Supervision: Managing Marginal Graduate Student Clinicians Through Supervisory Training The issue of student marginality has been discussed in the literature since the mid 1980s (Ghory & Sinclair, 1987; Shaughnessy, 1989; Noel, 1987; Dowling, 1985) as well as more recently (Shapiro, Brotherton, & Ogletree, 1995; Dowling, 1992; Ogletree, Shapiro, & Brotherton, 1994). Although there are several definitions of marginality, the ... Article
Article  |   October 01, 2000
Supervision: Managing Marginal Graduate Student Clinicians Through Supervisory Training
Author Affiliations & Notes
  • Rhoda Pilelsky-Levine
    Nova Southeastern University, Davie, FL
  • Jean S. MeadColumn Editor
Article Information
Supervision
Article   |   October 01, 2000
Supervision: Managing Marginal Graduate Student Clinicians Through Supervisory Training
SIG 11 Perspectives on Administration and Supervision, October 2000, Vol. 10, 5-7. doi:10.1044/aas10.3.5
SIG 11 Perspectives on Administration and Supervision, October 2000, Vol. 10, 5-7. doi:10.1044/aas10.3.5
The issue of student marginality has been discussed in the literature since the mid 1980s (Ghory & Sinclair, 1987; Shaughnessy, 1989; Noel, 1987; Dowling, 1985) as well as more recently (Shapiro, Brotherton, & Ogletree, 1995; Dowling, 1992; Ogletree, Shapiro, & Brotherton, 1994). Although there are several definitions of marginality, the one by Mathers-Schmidt and Lilley (1995)  seems most appropriate as it takes into account the supervisory dimension. They defined marginal supervisees as those who, despite supervisory input, experienced difficulty acquiring and/or demonstrating satisfactory clinical skills. Other researchers (Teitlebaum, 1983; Shaughnessy, 1989) found that this difficulty was not necessarily due to a lack of academic preparedness. While this problem affects a minority of supervisees, approximately less than 1% of the graduate student population (Ore, 1996), it can have far reaching implications for the supervisee, the supervisor, the client, and the training facility.
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