) in providing students with high quality practicum experiences we have developed a range of resources. Jump to: Obtaining Professional Associate Status with McGill University School of Communication Sciences and Disorders To assist Clinical Educators (CEs) in providing students with high quality practicum experiences we have developed a range of resources. Jump to: Obtaining Professional Associate Status with McGill University Please contact email@example.com if you wish to enquire about obtaining Professional Affiliate status with McGill University. The Collaborative Approach to Clinical Education Jeanne Claessen, Former Head of Clinical Program (1995-2009) School of Communication Sciences and Disorders McGill University
Cultural Competence Roles and Responsibilities Professional competence requires that audiologists and SLPs practice in a manner that considers the impact of cultural variables as well as language exposure and acquisition on their clients/patients and their family. ASHA-certified practitioners have met rigorous academic and professional standards, including knowledge of cultural variables and how they may influence communication. See ASHA's Scopes of Practice in Audiology and Speech Language Pathology as well as Audiology Certification Standards and Speech-Language Pathology Certification Standards. Issues in Ethics: Supervision of Student Clinicians About This Document Published 2017. This Issues in Ethics statement is a revision of Supervision of Student Clinicians (originally published in 2003 and revised in 2010). It has been updated to make any references to the Code of Ethics consistent with the Code of Ethics (2016).
7 Steps for Onboarding a Therapist into clinical supervision — Family Therapy Basics Clinical supervisors are lifelines for therapists. As a newly graduated therapist seeking licensure, my supervisors guided me in theory, practice, self-of-the-therapist matters, and more. I not only felt competent once I received my license, I felt confident. I decided to become an AAMFT-Approved supervisor, and a supervisor for supervisors, because of the mentoring and valuable direction I received as a supervisee. I know not all therapists have meaningful experiences in supervision, and many leave the process disoriented.