On Teaching Counseling: Getting Beyond Informational Counseling

2020 ◽  
Vol 29 (2) ◽  
pp. 903-908 ◽  
Author(s):  
David Luterman
Keyword(s):  
Graduate Programs ◽  
University Teaching ◽  
Speech Language Pathology ◽  
Counseling Education ◽  
Counseling Training ◽  
Personal Adjustment ◽  
Educational Counseling ◽  
Current State ◽  
Language Pathology ◽  
Review Current

Purpose The purpose of this article was to examine the current state of counseling education and to present examples of strategies for teaching counseling based on the author's 40 years of university teaching. Conclusion Current research suggests that students and clinicians are not getting sufficient training in personal adjustment counseling. A recent unpublished survey suggests that only a few graduate programs require a counseling course for speech-language pathology students. Additional research suggests that, although audiology students do have access to counseling coursework, these courses focus primarily on informational/educational counseling strategies and not on teaching personal adjustment counseling strategies. The American Speech-Language-Hearing Association should review current standards for including counseling training in the curriculum, and graduate programs should review how they are teaching counseling and determine if their processes are effective.

An American Professor in Armenia: Reflections on Special Education, Speech-Language Pathology, and University Teaching

2018 ◽  
Vol 40 (3) ◽  
pp. 156-166
Author(s):  
Kevin J. Miller
Keyword(s):  
Special Education ◽  
Elementary School ◽  
Hard Of Hearing ◽  
University Teaching ◽  
Speech Language Pathology ◽  
Research Project ◽  
Current State ◽  
State Pedagogical ◽  
Language Pathology ◽  
Education Of Students

The author recounts his experience as a Fulbright U.S. Scholar in the Department of Special Education at Armenian State Pedagogical University in Yerevan during the fall of 2016. He describes the Fulbright U.S. Scholar Program, especially as it pertains to Armenia, and explores the current state of special education in Armenia, specifically inclusion and its impact on students, families, and faculty. The author describes courses he taught for students majoring in speech–language pathology or the education of students who are deaf or hard-of-hearing as well as guest lectures given in Yerevan and elsewhere in Armenia. In addition, he describes a research project he initiated at an elementary school in Yerevan. He concludes with insights gained from this experience.

Student Experience Applying to Graduate School for Speech-Language Pathology

2020 ◽  
Vol 5 (1) ◽  
pp. 192-205
Author(s):  
Lesley Sylvan ◽  
Andrea Perkins ◽  
Carly Truglio
Keyword(s):  
Graduate School ◽  
Master's Degree ◽  
Graduate Programs ◽  
Student Experience ◽  
Degree Programs ◽  
Speech Language Pathology ◽  
Application Process ◽  
Master's Degree Programs ◽  
Language Pathology ◽  
Master’S Degree

Purpose The purpose of this study is to better understand the experiences faced by students during the application process for master's degree programs in speech-language pathology. Method Data were collected through administering an online survey to 365 volunteers who had applied to master's degree programs in speech-language pathology. Survey questions were designed to gain the student perspective of the application process through exploration of students' deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Results Factors that influenced participants' reasoning for selecting their “top choice” programs were largely consistent with previous studies. Issues that shaped the student experience applying to graduate school for speech-language pathology included financial constraints, concern regarding the prominence of metrics such as Graduate Record Examinations scores in the admissions process, a perceived lack of guidance and advising from faculty, and confusion regarding variation among graduate program requirements. Conclusion Gaining insight into the student experience with the application process for graduate programs in speech-language pathology yields useful information from a perspective not frequently explored in prior literature. While the data presented in this study suggest the process is confusing and challenging to many applicants, the discussion highlights practical solutions and sheds light on key issues that should be considered carefully by individual graduate programs as well as the field as a whole.

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Core Knowledge ◽  
Speech Language Pathology ◽  
Entry Level ◽  
The Public ◽  
Language Pathology ◽  
Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

scholarly journals Conscious Clinical Education: The Evidence-Based Education—Clinical Education Model

2020 ◽  
Vol 41 (04) ◽  
pp. 279-288
Author(s):  
Mark DeRuiter ◽  
Sarah M. Ginsberg
Keyword(s):  
Clinical Education ◽  
Teaching And Learning ◽  
Clinical Decision Making ◽  
Graduate Programs ◽  
Clinical Decision ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Clinical Educators ◽  
Language Pathology ◽  
Education Model

AbstractThe fields of speech-language pathology and audiology, collectively referred to as communication sciences and disorders, are driven by evidence-based practice (EBP). As accountability in clinical service delivery continues to increase, there are few who would argue that encouraging clinicians to engage in methods that have withstood the rigors of peer-review is the wrong approach. Graduate students are typically given many opportunities to learn about the evidence for their discipline, and graduate programs are required to provide these opportunities under accreditation standards. While EBP is critical to our discipline's clinical function, we assert that evidence-based education (EBE) is equally as important as EBP to our discipline's function in educating our students. This article discusses EBP and EBE with a focus on elements that may not have been considered in the past, particularly within the complex dynamic of the EBE and clinical education interface. We present current and proposed models, including a new model of EBE in clinical education. We share insights into how the new and proposed models fit within the broader context of clinical decision making and the scholarship of teaching and learning. We conclude by addressing future needs for the education of clinical educators.

scholarly journals Preservice Education in Augmentative and Alternative Communication: An Update

2020 ◽  
Vol 5 (5) ◽  
pp. 1243-1261
Author(s):  
Katherine M. DeJarnette ◽  
Jane R. Wegner
Keyword(s):  
Augmentative And Alternative Communication ◽  
Department Chairs ◽  
Graduate Programs ◽  
Faculty Members ◽  
Preservice Education ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Alternative Communication ◽  
Language Pathology ◽  
Survey Responses

Purpose This survey sought to gather information from graduate programs in speech-language pathology concerning their preservice education in augmentative and alternative communication (AAC). The results were compared to similar previous surveys to identify improvements, continued challenges, and common barriers in providing preservice education in AAC. Method Two hundred fifty-one program directors, department chairs, clinical directors, and faculty members of Council on Academic Accreditation graduate programs in speech-language pathology were surveyed to explore the characteristics of preservice education in AAC. Results A total of 85 survey responses were received for a 33.8% return rate. Data revealed that there has been a general trend toward an increase in the number of graduate programs that offer coursework in AAC, the number of graduate students who are receiving knowledge and skills in AAC, and the number of students who obtain clinical experiences in AAC. However, results indicate that graduate programs in speech-language pathology continue to face barriers in providing comprehensive preservice education in AAC. Specifically, these barriers included limited funding, lack of faculty members with expertise in AAC, access to AAC systems and technologies, and time constraints. Results from this study may be helpful in addressing said barriers in future practice. Conclusions Graduate programs in speech-language pathology have improved their preservice education in AAC over the past 10 years. Survey responses indicate a continued need for improvement in clinical experiences, funding, and an increase in the number of faculty members with expertise in AAC.

Making a Case for Studying Gender-Neutral Pronouns in Speech-Language Pathology

2021 ◽  
pp. 1-5
Author(s):  
Sarah Shotwell ◽  
Li Sheng
Keyword(s):  
Scope Of Practice ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Language Therapy ◽  
Gender Neutral ◽  
Language Pathology ◽  
Treatment Research ◽  
Research Questions ◽  
Review Current ◽  
Current Standards

Purpose The purpose of this article is to review current policies and research in the field of speech-language pathology in regard to targeting gender-neutral pronouns in language therapy and propose further research on the topic. Method Official documents from the American Speech-Language-Hearing Association for the practice of speech-language pathology were searched for information about pediatric language therapy and ethical requirements of practice as they relate to targeting gender-neutral pronouns in treatment. Conclusions Based on the current standards, it is ethical and within the scope of practice for speech-language pathologists to target gender-neutral pronouns in language treatment. Research on the topic is needed to establish evidence-based practice guidelines. Recommendations are provided for potential research questions and methodologies.

Teaching Transnasal Endoscopy to Graduate Students Without a Hospital or Simulation Laboratory: Pool Noodles and Cadavers

2017 ◽  
Vol 26 (3) ◽  
pp. 709-715 ◽  
Author(s):  
Shari Salzhauer Berkowitz
Keyword(s):  
Graduate Students ◽  
Student Development ◽  
Qualitative Data ◽  
Graduate Programs ◽  
Endoscopic Examination ◽  
Speech Language Pathology ◽  
Transnasal Endoscopy ◽  
Training Opportunity ◽  
Language Pathology

Purpose This study reports on a training opportunity in endoscopy in which speech-language pathology graduate students use inanimate objects and cadavers. Best practices for transnasal endoscopy in vivo require a physician to be nearby, but many graduate programs do not have this access. Method Endoscopy was offered as a graduate elective. Students (13 women) initially learned to manipulate the endoscope through the lumen of a swimming pool noodle that was embedded with trinkets. Endoscopic examination of inanimate objects became increasingly complex, followed by endoscopic examination of a cadaver. Results Pre- and postexamination measures and qualitative data from the 13 students revealed that students increased in confidence and in interest in this aspect of the field. All students met practical competencies for handling the endoscope, passing the endoscope on a narrow tube, and visualizing objects. Some students had the opportunity to pass the endoscope on a peer and did so successfully. Conclusion For programs with a cadaver lab available, this protocol offers an affordable option compared with purchasing a simulator. For those with neither a cadaver lab nor a simulation lab, passing the endoscope on inanimate objects alone is beneficial to student development and learning.

scholarly journals Fostering Clinical and Academic Faculty Collaborations to Improve Graduate Education

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Nicole Etter ◽  
Aarthi Madhavan ◽  
Elise Lindquist
Keyword(s):  
Graduate Education ◽  
Graduate Programs ◽  
Academic Research ◽  
State University ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Pennsylvania State University ◽  
Academic Faculty ◽  
Language Pathology ◽  
Collaborative Efforts

Accredited graduate programs in Communication Sciences and Disorders (CSD) work to integrate academic coursework, a breadth of clinical experiences, and an overarching capstone project (e.g. summative assessment). The best graduate programs focus on integrating these three elements through high quality collaborations between academic and clinical faculty. These collaborations are fostered when clinical and academic faculty attempt to provide students with experiences that intersect academic, research, and clinical areas of speech language pathology. The purpose of this paper describes the collaborative efforts undertaken by the CSD department at the Pennsylvania State University. We present a model for collaborations in graduate education and discuss examples of our current integrative projects.

Building Blocks of Knowledge: A Close Look at Prerequisite Coursework for Graduate Programs in Speech-Language Pathology

2020 ◽  
Vol 5 (5) ◽  
pp. 1262-1271
Author(s):  
Lesley Sylvan ◽  
Kris L. Brock ◽  
Andrea Perkins ◽  
Jessica Garrett
Keyword(s):  
Decision Making ◽  
General Education ◽  
Graduate Programs ◽  
Building Blocks ◽  
Small Sample ◽  
Speech Language Pathology ◽  
Student Body ◽  
Language Pathology ◽  
Set Up ◽  
Prerequisite Courses

Purpose The purposes of this exploratory study were to examine the variability among prerequisite courses required by speech-language pathology graduate programs and to explore how faculty in leadership positions within graduate programs approach decision making about these courses. Method This research involved gathering data about the number and type of prerequisite course requirements from American Speech-Language-Hearing Association–accredited speech-language pathology master's degree programs ( n = 272) and conducting interviews with a small sample of speech-language pathology department faculty ( n = 12). Results The large majority of speech-language pathology graduate programs required the same four general education prerequisite courses. The number of prerequisite courses specific to communication sciences and disorders ranged from three to 17. The rationale for which and how many courses to include as prerequisites varied across programs. Issues related to student preparation and foundation for graduate coursework, the composition of the student body, administrative and logistical factors, and traditions and history of each program influenced how faculty made decisions regarding prerequisites. Conclusion While there is not a clear consensus across programs about the number and type of prerequisites necessary to start graduate school in speech-language pathology, most programs feel their ongoing decision making in this area has set up students within their own programs for successful outcomes.

Speech-Language Pathology Assistants Current State of Affairs

2009 ◽  
Vol 10 (1) ◽  
pp. 12-18 ◽  
Author(s):  
Lemmietta McNeilly
Keyword(s):  
United States ◽  
Public Schools ◽  
The United States ◽  
Speech Language Pathology ◽  
The Public ◽  
School Based ◽  
Current State ◽  
Language Pathology ◽  
Educational Requirements ◽  
State Of Affairs

Abstract The utilization of speech-language pathology assistants (SLPAs) is increasing in the United States particularly in the public schools. The American Speech-Language-Hearing Association provides specific guidelines regarding the training, use, and supervision of (SLPAs; ASHA, 2004). The current state of affairs of SLPAs involves variable requirements across the states to qualify for SLPA credentials. The programs that educate SLPAs have variable technical and curricular requirements, and the educational requirements for regulating SLPAs also vary across the states. School-based SLPs continue to raise questions about the supervision requirements, funding, and reimbursement issues for working with SLPA in schools across the country.

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