Date of Award

8-2020

Culminating Project Type

Dissertation

Degree Name

Higher Education Administration: Ed.D.

Department

Educational Administration and Higher Education

College

School of Education

First Advisor

Dr. Michael Mills

Second Advisor

Dr. Steven McCullar

Third Advisor

Dr. Frances Kayona

Fourth Advisor

Dr. Rebecca Nelson Crowell

Creative Commons License

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

Abstract

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.

Comments/Acknowledgements

Thank you to Dr. Mills for being my advisor and for your gentle encouragement to continue even when it seemed impossible. Your advice, edits, and guidance helped me as a writer and researcher. Dr. McCullar, I appreciate everything I learned from you over the years and your knowledge with research and writing. Dr. Kayona, thank you for your constant encouragement, laughter, kindness, and guidance to broaden my perspective with research sources to provide a more rounded and solid paper based on evidence across education fields. Dr. Crowell, words do not express my appreciation for your mentorship, emotional support, time, and friendship. You saw what I was capable of before I did, and for that, I am forever grateful.

Thank you to my family for their constant prayers, support, and encouragement. My parents instilled in me hard work, perseverance and faith. I share dad’s love for reading, and my mom’s creative mind and curiosity. Karen and Kay, thank you for not letting me quit. You encouraged me, threatened me, and had faith in me to complete my doctorate. To all my siblings, and extended family I am thankful for all your support.

Eric, you are my love and I am grateful for you. Amelia and Matthew, you two are my lights and my loves that I cherish. You sacrificed time with me, cheered me on, and believed in me. Your words of encouragements, hugs, and understanding demonstrated unending love. I can never thank you enough for enduring this journey with me.

Thank you to my colleagues in the SCSU CSD department, friends, family, neighbors, and classmates. Everyone played a part in my success from watching the kids, offering moral support, mentoring me, and constant encouragement. Your kindness has not gone unnoticed!

Finally, I am who I am with all my talents, skills, and being because of God’s grace and love. “And let us run with endurance the race God has set before us. We do this by keeping our eyes on Jesus…” Hebrews 12:1b-2a.

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