Culminating Project Title
Date of Award
Culminating Project Type
Higher Education Administration: Ed.D.
Educational Administration and Higher Education
School of Education
Dr. Michael Mills
Dr. Steven McCullar
Dr. Frances Kayona
Dr. Rebecca Nelson Crowell
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
clinical supervisors, sensemaking, professional growth, change, response to threat, identity
Workforce Speech-Language Pathologist (WSLP) clinical supervisors are vital members in supporting Communication Sciences and Disorders (CSD) graduate students to meet their graduating requirements. CSD program members rely on WSLP’s time and expertise to prepare future speech-language pathologists so they are effective professionals. However, there are those in the ASHA organization that question the preparedness and effectiveness of WSLP clinical supervisors, resulting in ASHA and CFCC implementing new supervision policies originally effective January 1, 2020 (ASHA, 1978, 1985, 2008, 2016b, 2020a; Beckley, 2017;Fencel & Mead, 2017; CAPCSD, 2013; Pocaccini et al., 2017; Wright & Needham, 2016). This qualitative study explored the responses of 10 WSLP clinical supervisors to the ASHA supervision policy change. The outcomes expanded and modified the Degn (2018) model of response to threat continuum in response to ASHA’s minor policy change to the clinical certification standards. The participants provided information that also created a response to threat model using internal and external motivators and provided suggestions to support WSLP clinical supervisors. This model provides guiding perspectives to support successful future change initiatives.
McKenzie, Joy, "Driving Change in Workforce Speech-Language Pathology Clinical Supervisors: How Identity Impacts Response to Supervision Policy Changes" (2020). Culminating Projects in Higher Education Administration. 46.