SLP Nerdcast

Leading Change in Continuing Education

Listen. Learn. Earn Continuing Education Units.

2
Podcast Course & Instructions: Mental Health and Supervision: Perspectives on Supervision of Graduate Students
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Meet your Instructors

Louise Pinkerton, M.M., M.A., CCC-SLP

Louise Pinkerton, M.M., M.A., CCC-SLP is a Clinical Assistant Professor at the University of Iowa and a speech-language pathologist with the University Iowa Hospitals and Clinics. She specializes in voice and upper airway disorders across the lifespan, performance voice disorders, and gender affirming voice care. Louise supervised graduate students and clinical fellows in acute and outpatient health care settings, as well as at the Wendell Johnson Speech and Hearing Center. She is an active presenter at conferences and is the Continuing Education Administrator for the Pan American Vocology Association.

Jenny Brodell, M.A., CCC-SLP

Jenny Brodell, M.A., CCC-SLP is a Clinical Assistant Professor at the University of Iowa in the Department of Communication Sciences and Disorders. She currently specializes in clinical supervision and evaluation and treatment in the areas of autism and pediatric speech and language disorders. Jenny has supervised students across their graduate programming from first semester students to those in their outplacements and clinical fellowships.

Elisa Green, M.A., CCC-SLP, CBIS

Elisa Green, M.A., CCC-SLP, CBIS is the Clinical Director and Clinical Assistant Professor at St. Ambrose University in the Masters of Speech-Language Pathology program. Her passion is serving those with brain injury and she is a Certified Brain Injury Specialist. She specializes in clinical supervision and evaluation and treatment in the areas of adult language and cognitive-communication. Elisa has supervised students at a rehabilitation hospital as well as in academia across graduate programming from first semester students to those in their outplacements and clinical fellowships.

Stacy Robinson, M.S., CCC-SLP

Stacy Robinson, M.S., CCC-SLP is a Clinical Assistant Professor at the University of Iowa in the Department of Communication Sciences and Disorders. She currently specializes in clinical supervision and pediatric speech and language disorders. Stacy supervises graduate student clinicians within individual and group treatment sessions, evaluations, and two summer programs: Social Climbers and Language & Literacy Club.

Speech and Language Pathologist, Board Certified Behavior Analyst Kate Grandbois

Kate is a dually certified SLP / BCBA with 13 years of clinical experience working in private practice, outpatient clinics, outpatient hospital settings, and consulting to private schools and legal teams. She specializes in augmentative alternative communication, autism and associated disorders, language development, and integrating AAC into the educational/vocational programming of persons with behavioral needs. Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG.
Speaker Disclosures
Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast.
Louise received an honorarium for participating in this course. Louise receives a salary from University of Iowa and the university of iowa hospitals and clinic.
Jenny received an honorarium for participating in this course. Jenny receives a salary from University of Iowa and the university of iowa hospitals and clinic.
Elisa received an honorarium for participating in this course. Elisa receives a salary from St. Ambrose University.
Stacy received an honorarium for participating in this course. Stacy receives a salary from the University of Iowa.
Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG.
Louise is the Continuing Education Administrator for the Pan American Vocology Association.
Jenny has no non-financial relationships to disclose.
Elisa has no non-financial relationships to disclose.
Stacy is a member of the Iowa board of speech-language pathology and audiology.

References & Resources

Evans, T.M., Bira, L., Gastelum, J.B., Wiss, L.T., & Vanderford, N.L. (2018). Evidence for a mental health crisis in graduate education. Nature Biotechnology, 36, 282-284.

Gonzalo, J. D., Heist, B. S., Duffy, B. L., Dyrbye, L., Fagan, M. J., Ferenchick, G., Harrell, H., Hemmer, P. A., Kernan, W. N., Kogan, J. R., Rafferty, C., Wong, R., & Elnicki, M. D. (2014). Content and timing of feedback and reflection: A multi-center qualitative study of experienced bedside teachers. BMC Medical Education, 14(1).

Lara, Mogensen, & Markuns. (2016). Effective Feedback in the Education of Health Professionals. Support Line. 38(2); 3-8.

Lieberman, R., Raisor-Becker, L, Sotto C., & Redle, E. (2018). Investigation of Graduate Student Stress in Speech Language Pathology. Teaching and Learning in Communication Sciences and Disorders. 2(2) Article 6.

Malandraki, J. (2022 November 21) From My Perspective/Opinion: The Cost of Overlooking Mental Health in Graduate Education. ASHA LeaderLive.  https://leader.pubs.asha.org/do/10.1044/leader.FMP.26052021.8/full/

McCready, V., Raleigh, L., Schober-Peterson, D., & Wegner, J. (2016). Feedback: What's new and different? Perspectives of the ASHA Special Interest Groups, 1(11), 73–80.

Nottingham & Henning. (2014) Feedback in Clinical Education, Part I: Characteristics of Feedback Provided by Approved Clinical Instructors. Journal of Athletic Training. 49(1); 49-57.

Nottingham & Henning. (2014) Feedback in Clinical Education, Part II: Approved Clinical Instructor and Student Perceptions of and Influences on Feedback. Journal of Athletic Training. 49(1); 58-67.

Nunes, P., Williams, S., Sa, B., Stevenson, K., (2011) A Study of Empathy decline in students from five health disciplines during their first year of training. International Journal of Medical Education. 2; 12-17.

Ramani, S & Krackov, SK. (2012). Twelve tips for giving feedback effectively in the clinical environment. Medical Teacher. 34; 787-791.

Rice, S. (2017) Stress and the Surfboard. The ASHA Leader. 22(6).

Rizzolo, D. & Massey, S., (2020) Fluctuations in STress Over Time During the First Year of Health Science Programs. Journal of Allied Health. 49(2); 120-124.

Tilstra, J., Coffman, M., Gonia, T., Koziol, C., Liebe, E. (2019). Communication Sciences and Disorders Graduate Students’ Strengths and Vulnerabilities Related to Resilience: A Survey of Graduate Programs. The Internet Journal of Allied Health Sciences and Practice. 

Walden, P. R.  & Gordon-Pershey, M. (2013). Applying Adult Experiential Learning Theory to Clinical Supervision: A Practical Guide for Supervisors and Supervisees. Perspectives on Administration and Supervision. 23(3); 121-144.

Weiland, D., & Kucirk, B. (2020) Helicopter Parenting and the Mental Health of iGen College Students. Journal of Psychosocial Nursing & Mental Health Services. 58(5); 16-22.

Zylla-Jones, E. (2009). Feedback in Supervision. ASHA – Perspectives on Administration and Supervision. 19-24. 

Course Details
Course Number

ABJE0123

When

Available on demand

Where

Listen to this course on your favorite podcast player, on our YouTube channel, or using the video above.

Transcript Available

A transcript may be available for this course.
Click here to visit our blog and read the transcript. Email [email protected] for transcript help or accessibility needs.

Course Disclosure
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Disclaimer
  • The contents of this course are not meant to replace clinical advice. SLP Nerdcast hosts and guests do not endorse specific products or procedures unless otherwise specified.
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