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My first experience with supervision came three years after completing my graduate program in speech-language pathology, when I was asked by a former professor if I would supervise graduate students in the campus clinic. When I think of the experience today, it reminds me how little I knew at the time. I took my supervisory responsibilities seriously and focused on solving all problems encountered by the clinician. Compare this previous dialogue with one I might have now:
Previous Dialogue
Supervisee: I've tried everything you suggested, but nothing is helping the client to produce the sound.
Supervisor: I noticed that he made several errors. Did you tally correct and incorrect responses?
Supervisee: Well, I kept track of the few correct responses.
Supervisor: You need to keep track of all the responses, but let me give this further thought. I will develop some ideas and we can meet again before you see the client.
Current Dialogue
Supervisee: I've tried everything you suggested and nothing is helping the client to produce the sound.
Supervisor: I noticed that he made several errors. Did you tally correct and incorrect responses?
Supervisee: I kept track of the few correct responses.
Supervisor: Would it help if you kept track of all responses so accuracy can be computed?
Supervisee: That would help. I do need to know how accurate he is.
Supervisor: What techniques are you using to elicit correct productions?
Supervisee: I have tried everything you suggested, and it's not working.
Supervisor: Describe what you have tried.
Our goal is to be helpful without taking all the responsibility for supervisees' growth as clinicians. The latter scenario shifts the responsibility for problem-solving and provides the supervisee with an opportunity to examine what is happening and identify potential solutions. Developing communication skills that facilitate supervisees' critical thinking and problem-solving may be one of the most important things we do.
Feedback as a Reciprocal Dialogue
Good communication skills are critical during clinical supervision conferences. In my early years of supervision, I saw supervisory conferences as a time to discuss perceived problems the supervisee had in clinical work. During one conference, I apparently had just shared a litany of perceived problems with the clinician when she said to me, "Professor O'Connor, I don't mean to be rude, but is there anything I did right?"
I began to realize the need for well-timed, practical suggestions on effective supervision. The initial "aha" moments came from reading Jean Anderson's article (1981) on training supervisors in speech-language pathology and audiology. I gained more information from Pickering's article (1984) on interpersonal communication during supervisory conferences. Traditionally, conferences were viewed as a time for supervisors to provide supervisees with feedback, and I was doing an excellent job in that arena. However, feedback must be a two-way street, allowing supervisees to share feelings and perceptions about the supervisory experience.
When planning clinical conferences, I now routinely involve the supervisee by jointly establishing the agenda and facilitating a discussion of previously identified clinical or supervisory data or issues. During conferences, we collect data to allow for ongoing analysis of supervisory interactions. McCrea and Brasseur (2003, p.206) noted that "the supervisor's ability to encourage supervisee participation in self-exploration and problem-solving is essential to movement along the continuum." I listen carefully to the supervisee's ability to brainstorm and develop solutions to clinical issues and problems, and in doing so, I know when it is time to move along the supervision continuum.
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