The Supervisory Process: An Experience of Interpersonal Relationships and Personal Growth

Pickering, Marisue

doi:10.1044/nsshla_17_17

Cited by 2 publications

(5 citation statements)

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“…The interpersonal domain of clinical education is highly valued by students and is essential for achieving learning outcomes. However, according to Pickering (1984, 1989–90), the interpersonal domain is also highly neglected in discussions of clinical education. Nonetheless, as a result of personal and interpersonal investments in the development of dynamic human relationships, knowledge is constructed (Clandinin & Connelly 1986; Beattie 1995; Goodfellow et al .…”

Section: The Lived Experience Of Being a Clinical Educator Model (Mcamentioning

confidence: 99%

The lived experiences of clinical educators with implications for their preparation, support and professional development

Higgs

McAllister

2005

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The article reports on research into the lived experience of being and becoming a speech pathology clinical educator, and examines implications for the preparation and professional development of clinical educators. The Lived Experience of Being a Clinical Educator Model offers valuable insights into the nature of the role and the realities of clinical educators' lives. The model comprises six dimensions of being a clinical educator: a sense of self; a sense of relationship with others; a sense of being a clinical educator; a sense of agency; an endeavour to seek dynamic self-congruence; and growth and development. The model will provide a sound basis for the preparation and professional development of clinical educators, as well as being a useful tool for personally reflecting upon their challenging role as practitioners. The names used in reporting the research are pseudonyms assigned to the participants, quotes from the participants' interview transcripts are italicised and the codes represent the interview number/page or the field note (FN) reference.

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Section: The Lived Experience Of Being a Clinical Educator Model (Mcamentioning

confidence: 99%

The lived experiences of clinical educators with implications for their preparation, support and professional development

Higgs

McAllister

2005

Learn Health Soc Care

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“…Some researchers found that supervisory behaviors that lend themselves to successful, collaborative relationships were minimally evident (McCrea, 1980;Pickering, 1984). Others offered a feminist perspective on the supervisory process (Kadushin, 1992;Pickering, 1987) which included more collaboration, the demystification of power, the importance of nurturing and intimacy, and more democratic, cooperative, open, and informal supervisory behaviors.…”

Section: Discussionmentioning

confidence: 99%

“…Several researchers (Blumberg, 1974;Cogan, 1973;Larson, 1981;Myers, 1980;Oratio, 1977;Pickering, 1997;Russell, 1976;Schneider, 1989) have recognized the significance of perception as an influencing factor on supervisory interactions. Pickering (1987), when describing the importance of perception stated, "Acknowledging the validity of individual perception means putting aside one's own frame of reference in order to hear the other. It also means honoring the affective, poetic, and intuitive side of human beings" (p. 206).…”

Section: Perceptions Of the Critical Aspects Of Supervisionmentioning

confidence: 99%

“…Results of her study indicated that the emphasis on instruction and technical skills did not fit supervision models that call for collaboration, problem solving, self exploration, and intrapersonal growth. Pickering (1987) described a paradigm shift from a male-centered perspective to a female-centered perspective on supervision that places a high emphasis on the interpersonal aspect of supervision. The female-centered perspective " is resulting in interpretations significantly different from traditional ones" (p.116).…”

Section: The Interpersonal Relationshipmentioning

confidence: 99%

“…The female-centered perspective " is resulting in interpretations significantly different from traditional ones" (p.116). Pickering (1987) reported the following implications of feminist theory and its relationship to supervision: The traditional picture of the supervisor-manager replicates the male stereotypeassertive, decisive, direct, authoritative, combative, rational and logical -the picture of the feminist supervisor tends to project an image that gives priority to elements in the female stereotype. The feminist supervisor is nonelitist, democratic, cooperative, intuitive, emotionally open, and informal.…”

Section: The Interpersonal Relationshipmentioning

confidence: 99%

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Perceptions of supervisory behaviors and supervisory needs among licensed speech-language pathology assistants

Mead¹

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The purpose of this study was to identify supervisory behaviors that occurred and the extent to which they were perceived as necessary during supervisory interactions between licensed speech-language pathology assistants (SLPAs) and their supervising speech-language pathologists (SLPs). Surveys were mailed to the 173 licensed SLPAs in Louisiana, who were the population for this study, requesting information about the supervision received. Eighty-eight (51%) completed and returned the survey. The survey consisted of three parts. Part I contained 29 statements that were each rated twice using a Likert-type scale. The first rating indicated the extent to which supervisory behaviors occurred and the second rating indicated the extent to which the behaviors were perceived as needed. Part II contained open-ended questions and Part III collected demographic data about the participants. The items on Part I of the survey were grouped into three categories: instructional, interrelational and general. The instructional category contained items about technical and professional aspects of supervision, the interrelational category consisted of behaviors concerned with the interpersonal relationship between the assistant and the supervisor, and the general category included supervisory behaviors initiated by the assistants, e.g. requesting meetings with the supervisor, informing the supervisor when assistance was needed, and self-analyzing professional behavior. Data were analyzed using descriptive statistics, analysis of variance and content analysis. No significant differences were found between supervisory behaviors that occurred and those perceived as needed for the instructional and interrelational categories. General category behaviors occurred significantly more frequently than were perceived as needed. Significant differences were found on three individual items on Part I of the survey: supervisor dominance in the conference setting which occurred more than needed, and dyad communication via journal writing and email that occurred less than perceived as needed. The content analysis supported the findings in the objective portion of the study. The majority of SLPAs (81%) reported their supervisory needs were being met. They described their supervisors as patient, knowledgeable, available, supportive, professional, and open-minded. However, for some, the supervision was perceived as

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The Supervisory Process: An Experience of Interpersonal Relationships and Personal Growth

Cited by 2 publications

References 0 publications

The lived experiences of clinical educators with implications for their preparation, support and professional development

The lived experiences of clinical educators with implications for their preparation, support and professional development

Perceptions of supervisory behaviors and supervisory needs among licensed speech-language pathology assistants

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