Ethics in pediatric psychology: Considerations for trainees transitioning to the medical setting.

Evaluating pediatric psychology consultation services in a medical setting: An example

Journal of Clinical Psychology in Medical Settings ◽

10.1007/bf01988629 ◽

1995 ◽

Vol 2 (1) ◽

pp. 89-107 ◽

Cited By ~ 11

Author(s):

James R. Rodrigue ◽

Russell G. Hoffmann ◽

Arista Rayfield ◽

Celia Lescano ◽

Wendy Kubar ◽

...

Keyword(s):

Pediatric Psychology ◽

Medical Setting ◽

Consultation Services

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Problems and interventions of a pediatric psychology clinic in a medical setting: A retrospective analysis

Cognitive and Behavioral Practice ◽

10.1016/s1077-7229(01)80038-9 ◽

2001 ◽

Vol 8 (1) ◽

pp. 11-17 ◽

Cited By ~ 1

Author(s):

Amanda B. Sobel ◽

Michael C. Roberts ◽

Michael A. Rapoff ◽

Martha U. Barnard

Keyword(s):

Retrospective Analysis ◽

Pediatric Psychology ◽

Medical Setting

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Maximizing Expertise and Collaboration to Support Students With Brain Injury: A Case Study in Speech-Language Pathology

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_pers-sig2-2019-0003 ◽

2019 ◽

Vol 4 (6) ◽

pp. 1267-1282

Author(s):

Jessica Salley ◽

Sarah Krusen ◽

Margaret Lockovich ◽

Bethany Wilson ◽

Brenda Eagan-Johnson ◽

...

Keyword(s):

Brain Injury ◽

Medical Setting ◽

Speech Language Pathology ◽

Speech Language Pathologists ◽

Team Members ◽

School Activities ◽

School Based ◽

Language Pathology ◽

Specialized Education

Purpose Through a hypothetical case study, this article aimed to describe an evidence-based approach for speech-language pathologists in managing students with moderate-to-severe traumatic brain injury (TBI), particularly within a formal statewide-supported school-based brain injury team model, such as the BrainSTEPS Brain Injury School Consulting Program operating in Pennsylvania and Colorado. Conclusion Upon transitioning from the medical setting back to school, children with TBI present with unique educational needs. Children with moderate-to-severe TBIs can demonstrate a range of strengths and deficits in speech, language, cognition, and feeding and swallowing, impacting their participation in various school activities. The specialized education, training, and insight of speech-language pathologists, in collaboration with multidisciplinary medical and educational team members, can enable the success of students with TBI when transitioning back to school postinjury ( DePompei & Blosser, 2019 ; DePompei & Tyler, 2018 ). This transition should focus on educational planning, implementation of strategies and supports, and postsecondary planning for vocations or higher education.

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Communication Recovery Groups for Persons with Aphasia: A Replicable Program for Medical and University Settings

Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders ◽

10.1044/nnsld24.3.106 ◽

2014 ◽

Vol 24 (3) ◽

pp. 106-113 ◽

Cited By ~ 1

Author(s):

Candace Vickers ◽

Darla Hagge

Keyword(s):

Medical Setting ◽

Group Program ◽

Intake Process ◽

Student Volunteers ◽

Group Members ◽

University Settings ◽

University Setting ◽

Recovery Groups

This article describes Communication Recovery Groups (CRG), an aphasia group program that is sponsored by a medical setting and more recently a university setting. CRG's history and approach and its model of service in light of current healthcare challenges are summarized. The article also provides a detailed discussion regarding the logistics of offering conversation groups to persons with aphasia which are sponsored by medical and/or university settings, the intake process for new group members, and the training of student volunteers to help lead conversation groups.

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