3/28/16
MS 47 10:00-11:30 Clinical Supervision-Part II A Deeper Look into the Mentorship and Troubleshooting Responsibilities of a Supervisor Authors: Jane Krider, Leah Huang, and Mengting Shieh The Speech Pathology Group 2016
Clinical Supervision Part II Presented by Speech Pathology Group Clinical Supervisors The Speech Pathology Group 2016
Presented by: Leah Huang, M.S.,CCC/SLP Jane A. Krider, M.S.,CCC/SLP Mengting Shieh, M.A. CCC/SLP Clinical Supervisors Speech Pathology Group Walnut Creek, CA.
The Speech Pathology Group 2016
1
3/28/16
Agenda • • • •
ASHA Statement on Supervision & Ethics Mentoring vs. Supervision Setting the Stage for Success Difficult Conversations
The Speech Pathology Group 2016
ASHA Statement on Supervision Clinical Supervision (clinical teaching,clinical education) is a distinct area of practice.
The Speech Pathology Group 2016
ASHA Statement on Supervision The highly complex nature of supervision makes it critically important that supervisors obtain education in the supervisory process.
The Speech Pathology Group 2016
2
3/28/16
ASHA Statement on Supervision It is a collaborative process.
The Speech Pathology Group 2016
ASHA Statement on Supervision The supervisory relationship should be based on a foundation of mutual respect & effective interpersonal communication.
The Speech Pathology Group 2016
ASHA Statement on Supervision Clinical supervisors have an obligation to fulfill the legal requirements & ethical responsibilities associated with state,national & professional standards for supervision.
The Speech Pathology Group 2016
3
3/28/16
ASHA Ethics & Supervision Code of Ethics- Effective 3/1/2016 Principles of Ethics IV-Individuals shall uphold the dignity and autonomy of the professions, maintain collaborative and harmonious interprofessional and intraprofessional relationships,and accept the professions’ self-imposed standards. Rules of Ethics A through T- delineate the specifics of the Principles of Ethics IV.
The Speech Pathology Group 2016
Ethical Issues & Clinical supervision • • • •
Dual Relationship Informed Consent Vicarious Liability Confidentiality
The Speech Pathology Group 2016
Supervision vs. Mentoring Supervision
Mentoring
• 1:1 or in group • Power Differential • Goals set by supervisor or regulatory guidelines • Direct Guidance • Transition from being “Supervised” in Graduate School to being employed as an CF/RPE Candidate
• 1:1 • Shared Learning Experience • Shared Goal Development • Informal Teaching Methods
The Speech Pathology Group 2016
4
3/28/16
Skills for Success/ Mentor & Mentee Hard Skills : Learned to perform a specific job function. More easily identifiable and quantifiable. What you know. Soft skills: Less tangible & more associated with one’s traits or personality. How you act. Proficiency in a list of competencies focusing on soft skills are good predictors of success.
The Speech Pathology Group 2016
Keys for Successful Mentor/Mentee Relationships* • Communicate openly & effectively on a regular & consistent basis:give each other feedback while maintaining positive attitudes towards each other’s ideas. • Build morale by showing respect and recognition of one another (likes & differences). • Accept challenges. • Effective conflict resolution. • Make a mutual commitment to development of skills in order to provide quality service delivery. *Adapted from O’Connor, 2010
The Speech Pathology Group 2016
Important First Meeting • Learn as much as you can about the person you are mentoring. • Gather information regarding prior experiences with supervision. • Discuss prior experiences with data collection, analysis of behaviors,perceptions of assisting in problem solving & decision making, • Discuss expectations for the CFY/RPE experience. • Discuss learning styles and preferences. • Present your expectations as the supervisor/mentor: paperwork, timelines,communication. Present the performance review & evaluation tools you will be using and how they will be used.
The Speech Pathology Group 2016
5
3/28/16
Learning Styles
The Speech Pathology Group 2016
Learning Styles Considerations • Generational • Cultural • Gender/Sexual Orientation • Ethnicity • Religion
The Speech Pathology Group 2016
Learning Styles
The Speech Pathology Group 2016
6
3/28/16
Considerations for Performance Reviews • Consider the stage of the process the mentee is in (beginning vs. second segment of supervision) • May have a talk at the second segment of review that an extension of the RPE/CFY may be considered • Consider the resources you have already provided and how the mentee is utilizing the tools • Revisit expectations indicated at first meeting • Consider how the CF has taken your feedback-check if they have made adjustments based on your suggestions
The Speech Pathology Group 2016
Performance Reviews • Required Professional Experience Performance Review Form www.speechandhearing.ca.gov/forms • Look under Forms/Publications-Miscellaneous Forms for Licensees • ASHA Clinical SLP Clinical Fellowship Forms- SLP Clinical Fellowship Skills Inventory (CFSI) • Both require a written evaluation of performance 3 times during the RPE/CF 36 week period. CFSI does it in 12 week intervals. • Monthly reviews
The Speech Pathology Group 2016
Other Types of Reviews Post-session review Connect on a weekly basis Bullet point list summary Have the CF provide you with a summary of the week • What was easy? • What was difficult? • Areas of improvement • List questions for you to follow-up with via email or the next time you visit • Provide a recurring email pop-up invite • Shared Google Doc to view at the same time and follow up • • • •
The Speech Pathology Group 2016
7
3/28/16
Monthly Performance Reviews **REQUIRED***Sample Monthly CFY/RPE Performance Review Form: Name: Supervisor: Comment on this SLP’s areas of strength and any areas in need of improvement. Include any other relevant information that would be helpful to your review process. Strengths: Areas Needing Improvement: Additional Comments: Signatures & Dates of CFY/RPE & Supervisor
The Speech Pathology Group 2016
The Speech Pathology Group 2016
The Speech Pathology Group 2016
8
3/28/16
The Speech Pathology Group 2016
CF Interviews What did you most appreciate in your CF supervisor?
The Speech Pathology Group 2016
VIDEO
http://screencast.com/t/F8vfT7mLVtQO The Speech Pathology Group 2016
9
3/28/16
CF Interviews Can you recall a specific example of a situation in which your supervisor helped you solve a problem?
The Speech Pathology Group 2016
VIDEO
http://screencast.com/t/Bf6rUe9s The Speech Pathology Group 2016
CF Interviews What advice would give to supervisors working with CFs?
The Speech Pathology Group 2016
10
3/28/16
VIDEO
http://screencast.com/t/dR0Ttxkf The Speech Pathology Group 2016
Difficult Conversations • Initiate conversations sooner rather than later so you can provide coaching and problem solve with the person before issues become worse. • Be prepared to acknowledge that each person has been heard and understood. • Acknowledge the feelings of each person and address them without blame.
The Speech Pathology Group 2016
Difficult Conversations In prep for the conversation: • Identify the goal of the conversation • Identify hot button issues that may be triggering emotions for both of you • Develop an opening line,determine what you want to be accomplished • Be prepared to end conversation if necessary and determine next steps.
The Speech Pathology Group 2016
11
3/28/16
Discussion Hints • Create a script. • Ask open ended questions: listen and wait for answers, uncomfortable silences are okay-don’t feel the need to fill in the void. • Use phrases like: How do you think things are going?, Help me help you, Cause and effect statements ( when you do x, y happens, how can I help you with avoiding x?) • COMMUNICATION not confrontation. Use neutral, non judgmental language • Remember when things are good: share good news about performance in a timely fashion as well as upwards to supervisor, admin etc. Be sincere and specific with compliments. • DOCUMENTATION
The Speech Pathology Group 2016
Documentation • Documentation facilitates communication and keeps the person informed. • It establishes an official record • 5 W’s of Documentation: who,what,where,when,why. • Be factual • Be objective • Be thorough • Be respectful I
The Speech Pathology Group 2016
Documentation Implications of NOT documenting: • Undesired behavior does not improve • Misunderstandings of discussions • Claims of not being equitably treated, discrimination, supervisor not being truthful.
The Speech Pathology Group 2016
12
3/28/16
Case Scenarios
The Speech Pathology Group 2016
Case Scenario-Extension of Experience The supervisee is approaching the last 12 week session prior to completion of the CFY/RPE period. You are concerned that an extension may be indicated because the following issues have not been resolved: accurate & timely report writing, preparedness for IEP meetings. You have observed sessions & reviewed all paperwork, provided feedback, coached & counseled.The situation is a drain on both of you as well as very stressful. it is time for a “crossroads conversation” where you have to present the reality of the situation. Please provide a plan on how you would handle this situation that is least hurtful but most constructive for his/her future.
The Speech Pathology Group 2016
Case Scenario-Assessment You have provided a template for reports. Your CF has given you a report that is half-finished or one that is using a template that is missing components and would not be considered “legally defensible”. The expectation is that perhaps you will finish the report for them. Please provide a plan on how you would handle this situation that is least hurtful but most constructive for his/her future.
The Speech Pathology Group 2016
13
3/28/16
Case Scenario-Documentation & Time Management The CF has not completed any logs or notes during therapy. They are having difficulty completing evaluation reports in a timely manner. When questioned, they respond by saying they do not have enough time for assessment. Please provide a plan on how you would handle this situation that is least hurtful but most constructive for his/ her future.
The Speech Pathology Group 2016
Case Scenario- Communication The CF has a litigious case and does not let you know of the meeting. She does not run her report or goals by you and is asked by the district administrator to redo her report and goals. The report was signed by the CF without the supervisor’s approval. Please provide a plan on how you would handle this situation that is least hurtful but most constructive for his/her future.
The Speech Pathology Group 2016
Case Scenario- Communication
Therapy schedule has been set, you plan a visit in two weeks to observe a few sessions. When you arrive, the CF states that he has changed the schedule and isn’t seeing students at the time you are there. The therapist is unresponsive or unwilling to participate in ongoing communication with supervisor. Please provide a plan on how you would handle this situation that is least hurtful but most constructive for his/ her future.
The Speech Pathology Group 2016
14
3/28/16
Case Scenario-Expectations
During therapy observations, the therapist says that the students are not doing well and are not cooperative, and that the classroom teacher is not a good teacher. The therapist has not implemented suggestions you have made and says that they have “tried everything”. They appear to have a negative attitude and can be defensive. Please provide a plan on how you would handle this situation that is least hurtful but most constructive for his/ her future.
The Speech Pathology Group 2016
Case Scenario-Interpersonal Communication Concerns have been reported about your CF, regarding use of a condescending tone to para-educators and custodial staff, yard duty staff, lunchroom staff, etc. In addition, there are reported concerns about the CF’s confrontational attitude and lack of collaboration with the team. Please provide a plan on how you would handle this situation that is least hurtful but most constructive for his/her future.
The Speech Pathology Group 2016
Case Scenario-Review The CF doesn’t agree with the scores you have given them on the ASHA rating form. Please provide a plan on how you would handle this situation that is least hurtful but most constructive for his/her future.
The Speech Pathology Group 2016
15
3/28/16
Case Scenario-Medical/Personal Issues Your CF is not getting all aspects of her job done. You have had several meetings to discuss these points. The CF finally discloses that she has been experiencing medical and personal issues. She further states that she does not want anyone else to know about the health condition, and asks for exceptions to be made due to the health condition. Please provide a plan on how you would handle this situation that is least hurtful but most constructive for his/her future.
The Speech Pathology Group 2016
THANK YOU!
The Speech Pathology Group 2016
References • • • • • • • • • • • • •
www.SpeechPathology.com Supervision & Multicultural Issues Shelley Victor Ed.D, CCC-SLP 7/29/2014 Best Practices in Evaluation & Assessment of Supervisees Carol C. Dudding Ph.D., 2014 Supervision and Conflict Resolution Shelley Victor Ed.D CCC SLP 2014 Innovative Approaches for Mentoring and Supervising for Today’s Professionals:Focus on Technology Carol C. Dudding, Ph.D., Charles Carlin, Ph.D. 2013 The Legal and Ethical Aspects of Clinical Supervision Wren Newman, SLP.D. CCC/SLP 2013 Difficult Conversations Nancy B. Alarcon M.S. CCC/SLP 2013 The Crossroads Conversation The ASHA Leader February 2015 Jane Mc Nichol Learning Styles Inventory(LSI) McBer and Company Kolb.A.Y. & Kolb,D.A. 2006 VARK –Visual, aural, read/write/kinesthetic guide to learning styles Christchurch New Zealand vark-learn.com Neil Flemming 1987 Predictive Index(PI) Augur Inc. 2011 7ways Soft Skills Power Organizational Performance webinar/bamboohr.com 2016 www.speechandhearing.ca.gov Speech-Language Pathology & Hearing Board
The Speech Pathology Group 2016
16
