Document Type

Article

Publication Date

6-2015

Publication Source

Perspectives on Administration and Supervision

Volume

25

Inclusive pages

42-49

DOI

doi:10.1044/aas25.1.42

Publisher

American Speech-Language-Hearing Association

Peer Reviewed

no

Abstract

This article investigates supervision techniques that enabled graduate students who labeled themselves as shy to participate in a summer clinical experience. Through detailed analyses, it is shown how peer collaboration, continued modeling, technology, and humor allowed two shy students to successfully complete the experience. The article proposes that these supervision techniques may help students transcend an intrinsic shyness.

Disciplines

Communication Sciences and Disorders | Speech and Hearing Science | Speech Pathology and Audiology

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