Document Type



Master of Science (MS)


Speech-Language Pathology

First Advisor's Name

Jean Mead

First Advisor's Committee Title

Committee Chair

Second Advisor's Name

Monica S. Hough

Second Advisor's Committee Title

Committee Member

Third Advisor's Name

Eliane Ramos

Third Advisor's Committee Title

Committee Member


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.





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