Supervisor Resources

University Resources: Emergency Response For Student NeedsIf a life or limb-threatening emergency, please call 911 directly.  

If you have an immediate concern please email csdfieldplacement@nyu.edu and mark your subject line URGENT. The CFPT will respond to your outreach immediately during typical business hours of 9 am to 5 pm ET. The CFPT is available to answer questions or concerns surrounding your graduate student clinician should an emergency or urgent need arise.  

If a concern arises outside of the the CFPT typical business hours, please immediately contact the NYU Wellness Exchange at (212) 443-9999. It is a 24/7 hotline available for any mental health or emotional concerns of an imminent or urgent nature.  Crisis Response Counselors are available to assist in an emergency and can intervene immediately to make sure the student is safe.  

Should outreach to NYU Wellness Exchange hotline or 911 be necessary, immediately inform a member of the CFPT so that further departmental support and resources can be provided to both you and the graduate student clinician.

ASHA discusses various models of supervision, including Anderson's (1988) Continuum of Supervision and Helpful Tips, which describes supervision as a continuum of stages (evaluation-feedback, transitional, and self-supervision) that allows a student to move from interdependence to independence. 

The CFPT encourages students and supervisors to develop an open line of communication with regards to supervisory experience given that each party approach the supervisory process with a variety of goals, skills, and expectations.  In addition to CFPT's Field Placement Agreement Form, we encourage the completion of the Larson's Supervisory Expectations Rating Scale to further enhance the discussion regarding supervision requirement and expectation.

Effective January 1, 2020 new ethics and supervisory standards have been put in place.  All supervisor's are required to have met this requirement in order to be eligible to supervise NYU graduate students.  Please refer to the New ASHA Supervisor Standards infographic which provides a breakdown of the new standard and possible free resources.   

Refer to our Updating ASHA Account Walkthrough to see step-by-step instructions on how to manually update this information on your ASHA account. 

In order to better facilitate the supervisory process, our department has developed a resource to align expectations and prepare our students for their semester at your field placement.

We kindly ask that you complete Form 2: Supervisor Form (pages 4 and 5) independently prior to meeting with your student.  We have asked all students to complete their portion of the Dialogue Tool prior to their first day at your field placement. 

Together with your student, you will complete Form 3 in a joint discussion regarding Forms 1 and 2 .  Additional details regarding this process can be found on page 1 of the Dialogue Tool .  This document is due within 2 weeks of your student's start date, but additional information regarding documentation deadlines can be found on the CFPT Communication Timeline and Action Items.   

Culturally and linguistically responsive practices are implemented in all aspects of teaching and training.  As speech language pathologists and clinical educators, we are expected to utilize culturally and linguistically responsive practices with both our patients/clients and also with our graduate student trainees.  As a clinical educator (i.e. field placement supervisor), there is a need to model self-reflection, cultural humility, and anti-racism across all aspects of our profession.  Please see our Committee for Belonging, Justice, and Social Change for additional updates from the department. 

Takeaways:

• Do unto others

• We must know our history before we can move forward

• Our students deserve clinical education that encourages not discourages

• It is okay to talk about race and culture - even if we do not share the same backgrounds

• Being culturally humble, culturally responsive, reflective and anti-racist clinical educator must align with being culturally humble, culturally responsive, reflective and anti-racist person 

Resources:

• Resource list from Steinhardt's Office of Equity, Belonging, & Community Action

• Racial Healing Handbook

• ASHA Practice Portal on Clinical Education

• Subramanian, 2020 – The Importance of Cultural Competence in Supervisory Relationships

• Readings about:

  • inequality and racism in education

  • social determinants of health

  • over/under representation

    • Recommendations:

      • Other People's Children: Cultural Conflict in the Classroom

      • So You Want to Talk About Race

      • How to be an Antiracist 

      • White Fragility: Why It's So Hard for White People to Talk About Racism

      • Culturally Responsive Practices in Speech, Language, and Hearing Sciences

      • The Informed SLP Blog

      • 10 Way to Tackle Linguistic Bias in Our Classroom

      • The Bias of 'Professionalism' Standards

A Digital Resource Library shared by the Clinical Education Team. 

Balancing the demands and responsibilities of a field placement supervisor and speech-language pathologist can be challenging.  The CFPT acknowledges the importance of implementing mindfulness and self-care on a regular basis to best support clients and your student.  We all need a moment to re-center and relieve stress, especially during these times.  Please feel free to utilize the Coronavirus Anxiety Workbook.    

The Mindful NYU initiative has developed a list of mindfulness and self-care resources ranging from suggested books, apps, and research articles available for you to explore. Additionally, the CFPT invites you to explore our suggested slide deck containing various mindfulness exercises.

• Pronouns toolkit - This NYU-specific toolkit provides some helpful context and language for talking about pronouns, as well as resources at the bottom. 

• MyPronouns.org - Resource that provides helpful videos and resources, case studies, what pronouns are and why they matter, how to use various pronouns, what to do when mistakes happen, how to share your pronouns and ask others for their pronouns, and other gender inclusive language/strategies.

• Pronouns and Gender Inclusive Language Video Series - This NYU collection of short, educational videos highlights the importance of using pronouns and gender inclusive language to support trans and non-binary communities. Through this series, you will learn concrete strategies for incorporating this language into your everyday life.

  • Introduction to Trans and Non-Binary Terminology

  • What Are Pronouns? Why Do They Matter?

  • Pronouns in Practice

  • Gender Inclusive Language Beyond Pronouns

Free tools for communication in acute care and rehab

• English

• Additional languages

Learn more about events, guidance documents, workshops, and other resources for students, faculty, administrators, staff, alums, and other members of the community developed by the Office of Equity, Belonging, and Community Action at NYU Steinhardt.

Overview of frameworks for understanding disability status in the US, examples of everyday ableism, and research-based strategies for being in solidarity with the disability community so that we can create a more disability-inclusive culture in higher education. 

• Resource Packet

• Slides

Flyer of helpful responses that can be used during difficult discussions. 

American Speech-Language-Hearing Association. (2013c). Knowledge, skills and training considerations for individuals serving as supervisors [Final report, Ad Hoc Committee on Supervision]. Available from http://www.asha.org/uploadedFiles/Supervisors-Knowledge-Skills-Report.pdf [PDF]

American Speech-Language-Hearing Association. (2016). A plan for developing resources and training opportunities in clinical supervision [Final Report, Ad Hoc Committee on Supervision Training]. Retrieved from www.asha.org/policy.

Geller, E., & Foley, G. M. (2009). Broadening the “ports of entry” for speech-language pathologists: A relational and reflective model for clinical supervision. American Journal of Speech-Language Pathology.

Kavanagh, D. J., Spence, S. H., Wilson, J., & Crow, N. (2002). Achieving effective supervision. Drug and Alcohol Review, 21(3), 247-252.

Larson, L. (1982). Perceived supervisory needs and expectations of experienced vs. inexperienced student clinicians. (Doctoral Dissertation, Indiana University, 1981).  https://uwm.edu/healthsciences/wp-content/uploads/sites/129/2015/05/CSD-Larson-Scale.pdf

McCrea, E., & Brasseur, J. (2003). The supervision process in speech-language pathology and audiology. Boston: Allyn & Bacon.Scott, K. J., Ingram, K. M., Vitanza, S. A., & Smith, N. G.(2000). Training in supervision: A survey of current practices. The Counseling Psychologist, 28(3), 403-422.

Spence, D., Ogletree, B., & Brotherton, W. (2001). Clinical supervision in four mental health professions: A review of the evidence. Behavior Change, 18, 135-155 Wright, J., & Needham, C. (2016). The Why, Who, What, When, and How of Supervision.