Wendy A. Jumonville, M.S., CCC/A
Coordinator of Clinical Services
wjumonv@lsu.edu
M A STUDENTS:
• 50 full time
MA SLP
students
• All enrolled
in clinic each
semester
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3 STEP PLAN:
• Step 1: Pre-Clinical Support Tools
• Step 2: Mid- Term Evaluations
• Step 3: Clinical Support Plan
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PRE-CLINICAL SUPPORT TOOLS:
• True Colors Personality Test
• Supervisory Needs Assessment
Survey
• Self Assessment – Time
Management
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TRUE COLORS PERSONALITY TEST:
•
•
•
•
Blue - Compassionate
Gold - Responsible
Orange - Spontaneous
Green - Conceptual
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COMMUNICATION
Blue
Love to talk
Tend to be direct and hones
Talk about how they feel
Avoid issues that might end up in
conflict
Ramble and get off the subject
Pay attention to non-verbal
communication
Orange
Say just the right things
Dominate what is being said
Get right to the point
Make decisions quickly
Create energy or excitement
Focus on results
Green
Tend to rely on the facts
Ask many questions
Say things only once
Avoid small talk
Argue both sides of any issue
Worry that they are not being
understood
Gold
Use clear and precise language
Cut the small talk
Want to keep the conversation in
order
Talk about responsibility
Focus on how efficient things are
Want to follow an agenda
IN ORDER TO SPEAK TO A ___ IN A WAY THEY WILL UNDERSTAND:
Blue
Relate what you are saying to feelings
Avoid open criticism
Put peoples needs ahead of procedure
Be honest and genuine
Leave room for input and questions
Keep your promises
Green
Use clear and precise language
Use logic in support of your decision
Get right to the point
Keep the conversation relevant
Ask meaningful questions
Talk about possibilities
Orange
Cut to the heart of a problem
Give them the straight stuff
Be bold and say what is on your mind
Focus on action
Talk about results
Keep the conversation lively
Gold
Give straightforward direction
Use references to the past and tradition
Not get sidetracked
Keep conversation in order
Follow an agenda
Talk about responsibilities
THOUGHTS WHEN PROBLEM SOLVING
Blue
How much do I care about what I gain or
lose in each alternative?
What are the values involved?
How will people concerned react to the
outcome?
Who is committed to carry out the
solution?
Orange
What are the possibilities?
What other ways are there to solve the
problem?
What does the data imply?
What are the implications beyond the
facts?
Green
What are the pros and cons?
What are the logical consequences?
What is the consequence of not acting?
Gold
What are the facts?
What exactly is the situation?
What has been done?
What am I and others doing?
IMPROVING TEAM PERFORMANCE
Blue
Green
Creating a warm and personal working
atmosphere
Interacting as much as possible with openness
and honesty
Establishing a harmonious working environment
and avoiding conflict and hostility
Making use of their gifts for communication,
nurturing, and people oriented ideas
Providing them with one on one feedback
Assigning projects which require analytical
thinking and problem solving
Discussing you “big picture” with them
Taking their ideas to the next step and
encouraging them to think independently
Praising their inventiveness and ingenuity
Understanding their need to avoid redundancy
Recognizing and appreciating their competence in
the job.
Orange
Gold
Assigning projects which are action-packed and
which require a hands-on approach
Providing opportunities to be a skillful and
adventurous
Using their natural abilities as a negotiator
Allowing them the freedom to do the job in their
own style and in non-traditional ways
Allowing freedom of movement and
understanding their preference for action over
words
Assigning work that requires detailed planning
and follow-through
Being punctual and reliable
Giving standard rules and regulations
Setting a good example
Praising their neatness, organizational
capabilities and efficiency
Giving feedback every step of the way
Recognizing their need to be straightforward,
dependable, responsible, and business minded
Giving tangible recognition for their work
SUPERVISORY NEEDS ASSESSMENT SURVEY:
“Reflections on Student Perceptions
of Supervisory Needs in Clinical
Education”
by Mary Dale T. Fitzgerald
ASHA Perspectives
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SUPERVISORY NEEDS ASSESSMENT SURVEY:
• Rating:
•strongly disagree
•disagree
•neutral
•agree
•strongly agree
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• My supervisor allowing me to observe
her rendering services to my client is
important to me.
• My supervisor allowing me to be
creative in selecting therapy
activities/materials is important to me.
• My supervisor having high expectations
for me is important to me.
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SELF ASSESSMENT – TIME MANAGEMENT:
RATING SCALE:
•
•
•
•
•
Always
Usually
Sometimes
Not often
Never
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SAMPLE QUESTIONS:
• I choose to do my work at times when I am
most alert.
• I make sure that my environment is conducive
to studying by being comfortable and
removing distractions.
• I am able to recognize my tendencies to
procrastinate and use strategies to overcome
these.
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SCORING:
• You are utilizing your time wisely
• You might need a little tune up
• Your time usage needs some
major adjustment
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CLINICAL SUPPORT PLAN:
Clinical Support Plan Meeting:
If a student's performance is deemed unsatisfactory
after the review, the student is scheduled for a
Clinical Support Plan meeting with all current
supervisors and the Coordinator of Clinical Services
to discuss areas of strengths and weakness, plans to
remediate the weakness, and a timeline when the
remediation must be complete.
NOTE: the student may be asked to drop the clinic if at any time the
weaknesses prevent adequate clinical services for that client
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CLINICAL SUPPORT PLAN: EXAMPLES
• 4 times during the semester the clinician will review
an article (selected by supervisor), and provide
written summary and discussion with supervisor
• Weekly videotaping of clinics. The clinician will
review and provide a written critique of performance
to discuss with supervisor
• Using published materials that outline Positive
Feedback (from “The Speech Bin”)
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CLINICAL SUPPORT PLAN: EXAMPLES
• Follow through with Self-Assessment
and Time Management Suggestions
• Peer modeling as per supervisor
• Will respond to all emails sent within 8
hrs of receipt
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CLINICAL SUPPORT PLAN:
Clinical Probation:
At the end of the semester, a meeting will be
held to discuss performance since midterm.
If areas of weakness have not been
remediated, the student will be placed on
Clinical Probation for the start of the next
semester.
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CLINICAL SUPPORT PLAN:
Clinical Probation Plan
At the beginning of the semester, a
meeting will be held to develop a
new Clinical Probation Plan.
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CLINICAL PROBATION PLAN:
If Concerns Still Exist:
The department chair and a committee consisting of graduate faculty, the
Coordinator of Clinical Services, and current supervisors will decide
whether the student will:
A. continue on probation with modifications to the remediation plan
B. be counseled to withdraw from the clinical program
C. reduce clinical load, thus extending the program of study
D. be removed immediately from any clinical activity for the semester
E. repeat any clinics
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THANK YOU!
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