Abstract
This paper addresses a model of clinical supervision in speech-language pathology that integrates developmental, collaborative and reflective theoretical constructs. The framework of this clinical education model is based on the underlying belief that all learning takes place in the context of relationships and is critically affected by the quality of those relationships. The student-supervisory relationship is the mechanism for teaching, problem solving, and helping students make ‘outer’ changes in their clinical skills and ‘inner’ changes in their deepening understanding of theoretical constructs and the interactive experience of clinical practice. This paper will explore how this model has been implemented in the clinical education of graduate students in speech-language pathology and the clinical training of supervisors.
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