Teaching Competence in Counseling: A Focus on the Supervisory Process

 

 Buy Article Permissions and Reprints

Abstract

This article discusses the role counseling plays in clinical education. Counseling is considered an essential skill for practicing speech-language pathologists (SLPs), yet few accredited programs have a course devoted to it. Counseling is included as a domain in the American Speech-Language-Hearing Association's Scope of Practice and SLPs are the most qualified professionals to support individuals dealing with the social and emotional consequences of a speech, language, or swallowing problem. There is limited research regarding student and clinical supervisor training in using counseling skills. Many clinical supervisors have not had a course in counseling, much less training in how to teach counseling skills to students in clinical practica. Four models of infusing counseling strategies into clinical practica are presented. This article highlights the need for an established course in counseling for SLP students-in-training and for supervisors in the art of teaching counseling skills in clinical practica.

Disclosures

Pamela Terrell is a professor at the University of Wisconsin-Stevens Point, where she receives a salary. Related nonfinancial relationships include serving at the ASHA SIG Coordinator for Special Interest Group 10–Issues in Higher Education.

Charlie Osborne is a clinical professor at the University of Wisconsin-Stevens Point where he receives a salary. No nonfinancial relationship exists.

• References

• 1 American Speech-Language Association. Scope of practice in speech-language pathology [final report, ad hoc committee on the scope of practice in speech-language pathology]. Available at: https://www.asha.org/policy/SP2016-00343/ . Published May 2016. Accessed June 1, 2020
  PubMedGoogle Scholar
• 2 American Speech-Language Association. 2020 standards and implementation procedures for the certificate of clinical competence in speech-language pathology. Available at: https://www.asha.org/Certification/2020-SLP-Certification-Standards/ . Published January 2020. Accessed June 1, 2020
  PubMedGoogle Scholar
• 3 Doud AK, Hoepner JK, Holland AL. A survey of counseling curricula among accredited CSD graduate student programs. Am J Speech Lang Pathol 2020; 29: 1-15
  CrossrefPubMedGoogle Scholar
• 4 American Speech-Language Association. 2020 standards and implementation procedures for the certificate of clinical competence in audiology. Available at: https://www.asha.org/Certification/2020-Audiology-Certification-Standards/ . Published January 2020. Accessed June 1, 2020
  PubMedGoogle Scholar
• 5 Wampold BR. The Great Psychotherapy Debate: Models, Methods, and Findings. Mahwah, NJ: Lawrence Erlbaum; 2001
  Google Scholar
• 6 Brown CS, Cameron J, Brown L. In search of the active ingredient: what really works in mental health care?. Perspect Fluen Fluen Disord 2008; 18 (02) 53-59
  CrossrefPubMedGoogle Scholar
• 7 Van Riper C. The stutterer's clinician. In: Eisenson J. , ed. Stuttering a Second Symposium. New York, NY: Harper and Row; 1975
  Google Scholar
• 8 Ahn H, Wampold BR. Where oh where are the specific ingredients? A meta-analysis of component studies in counseling and psychotherapy. J Couns Psychol 2001; 48: 251-257
  CrossrefPubMedGoogle Scholar
• 9 Ebert KD, Kohnert K. Common factors in speech-language treatment: an exploratory study of effective clinicians. J Commun Disord 2010; 43 (02) 133-147
  CrossrefPubMedGoogle Scholar
• 10 Phillips DT, Mendel LL. Counseling training in communication disorders: a survey of clinical fellows. Contemp Issues Commun Sci Disord 2008; 35 (Spring): 44-53
  CrossrefPubMedGoogle Scholar
• 11 Luterman D. On teaching counseling: getting beyond informational counseling. Am J Speech Lang Pathol 2020; 29 (2, 1S): 903-908
  CrossrefPubMedGoogle Scholar
• 12 Landow MV. Stress and Mental Health of College Students. New York, NY: Nova Science Publishers; 2006
  Google Scholar
• 13 Lieberman R, Raisor-Becker L, Sotto C, Redle E. Investigation of graduate student stress in speech language pathology. Teaching Learning Commun Sci Disorders 2018; 2 (02) 1-14
  PubMedGoogle Scholar
• 14 Auerbach RP, Mortier P, Bruffaerts R. , et al; WHO WMH-ICS Collaborators. WHO world mental health surveys international college student project: prevalence and distribution of mental disorders. J Abnorm Psychol 2018; 127 (07) 623-638
  CrossrefPubMedGoogle Scholar
• 15 Beck AR, Verticchio HR, Miller A. Levels of stress and characteristics of perfectionism in CSD students. Teaching Learning Commun Sci Disorders. 2020; 4 (01) 1-21
  PubMedGoogle Scholar
• 16 Slaney RB, Rice KG, Mobley M, Trippi J, Ashby JS. The revised almost perfect scale. Meas Eval Couns Dev 2001; 34: 130-145
  PubMedGoogle Scholar
• 17 Cohen S. Perceived stress scale. Available at: http://www.mindgarden.com/documents/PerceivedStressScale.pdf 1994 . Accessed June 1, 2020
  PubMedGoogle Scholar
• 18 Victorino KR, Hinkle MS. The development of a self-efficacy measurement tool for counseling in speech-language pathology. Am J Speech Lang Pathol 2019; 28 (01) 108-120
  CrossrefPubMedGoogle Scholar
• 19 Lent RW, Hill CE, Hoffman MA. Development and validation of the counselor activity self-efficacy scales. J Couns Psychol 2003; 50 (01) 97-108
  CrossrefPubMedGoogle Scholar
• 20 Williams KS. Compassion fatigue: The cost of caring. ASHA Leader Live. Available at: https://blog.asha.org/2019/02/20/compassion-fatigue-the-cost-of-caring/ . Accessed March 14, 2020
  PubMedGoogle Scholar
• 21 Dodge J. Reducing supervisee anxiety: a cognitive behavioral approach. Couns Educ Superv 1982; 22: 55-60
  CrossrefPubMedGoogle Scholar
• 22 Fitch TJ, Marshall JL. Using cognitive interventions with counseling practicum students during group supervision. Couns Educ Superv 2002; 41: 335-342
  CrossrefPubMedGoogle Scholar
• 23 Beck AR, Verticchio H, Seeman S, Milliken E, Schaab H. A mindfulness practice for communication sciences and disorders undergraduate and speech-language pathology graduate students: effects on stress, self-compassion, and perfectionism. Am J Speech Lang Pathol 2017; 26 (03) 893-907
  CrossrefPubMedGoogle Scholar
• 24 Geller E, Foley GM. Broadening the “ports of entry” for speech-language pathologists: a relational and reflective model for clinical supervision. Am J Speech Lang Pathol 2009; 18 (01) 22-41
  CrossrefPubMedGoogle Scholar
• 25 Geller E, Foley GM. Expanding the “ports of entry” for speech-language pathologists: a relational and reflective model for clinical practice. Am J Speech Lang Pathol 2009; 18 (01) 4-21
  CrossrefPubMedGoogle Scholar
• 26 Borders LD, Brown JB, Purgason LL. Triadic supervision with practicum and internship counseling students: a peer supervision approach. Clin Supervisor 2015; 32 (02) 232-248
  PubMedGoogle Scholar
• 27 DePue MK, Lambie GW. Impact of a university-based practicum experience on counseling students' levels of empathy and assessed counseling competencies. Couns Outcome Res Eval 2017; 5 (02) 89-101
  PubMedGoogle Scholar
• 28 Kaderavek JN, Laux JM, Mills NH. A counseling training module for students in speech-language pathology training programs. Contemp Issues Commun Sci Disord 2004; 31 (Fall): 153-161
  PubMedGoogle Scholar
• 29 Muñoz K, Ong CW, Whicker J, Twohig M. Promoting counseling skills in audiology clinical supervisors: considerations for professional development. Am J Audiol 2019; 28 (04) 1052-1058
  CrossrefPubMedGoogle Scholar
• 30 @MayaAngelou. Do the best you can until you know better. Then when you know better, do better. Available at: https://twitter.com/DrMayaAngelou/status/1028663286512930817 . Posted August 12, 2019. Accessed June 1, 2020
  PubMedGoogle Scholar