Supervising speech clinicians requires a unique set of skills that are essential for fostering effective clinical practice. One significant approach to improving these supervisory interactions is through microcounselling, a method that focuses on specific supervisory behaviors to enhance the clinician's skills. The research article titled Microcounselling Interviewing Skills of Supervisors of Speech Clinicians by Dr. Ruth Beckey Irwin offers valuable insights into these techniques.
Microcounselling, as described in the study, involves supervisors interacting with clinician-trainees to direct the acquisition of specific clinical behaviors. This scaled-down approach can be particularly effective in teaching interviewing behavior, a fundamental aspect of supervision. Key findings from the study by Eisenrath, Coker, and Martinson (1972) suggest that certain supervisory behaviors, such as longer response delays, fewer interruptions, and reduced total talk time, can significantly impact the effectiveness of the clinician.
Key Findings and Their Implications
The principal purpose of Dr. Irwin's study was to describe the dyadic interactions between supervisors and speech clinicians, focusing on:
- Total talk time
- Reaction-time latency
- Interrupted speech
The study involved fifty-six three-minute dyadic interactions, which were analyzed using power level recorders. The findings indicated:
- No significant differences in talk time between supervisors and clinicians.
- Significant correlations between first and second microcounselling sessions for clinicians in terms of talk time and number of interruptions.
Interestingly, the study found that the supervisory interaction did not facilitate talk by the clinician. This suggests that the objectives of counselling and supervision might differ. For instance, a directive approach, which aims to impart suggestions quickly, may not be as effective in fostering lasting and creative clinical skills compared to a nondirective method that encourages clinicians to evaluate and discuss their own procedures.
Implementing Effective Supervisory Techniques
Based on the research findings, here are some practical tips for supervisors of speech clinicians to improve their microcounselling skills:
1. Emphasize Silence and Listening
Effective supervisors should increase interviewer silence time before responding. This technique, known as interviewer response delay, encourages clinicians to talk more and share their thoughts freely. According to Matarazzo, Wiens, and Saslow (1966), this approach can significantly increase client verbalization.
2. Reduce Interruptions
Supervisors should aim to minimize interruptions during sessions. Allowing clinicians to express their thoughts without frequent interruptions can lead to more meaningful discussions and better self-evaluation by the clinician.
3. Balance Talk Time
Although the study found no significant difference in talk time between supervisors and clinicians, it is beneficial to maintain a balanced conversation. Supervisors should be mindful of not dominating the discussion and instead facilitate a joint exchange of information.
4. Encourage Self-Evaluation
Supervisors should create an environment where clinicians feel comfortable evaluating their own procedures and suggesting alternative methods. This approach can lead to more innovative and effective clinical practices.
Encouraging Further Research
While the findings of this study provide valuable insights, further research is needed to explore the long-term effects of different supervisory techniques on clinician performance. Supervisors are encouraged to stay updated with the latest research and continuously refine their skills through professional development opportunities such as conferences, webinars, and publications.
To read the original research paper, please follow this link: Microcounselling Interviewing Skills of Supervisors of Speech Clinicians.
