Relevant bibliographies by topics / Clinical supervision

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Clinical supervision'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 December 2023

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Journal articles on the topic "Clinical supervision"

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Wilson, J. "Clinical supervision: Practicalities for the supervisor." Accident and Emergency Nursing 7, no. 1 (January 1999): 58–64. http://dx.doi.org/10.1016/s0965-2302(99)80104-0.

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Sloan, Graham. "Clinical supervision: characteristics of a good supervisor." Nursing Standard 12, no. 40 (June 24, 1998): 42–46. http://dx.doi.org/10.7748/ns.12.40.42.s44.

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Hooton, Maddie. "Clinical supervision." Paediatric Nursing 6, no. 7 (September 1994): 8–10. http://dx.doi.org/10.7748/paed.6.7.8.s15.

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McCallion, Hilary, and Tina Baxter. "Clinical supervision." Nursing Management 1, no. 9 (February 1995): 20–21. http://dx.doi.org/10.7748/nm.1.9.20.s16.

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Grainger, Angela. "Clinical supervision." British Journal of Healthcare Assistants 16, no. 9 (September 2, 2022): 404–10. http://dx.doi.org/10.12968/bjha.2022.16.9.404.

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Gordon, Neil. "Clinical Supervision." Nursing Standard 14, no. 16 (January 5, 2000): 27. http://dx.doi.org/10.7748/ns.14.16.27.s46.

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Goorapah, David. "Clinical supervision." Journal of Clinical Nursing 6, no. 3 (May 1997): 173–78. http://dx.doi.org/10.1046/j.1365-2702.1997.00078.x.

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GOORAPAH, DAVID. "Clinical supervision." Journal of Clinical Nursing 6, no. 3 (May 1997): 173–78. http://dx.doi.org/10.1111/j.1365-2702.1997.tb00302.x.

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Giblin, Paul. "Clinical Supervision." Family Journal 2, no. 2 (April 1994): 138–41. http://dx.doi.org/10.1177/1066480794022007.

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Wood, Janet. "Clinical Supervision." British Journal of Perioperative Nursing (United Kingdom) 14, no. 4 (April 2004): 151–56. http://dx.doi.org/10.1177/175045890401400402.

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Dissertations / Theses on the topic "Clinical supervision"

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Roberts, Brenda. "Clinical psychologists on clinical supervision : a Delphi survey." Thesis, Open University, 2000. http://oro.open.ac.uk/58077/.

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Background and aims In the context of historical tensions from different epistemologies and traditions, and contemporary needs for guidance and clarity, the DCP has noted `an emerging consensus' on the desirability for career long engagement in clinical supervision for clinical psychologists. The study attempts to measure this consensus and investigate current practices and beliefs. Design and participants A three-round Delphi survey was used, initially gathering semi-structured accounts of panelists' views and subsequently inviting more precise responses to a questionnaire derived from those accounts. The participants were 53 clinical psychologists, selected on the basis of their presumed interest or expertise in supervision. Measures Materials were developed for the study: - PPI collected personal and professional information, - DQI collected semi-structured accounts of opinions concerning various aspects of supervision, - DQ2 was a 62-item questionnaire derived from DQI material. Results Most panelists were both giving and receiving supervision. There was broad agreement on most issues, including the desirability of universal engagement in supervision for clinicians, the primacy of the supervisory relationship, the need for preparation for the roles of both supervisor and supervisee, and the necessity to identify supervision as an activity distinct from both management and therapy. In contrast there was little agreement on how supervision is most appropriately related to either management or therapy, nor on the relative importance of personal therapy and supervision in the training of competent therapists. Implications Most panelists were deeply engaged in both the provision and the receipt of supervision, which supports current DCP policies, but the culture is not yet strong enough to guarantee that all clinicians will he offered it routinely. More theoretical research is needed to develop models of supervision which will not assume that psychotherapy is its only legitimate focus, but will pay due heed to the wide range of tasks undertaken by both clinical psychologists and their supervisees.
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Roche, Ayesha. "Considering ethnic diversity in clinical supervision and clinical practice." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/18011/.

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Cheasley-Rau, Veronika. "Supervision experiences of qualified clinical psychologists." Thesis, Bangor University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311385.

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Retallick, John Anthony, and mikewood@deakin edu au. "Clinical supervision and symmetrical communication: Towards a critical practice of supervision." Deakin University. School of Education, 1988. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051208.090305.

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The central argument of the thesis is that the dominant modes of the supervision of teaching are in need of critique and reconstruction. From a critical perspective, supervision is viewed as a political and ideological process enacted through asymmetrical relations and structures of communication. It is underpinned by a discourse of technocratic rationality and control Clinical supervision, a currently popular model of teacher supervision, has (despite its emancipatory origins) been accommodated by the dominant ideology and is employed as a hegemonic mechanism of evaluation, control and even dismissal of teachers. However, historical analysis reveals that teachers have contested and resisted authoritarianism and centralized control in favour of developing more democratic and participatory forms of professional development. In these moves can be found a rationale for a reconstruction of the theory and practice of clinical supervision around the concepts of symmetrical communication and critical pedagogy. The researcher engaged in a self-reflective study with a group of supervisors and teachers in N.S.W. schools to explore the possibilities and limitations of a critical and counter-hegemonic practice of supervision. The outcomes, in the form of three case studies, are analysed in terms of a dialectic of reconstruction and maintenance of the status quo. The evidence reveals that some of the research participants sought to reconstruct their supervisory relationships in ways which challenged the bureaucratic structures of their workplace. Others, however, rejected the emancipatory possibilities and resolved to maintain their traditional hierarchical relationship.
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Ramasami, Jennifer. "How do the Students Become the Supervisors? Student Training Experiences in Supervision and Supervisor Self-efficacy in Clinical Psychology." OpenSIUC, 2021. https://opensiuc.lib.siu.edu/dissertations/1963.

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Supervision in clinical psychology is a vital component of graduate training, enhancing the professional and clinical skills of trainees. The current literature indicates that in order to be a competent supervisor, one must obtain training in supervision. One highly recommended method of supervision training is through graduate coursework. Available literature indicates that approximately 40% of licensed clinical psychologists have received formal training in supervision (e.g., formal course or practicum) in their graduate training program. However, these prevalence rates were obtained over a decade ago and may not be an accurate representation of current supervisory training practices in clinical graduate programs. Therefore, this study aimed to examine current supervision training experiences obtained by trainees in their graduate doctoral training programs for clinical psychology and how their training experiences relate to their own supervisory style or theoretical approach.Comprehensive training in providing supervision improves trainees’ beliefs in their ability to competently provide supervision, or rather, their self-efficacy in supervision. Self-efficacy is an integral part of supervision, as supervisors who have sufficient self-efficacy are likely to supervise more effectively compared to those who do not feel as efficacious. While supervisor self-efficacy has been researched in other areas of psychology, there is less research exploring supervisor self-efficacy within clinical psychology relative to other areas of ii professional psychology and counselor education. Thus, this study also endeavored to explore the relationship among supervision training, supervision knowledge and self-efficacy. For the current study 106 clinical psychology interns participated in completing questionnaires assessing supervisory training experiences, supervision knowledge, and supervisor self-efficacy. Results were that 81% of participants reported receiving formal training in supervision in graduate school, a significantly larger amount than prior reported rates. Additionally, amount of training and certain components of supervision training (i.e., organization and documentation of supervision training) significantly predicted supervision knowledge. Components of supervision knowledge (e.g., theories and models, ethical issues) and supervision self-efficacy (e.g., ethical and legal issues, theories and techniques) were highly correlated. Finally, supervision knowledge overall predicted supervision self-efficacy. This study provided an updated view into the type of training graduate students commonly receive in graduate programs in clinical psychology and supported the connection among supervision training, supervision knowledge, and supervisor self-efficacy. Clinical implications and future directions for training and related factors are discussed.
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Hughes, Siobhan Victoria. "Developing clinical practice : personal therapy and supervision." Thesis, University of Hull, 2010. http://hydra.hull.ac.uk/resources/hull:3477.

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This portfolio thesis comprises of four parts: a systematic literature review paper, an empirical paper, a reflective statement and appendices.Part one is a systematic literature review which examines whether personal therapy is an effective method of professional development for therapists. Quantitative and qualitative literature is critically reviewed. A model of the reported benefits of personal therapy for therapists is proposed. Implications for clinical practice are discussed.Part two is an empirical paper examining the relationship between stage of development and behaviour in clinical supervision for trainee clinical psychologists. Forty trainee clinical psychologists, from three years of a training course, completed a questionnaire (the SLQ-R[A]) measuring their stage of development as supervisees. A subsample submitted DVD-recordings of their supervision sessions which were coded using the Teacher's PET to analyse the supervision behaviours. Comparisons were made between the supervision behaviour of first (n = 8) and third (n = 3) year trainee clinical psychologists and their supervisors. Correlations between questionnaire responses and supervision behaviours were examined. Results are discussed in the context of the Integrated Developmental Model of Supervision. Implications for clinical practice are highlighted.Part three is a reflective statement which considers the process of conducting the research and developing this portfolio thesis.Part four is the appendices.
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Meyer, Marie Ellen. "Supervision and student placements for clinical psychology." Thesis, University of Canterbury. Psychology, 1992. http://hdl.handle.net/10092/6971.

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There is little research in New Zealand concerning clinical psychology training in general, and in particular the factors that influence effective supervision for students in training as clinical psychologists. This thesis is an exploratory study of supervision and student placements for clinical psychology and is intended to provide a base of data and information to enable further research to be carried out. Data was obtained from two questionnaires which were completed by supervisors and clinical psychology students on placement from the training programmes of six New Zealand Universities. Supervisor and student perceptions of different supervisor behaviours were investigated as well as contracts, conflicts of roles, ethics, transfer of learning from theory to practice, supervision of supervision, gender or cultural issues and parallel process. Information gained from the questionnaires highlights differences between supervisors and students in perceptions of supervisory behaviours. In addition, the responses to the second questionnaire indicate considerable discrepancies within the supervisors' group and within the students' group, as well as between the two groups. The implications for the training of clinical psychologists and for the training of supervisors are stated. The findings suggest that the national minimum and ideal standards, incorporating the defined and specific purposes and objectives of the training and practice component of the programmes for clinical psychology are in need of clarification and justification.
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Marrow, Carol Elizabeth. "Professional learning through clinical supervision in nursing." Thesis, University of Birmingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396514.

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Lovell, Colleen. "Supervisee experiences of poor and harmful clinical supervision." Swinburne Research Bank, 2007. http://hdl.handle.net/1959.3/22376.

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Thesis (DPsych (Counselling Psychology)) - Swinburne University of Technology, 2007.
Submitted to Swinburne University of Technology, in partial fulfilment of the requirements for the Professional Doctorate of Psychology (Counselling) - 2007. Typescript. Includes bibliographical references (p. 210-218).
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Dunn, Elizabeth. "Clinician experiences of treating eating disorders and the use of clinical supervision." Thesis, Canterbury Christ Church University, 2017. http://create.canterbury.ac.uk/16422/.

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Objective: Clinicians working with individuals with eating disorders encounter unique emotional, cognitive and behavioural responses. Such responses may impact on clinician self-care and wellbeing, and are linked to clinician burnout and poor treatment outcomes. Supervision can protect against such deleterious consequences. At present there is limited theoretical literature and no empirical literature relating to the supervision of eating disorder clinicians. Method: A three round Delphi Methodology was employed to explore the experiences of clinicians from a range of professional backgrounds who work therapeutically with individuals with anorexia nervosa, along with the role of supervision and relevant key supervision requirements. Results: Positive experiences were more frequently reported than negative experiences. Key negative emotions comprised sadness, anxiety, frustration and inadequacy. The impact on clinicians thinking about food and their own body-image were divergent. A large number of statements reflecting the core elements of supervision including areas of discussion, reflection, outcomes, supervisor qualities, the supervisory relationship, barriers and facilitators reached consensus. No consensus was reached regarding discussing clinicians’ thoughts about food, body-image or personal eating disorder history. Discussion: Implications for clinical practice include using these findings to challenge persistent beliefs that individuals with anorexia nervosa are undesirable to treat, and to help identify appropriate support where challenging experiences arise. Results relating to supervision can form the basis of future supervision guidelines in this field. Study limitations and implications for future research are discussed.
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Books on the topic "Clinical supervision"

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RCN Institute of Advanced Nursing Education. Realising clinical effectiveness and clinical governance through clinical supervision.: Extending, stabilising and evaluating clinical supervision. Abingdon: Radcliffe Medical Press, 2000.

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Scaife, Joyce. Supervision in Clinical Practice. 3rd edition. | Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315544007.

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Bishop, Veronica, ed. Clinical Supervision in Practice. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-14527-0.

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Bishop, Veronica, ed. Clinical Supervision in Practice. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-0-230-20817-9.

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Bernard, Janine M. Fundamentals of clinical supervision. 4th ed. Upper Saddle River, N.J: Merrill, 2009.

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K, Goodyear Rodney, ed. Fundamentals of clinical supervision. 3rd ed. Boston: Pearson/Allyn and Bacon, 2004.

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1973-, Lynch Lisa, ed. Clinical supervision for nurses. Chichester, West Sussex, U.K: Blackwell Pub., 2008.

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M, Campbell Jane. Essentials of clinical supervision. Hoboken, N.J: John Wiley & Sons, 2006.

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Ian, Fleming, and Steen Linda, eds. Supervision and clinical psychology. New York, N.Y: Brunner-Routledge, 2003.

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Munson, Carlton E. Clinical social work supervision. 2nd ed. New York: Haworth Press, 1993.

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Book chapters on the topic "Clinical supervision"

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Knapp, Samuel J., and Leon D. VandeCreek. "Clinical supervision." In Practical ethics for psychologists: A positive approach., 217–29. Washington: American Psychological Association, 2006. http://dx.doi.org/10.1037/11331-015.

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Levitov, Justin E., and Kevin A. Fall. "Clinical Supervision." In Becoming an Effective Counselor, 58–83. New York: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351133593-3.

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Simon, Dennis J., and Mark E. Swerdlik. "Clinical Supervision." In Supervision in School Psychology, 25–46. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003242222-4.

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Kingdon, David, and Jeremy Pelton. "Clinical Supervision." In The Case Study Guide to Cognitive Behaviour Therapy of Psychosis, 197–201. West Sussex, England: John Wiley & Sons, Ltd, 2008. http://dx.doi.org/10.1002/9780470713396.ch15.

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Scaife, Joyce. "Supervision." In Supervision in Clinical Practice, 1–20. 3rd edition. | Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315544007-1.

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Shallcross, Robin L., W. Brad Johnson, and Sarah Hope Lincoln. "Supervision." In Handbook of Clinical Psychology Competencies, 501–48. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-0-387-09757-2_19.

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Falender, Carol A., and Edward P. Shafranske. "Transforming clinical supervision." In Supervision essentials for the practice of competency-based supervision., 119–25. Washington: American Psychological Association, 2017. http://dx.doi.org/10.1037/15962-009.

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Kumar, Mohan, Rodger Charlton, and Ramesh Mehay. "Effective Clinical Supervision." In The Essential Handbook for GP Training and Education, 369–76. London: CRC Press, 2021. http://dx.doi.org/10.1201/9781846197918-34.

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Luepker, Ellen T. "Clinical Supervision Records." In Record Keeping in Psychotherapy and Counseling, 193–211. 3rd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003150008-11.

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Smith, Margaret. "The clinical hexagon." In Group Analytic Supervision, 81–96. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003375975-11.

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Conference papers on the topic "Clinical supervision"

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Rugaiyah, Rugaiyah, Shabrina Amelia, Siti Nabilah, and Desi Rahmawati. "Teacher Supervision by Elementary Schools Supervisor through Web-Based Clinical Supervision." In Proceedings of the 5th International Conference on Education and Technology (ICET 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icet-19.2019.156.

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Ning, Tien Jia, and John Costello. "Implementing Clinical Nursing Supervision in Singapore Hospitals." In Annual Worldwide Nursing Conference (WNC 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2315-4330_wnc17.76.

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Teixeira, Ana. "Clinical Supervision For The Development Of Emotional Competence." In EDUHEM 2018 - VIII International conference on intercultural education and International conference on transcultural health: The Value Of Education And Health For A Global,Transcultural World. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.04.02.61.

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Pires, Regina, Margarida Reis Santos, Filipe Pereira Rocha, and Inês Rocha. "Most Relevant Clinical Supervision Strategies In Nursing Practice." In 2nd icH&Hpsy International Conference on Health and Health Psychology. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.07.02.34.

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Carter, Lorraine, Sophie Hanley, Carole Cousins, Jane Berg, and Anita Hayes. "P-241 Implementing the resilience based clinical supervision model into an existing supervision framework." In Thinking Differently Hospice UK National Conference, 06–08 November 2023, Liverpool. British Medical Journal Publishing Group, 2023. http://dx.doi.org/10.1136/spcare-2023-hunc.260.

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Yeomans, Jamie, and Sarah Popplestone-Helm. "P-194 Clinical supervision in the hospice inpatient unit." In A New World – Changing the landscape in end of life care, Hospice UK National Conference, 3–5 November 2021, Liverpool. British Medical Journal Publishing Group, 2021. http://dx.doi.org/10.1136/spcare-2021-hospice.210.

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Moroz, R. A. "Clinical supervision and interview of psychologists during hostilities in Ukraine." In RESEARCH ACTIVITIES AND ACHIEVEMENTS IN PEDAGOGY AND PSYCHOLOGY. Baltija Publishing, 2023. http://dx.doi.org/10.30525/978-9934-26-312-5-5.

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Gordon, Stephen. "Clinical Supervision: An Integrative Process for Promoting Culturally Responsive Teaching." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1444098.

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Ponnampalam, Abi. "35 Palliative medicine trainees’ views on clinical supervision: a survey." In Accepted Oral and Poster Abstract Submissions, The Palliative Care Congress 1 Specialty: 3 Settings – home, hospice, hospital 19–20 March 2020 | Telford International Centre. British Medical Journal Publishing Group, 2020. http://dx.doi.org/10.1136/spcare-2020-pcc.56.

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Tsilifis, Christo, Alexandra Battersby, Daniel Schenk, and Emma Riley. "478 Scaffolding supervision at a tertiary children’s hospital: can introduction of a toolkit streamline clinical supervision meetings?" In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference–Online, 15 June 2021–17 June 2021. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2021. http://dx.doi.org/10.1136/archdischild-2021-rcpch.37.

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Reports on the topic "Clinical supervision"

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Clement, Timothy, and Brett Vaughan. Evaluation of a mobile learning platform for clinical supervision. University of Melbourne, 2021. http://dx.doi.org/10.46580/124369.

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Context: This report details a formative evaluation of the Clinical Supervision Online (CSO) course, a fee-paying, fully online ‘light touch’ program of study for clinical supervisors offered by the Melbourne Medical School, which was developed in conjunction with the University’s Mobile Learning Unit. The course requires between six to ten hours of self-directed study and is designed for any clinicians who teach. Methods: Evaluation of the course was guided by Rossi, Lipsey and Freeman’s (2004) approach to program evaluation, addressing the need for the course, its design, implementation, impact, and return on investment. Data were collected through interviews with key informants, document analysis, an embedded student survey, learning analytics data, financial data, and an audit against ‘best practice’ standards for online course design. Findings: The findings suggest that course development was driven by both a financial imperative and genuine concern to meet training needs of clinical supervisors. Two hundred and four students enrolled on the course in its first 18 months. This has been enough to cover its developmental costs. In relation to 64 quality standards for online course design, the level of performance was rated as ‘meets’ for 44 items; ‘exceeds’ for one item; ‘developing for 13 items’; and, ‘non-existent’ for six items. An additional 33 items were identified as ‘not applicable’ for the ‘light touch’ course design. Significance: From a learning design perspective there is much to like about the CSO course and the outcome of assessing it against the standards for ‘best practice’ online course design suggests that an evolutionary approach - making incremental changes - could improve the course whilst retaining its existing ‘light touch’ format. The CSO course on its own is unlikely to realise the depth of achievement implied in the course aims and learning outcomes. The CSO course may best be seen as an entrée into the art of clinical supervision.
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Lees-Deutsch, Liz, Rosie Kneafsey, Amanda Rodrigues Amorim Adegboye, Natasha Bayes, Shea Palmer, Aiden Chauntry, and Mariam Khan. National Evaluation of the Professional Nurse Advocate Programme in England: SUSTAIN – Supervision, Support, Advocacy for Improvement in Nursing, Mixed Methods study. Coventry University, June 2023. http://dx.doi.org/10.18552/rihw/2023/0001.

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The Professional Nurse Advocate (PNA) programme is a clinical and professional leadership programme delivered by Higher Education Institutions (HEI) which equips nurses with the skills to deliver restorative clinical supervision to colleagues in England. The programme has been gradually rolled out across England during 2021/22 with the aim of ensuring there will be PNAs in place to support colleagues in the following specialties: Critical care, Mental Health (Adult Acute & Children and Young Peoples inpatient settings) Community, Learning Disabilities (Adult), Children and Young People, Safeguarding, Health & Criminal Justice settings (HCJ), and International Nurses. In February 2022, NHSE sought an evaluation of the PNA programme. A research team from Coventry University was commissioned to undertake this work. This Executive Summary Report sets out the methods, activities, findings, and recommendations as requested by commissioners.
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Ferreira, Nuno, Judith Townend, William McCready, Erika Carrière, Hannah Farkas, and Samantha Robinson. Developing a cost-free legal advice service for asylum seekers and migrants in Brighton and Hove. University of Sussex Migration Law Clinic, November 2022. http://dx.doi.org/10.20919/wptu7861.

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In 2018, a team of University of Sussex undergraduate law students working under the supervision of academic staff, conducted the Migration Law Clinic Pilot Study. This was in response to growing and grave concerns about the lack of availability of legal support and services for those seeking asylum and other forms of leave to remain in the UK. These concerns have only heightened in the intervening period: most recently, in response to the government’s publication of a draft Bill of Rights to repeal and replace the Human Rights Act 1998, which would make it much more difficult for potential deportees to rely on Article 8 of the European Convention on Human Rights (ECHR) to prevent removal and might have a wider impact on the rights and status of vulnerable groups of migrants in the UK; and, among other initiatives, the government’s intention to involuntarily relocate asylum seekers to Rwanda, which will then be responsible for processing the asylum claim and for providing asylum in successful cases. The purposes of the study were: i) To better understand some of the challenges faced by asylum seekers and vulnerable migrants living in Brighton and Hove when applying for asylum, and other forms of leave to remain and leave to enter. ii) To identify the extent and reasons for any shortfall in cost-free immigration and asylum law advice and representation in Brighton and Hove. iii) To gauge whether there was demand for additional free legal advice in the form of a university law clinic, specialising in immigration and asylum law. The team undertook a review of the legal framework that governs the provision of legal aid for immigration and asylum law matters and of relevant academic commentary on its impact. The team also gathered new empirical data based on interviews with a range of local stakeholders. This report sets out the team’s findings, describes how it informed the development of the clinic, and makes recommendations both for the further development of the Clinic and for changes to the provision of legal aid. Finally, it offers advice to other universities contemplating setting up their own clinic in this area.
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Clinical Supervision in Speech-Language Pathology. Rockville, MD: American Speech-Language-Hearing Association, 2008. http://dx.doi.org/10.1044/policy.ps2008-00295.

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Clinical Supervision in Speech-Language Pathology. Rockville, MD: American Speech-Language-Hearing Association, 2008. http://dx.doi.org/10.1044/policy.tr2008-00296.

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Clinical Supervision in Speech-Language Pathology and Audiology. Rockville, MD: American Speech-Language-Hearing Association, June 1985. http://dx.doi.org/10.1044/policy.ps1985-00220.

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Knowledge and Skills Needed by Speech-Language Pathologists Providing Clinical Supervision. Rockville, MD: American Speech-Language-Hearing Association, 2008. http://dx.doi.org/10.1044/policy.ks2008-00294.

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Improving quality of care in FP/RH of selected communities of Pangasinan Province: An intervention study. Population Council, 1998. http://dx.doi.org/10.31899/rh1998.1053.

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This intervention study was designed to improve the quality of family planning (FP) services within the Integrated Family Planning and Maternal Health Program of the Pangasinan Population and Family Planning Program in the Philippines. It addresses high unmet need and studies the feasibility of enhancing quality of services by training service providers in fixed clinics and orienting outreach workers on the method of identifying women who have unmet need for FP. Four municipalities were chosen from the 47 municipalities comprising the province of Pangasinan and randomly assigned to experimental and control groups. Four indicators were used to match the chosen municipalities: population size, ratio of married women to population, ratio of FP service providers to population, and ratio of outreach workers to population. As noted in this report, the intervention consisted of training health service providers on counseling to enhance their information-giving capabilities, introducing outreach workers to the unmet need algorithm to identify women with unmet need for FP services, and training supervisors in supportive supervision.
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9

Philippines and Senegal: Services improve quality of care but fail to increase FP continuation. Population Council, 2002. http://dx.doi.org/10.31899/rh2002.1016.

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In 1999, Frontiers in Reproductive Health collaborated on studies on the impact of interventions to improve quality of care in the Philippines and Senegal. The two interventions were part of a multicountry Population Council study (also undertaken in Pakistan and Zambia) to test whether improving quality affects women’s contraceptive continuation. The Philippines study focused on training in family planning (FP), supportive supervision, and refresher courses to improve client-provider interaction. The Senegal study compared the impact of improved quality of care at five newly established “reference centers” with five clinics that served as controls. Data were gathered through analyses of quality of care at all 10 sites in 1997, when the reference centers had begun implementation, and in 1998, 16 months later. As detailed in this brief, the introduction of client-centered service delivery with a focus on the client-provider interaction resulted in better quality of care at sites in the Philippines and Senegal. However, improving quality of care alone was not found to be sufficient to significantly increase the length of time women continued to use contraception.
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