Abstract
This study was designed to identify and structure supervisory behaviors that speech clinicians perceive as critical to the process of supervision. A total of 164 student clinicians in 37 Midwestern clinical facilities evaluated the behavior of 87 clinical supervisors. Factor analysis yielded two distinct dimensions, interpersonal and administrative factors, and indicated that eight variables contributed most significantly to the evaluative process. When the variables were regressed against the supervisors' overall effectiveness ratings, a three-variable prediction system resulted. “Respect for the student clinician” was the single most valid predictor of perceived supervisory effectiveness, followed by “confrontation” and “empathy” variables. Implications for training supervisors in interactive skills are discussed, along with recommendations for future research.
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