Table 1.

Resources for addressing issues during supervisions

Persistent supervision issue	Potential indicators	Assessment and intervention ideas and resources
Disorganization and poor time management	-Difficulty retrieving needed materials -Frequently late to meetings/appointments -Frequently missing deadlines, asking for extensions or removal of tasks	-Assess if global issue or related to specific skill (as this may require specific skill or confidence building in the primary area of concern) -Assess potential barriers with PDC-HS (Carr et al., 2013; Ditzian et al., 2015) -Assign supervisee relevant readings: Allen (2015); Bailey & Burch (2010); Covey (2004); Daniels (2013a, b) -Print, review, and post productivity infographic (Ganesh, 2015) -Review and teach use of common organizational and calendaring tools (e.g., Google Calendar, iCal, Outlook) and tips (create recurring events, color code calendar events, set reminders, use “to do” tools, use location-linked reminders in iPhone, create relevant folders for emails, flag by level of importance)
Poor interpersonal skills	-Too much/not enough eye contact, facial expressions, vocal inflection -Dominating conversations or not engaging enough -Poor body language/posture -Frequent arguing, disrespectful language, rigidity	-Questionnaires and observation scales (Bedwell et al., 2014) -Assess function of behavior and relevant skill deficits -Review recommendations for effective interpersonal skills (Hoover et al., 1988) -Select and teach interpersonal skills (Bedwell et al., 2014; Klein et al., 2006) -Assign supervisee relevant readings: Carnegie (1981) How to win friends and influence people; Carnegie (n.d.) Dale Carnegie’s Secrets of success retrieved from http://www.dalecarnegie.com/ebook/secrets-ofsuccess -Assign supervisee to complete online module on interpersonal skills: interpersonal skills in the workplace: examples and importance at http://study.com/academy/lesson/interpersonalskills-in-the-workplace-examples-and-importance.html
Difficulty accepting/applying feedback	-Arguing, defensive statements, giving consistent excuses -Demanding specific examples of the problem -Crying, not responding at all	-Assess function (avoidance or attention) -Review strategies for effective feedback: feedback articles at www.aubreydaniels.com/blog; DiGennaro Reed et al. (2013); Reid & Parsons (2006); Reid et al. (2012) -Assign supervisee to read Bailey & Burch (2010) –Ch. 20 Knowing When to Seek Help (and How to receive Feedback) -Clearly outline expectations for receiving feedback (Sellers et al., 2016) -Use the Corrective Feedback Instrument-Revised (CFI-R) (Hulse-Killacky et al., 2006) –Engage in the specific activities for discussions about feedback (Hulse & Robert, 2014)