Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: Mental Health and Supervision: Perspectives on Supervision of Graduate Students

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Learning Objectives:

Describe practices that support the mental health needs of graduate students

Describe Anderson’s continuum and how feedback changes throughout the clinical education process

Identify at least 6 characteristics of effective feedback

References & Resources:

Evans, T.M., Bira, L., Gastelum, J.B., Wiss, L.T., & Vanderford, N.L. (2018). Evidence for a mental health crisis in graduate education. Nature Biotechnology, 36, 282-284.

Gonzalo, J. D., Heist, B. S., Duffy, B. L., Dyrbye, L., Fagan, M. J., Ferenchick, G., Harrell, H., Hemmer, P. A., Kernan, W. N., Kogan, J. R., Rafferty, C., Wong, R., & Elnicki, M. D. (2014). Content and timing of feedback and reflection: A multi-center qualitative study of experienced bedside teachers. BMC Medical Education, 14(1).​

Lara, Mogensen, & Markuns. (2016). Effective Feedback in the Education of Health Professionals. Support Line. 38(2); 3-8.​

Lieberman, R., Raisor-Becker, L, Sotto C., & Redle, E. (2018). Investigation of Graduate Student Stress in Speech Language Pathology. Teaching and Learning in Communication Sciences and Disorders. 2(2) Article 6.

Malandraki, J. (2022 November 21) From My Perspective/Opinion: The Cost of Overlooking Mental Health in Graduate Education. ASHA LeaderLive.  https://leader.pubs.asha.org/do/10.1044/leader.FMP.26052021.8/full/

McCready, V., Raleigh, L., Schober-Peterson, D., & Wegner, J. (2016). Feedback: What's new and different? Perspectives of the ASHA Special Interest Groups, 1(11), 73–80. ​

Nottingham & Henning. (2014) Feedback in Clinical Education, Part I: Characteristics of Feedback Provided by Approved Clinical Instructors. Journal of Athletic Training. 49(1); 49-57.​

Nottingham & Henning. (2014) Feedback in Clinical Education, Part II: Approved Clinical Instructor and Student Perceptions of and Influences on Feedback. Journal of Athletic Training. 49(1); 58-67. ​

Nunes, P., Williams, S., Sa, B., Stevenson, K., (2011) A Study of Empathy decline in students from five health disciplines during their first year of training. International Journal of Medical Education. 2; 12-17.

Ramani, S & Krackov, SK. (2012). Twelve tips for giving feedback effectively in the clinical environment. Medical Teacher. 34; 787-791. ​

Rice, S. (2017) Stress and the Surfboard. The ASHA Leader. 22(6).

Rizzolo, D. & Massey, S., (2020) Fluctuations in STress Over Time During the First Year of Health Science Programs. Journal of Allied Health. 49(2); 120-124.

Tilstra, J., Coffman, M., Gonia, T., Koziol, C., Liebe, E. (2019). Communication Sciences and Disorders Graduate Students’ Strengths and Vulnerabilities Related to Resilience: A Survey of Graduate Programs. The Internet Journal of Allied Health Sciences and Practice. 

Walden, P. R.  & Gordon-Pershey, M. (2013). Applying Adult Experiential Learning Theory to Clinical Supervision: A Practical Guide for Supervisors and Supervisees. Perspectives on Administration and Supervision. 23(3); 121-144.

Weiland, D., & Kucirk, B. (2020) Helicopter Parenting and the Mental Health of iGen College Students. Journal of Psychosocial Nursing & Mental Health Services. 58(5); 16-22.

Zylla-Jones, E. (2009). Feedback in Supervision. ASHA – Perspectives on Administration and Supervision. 19-24.