Supervision of graduate students in the field of speech-language pathology during their pre-service training is critical to their professional development. The present study followed a cohort of graduate students (N=31) over the course of their clinical training to track changes in their self-reported needs and expectations regarding clinical supervision practices. Over the course of one year, graduate students’ self-reported supervisory needs and expectations decreased significantly with the exception of those variables associated with supervisor-controlled behaviors such as serving as a teacher rather than a colleague. Implications for incorporating supervisee perceptions into effective supervision practices and directions for future research are discussed.
Rehfeld, D. M.,
Padgett, R. N.,
Developmental Changes in Graduate Student Supervisory Needs and Expectations: A Longitudinal Investigation.
Teaching and Learning in Communication Sciences & Disorders, 6(1).