Supervision: Leadership Styles For a supervisor in a university setting, the role of training clinicians is complex and challenging. Professionals frequently evolve from the role of supervisee to supervisor without any formal instruction or training in supervision. In theory, supervision seems easy; in reality, it is far from easy. This is evident ... Article
Article  |   June 01, 2005
Supervision: Leadership Styles
Author Affiliations & Notes
  • Angela F. Sherman
    Department of Speech, Louisiana Tech University, Ruston, LA
  • Kerrilyn R. Phillips
    Department of Speech, Louisiana Tech University, Ruston, LA
  • Elizabeth Zylla-JonesColumn Editor
Article Information
Professional Issues & Training / Supervision
Article   |   June 01, 2005
Supervision: Leadership Styles
SIG 11 Perspectives on Administration and Supervision, June 2005, Vol. 15, 10-12. doi:10.1044/aas15.2.10
SIG 11 Perspectives on Administration and Supervision, June 2005, Vol. 15, 10-12. doi:10.1044/aas15.2.10
For a supervisor in a university setting, the role of training clinicians is complex and challenging. Professionals frequently evolve from the role of supervisee to supervisor without any formal instruction or training in supervision. In theory, supervision seems easy; in reality, it is far from easy. This is evident when one reflects on the difficult task each supervisor has in fostering the clinical relationship. The ASHA Committee on Supervision in Speech-Language Pathology and Audiology (1985) developed competencies for effective clinical supervision. These competencies guide the supervisee and supervisor through clinical tasks. However, the leadership style of the supervisor may well affect the implementation of these competencies.
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