A qualitative assessment of what comprises an effective and positive supervisor-student clinician relationship in speech-language pathology
Master of Science (MS)
First Advisor's Name
First Advisor's Committee Title
Second Advisor's Name
Monica S. Hough
Second Advisor's Committee Title
Third Advisor's Name
Third Advisor's Committee Title
supervisor-student relationship, anderson's continuum model, ASHA's tasks of supervision
Date of Defense
The purpose of this study was to gain a better understanding of the factors that constitute a positive and negative supervisor-supervisee relationship as perceived by speech-language pathology graduate students. Clinical practicum experiences were analyzed using qualitative methods via recorded in-depth participant interviews. After the data were collected and transcribed, the narratives were analyzed to draw useful inferences and discover underlying themes using a phenomenological methodology approach. Two overlaying themes, ASHA’s Task 1 of Supervision and Anderson’s Continuum Model of Supervision, were identified from the participants’ interviews and were used to categorize the data. Results indicate the most likely factors attributed to a positive clinical experience included constructive feedback, respect, positive praise, clear expectations and structured clinical guidance while the factors that were most likely attributed to a negative experience were lack of constructive feedback, lack of perceived respect, negative criticism, unclear expectations, and minimal clinical guidance.
Fencel, Jessica Atick, "A qualitative assessment of what comprises an effective and positive supervisor-student clinician relationship in speech-language pathology" (2016). FIU Electronic Theses and Dissertations. 2574.
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