As a Special Education Director, you are constantly striving to improve the skills and effectiveness of your team. One of the key aspects of ensuring high-quality service delivery in speech therapy is effective supervision. The research article "Microcounselling Interviewing Skills of Supervisors of Speech Clinicians" by Ruth Beckey Irwin, PhD, provides valuable insights into the dyadic interactions between supervisors and speech clinicians. This blog post will explore the findings of this study and how they can be implemented to enhance supervisory practices in your school district.
Understanding Microcounselling
Microcounselling, as used in this study, refers to a scaled-down sample of supervisory behavior where supervisors interact with clinician-trainees to direct the acquisition of specific clinical behaviors. The study focused on three key variables: total talk time, reaction-time latency, and interrupted speech. By analyzing these variables, the study aimed to identify the skills associated with effective supervisory interactions.
Key Findings
- Supervisors talked more than clinicians, but not significantly.
- Clinicians had significantly longer response latencies than supervisors.
- No significant differences were found in the number of interruptions between supervisors and clinicians.
- Significant correlations were found between first and second microcounselling sessions for clinicians in total talk time and number of interruptions.
Implementing the Findings
Based on the study's findings, here are some practical steps you can take to improve your supervisory practices:
Encourage Longer Response Latencies
One of the key findings was that clinicians had longer response latencies compared to supervisors. This suggests that allowing clinicians more time to respond can facilitate better communication and understanding. Encourage supervisors to practice patience and allow for longer pauses before responding. This can help clinicians feel less pressured and more comfortable in expressing their thoughts and ideas.
Reduce Interruptions
While the study found no significant differences in the number of interruptions between supervisors and clinicians, reducing interruptions can still be beneficial. Supervisors should aim to minimize interruptions during sessions to allow clinicians to complete their thoughts. This can lead to more productive and meaningful conversations.
Balance Talk Time
Although supervisors talked more than clinicians, the difference was not significant. Strive for a balanced exchange of information during supervisory sessions. Supervisors should aim to listen more and talk less, creating an environment where clinicians feel valued and heard. This balance can foster a collaborative atmosphere, leading to more effective skill development.
Encourage Self-Evaluation
The study suggests that clinicians who are encouraged to talk about their experiences and evaluate their own procedures may become better therapists. Supervisors should create opportunities for clinicians to reflect on their work, discuss challenges, and propose solutions. This can lead to more creative and lasting skill acquisition.
Further Research
While the findings of this study provide valuable insights, further research is needed to fully understand the impact of microcounselling on supervisory practices. Encourage your team to stay updated with the latest research and consider conducting your own studies to explore different aspects of supervision in speech therapy.
To read the original research paper, please follow this link: Microcounselling Interviewing Skills of Supervisors of Speech Clinicians.
By implementing these strategies and encouraging continuous learning, you can enhance the effectiveness of your supervisory practices, ultimately leading to better outcomes for your students.
