Ethical Considerations in Supervision: Familiarity Is Your Friend

2019 ◽  
Vol 4 (6) ◽  
pp. 1473-1477
Author(s):  
Melissa Passe
Keyword(s):  
Social Media ◽  
Professional Practice ◽  
Code Of Ethics ◽  
Speech Language Pathology ◽  
Ethical Considerations ◽  
Language Pathology ◽  
The Continuum

Purpose This article will discuss the ASHA Code of Ethics and its application to the supervision of various individuals throughout the continuum of professional practice. Additionally, it will discuss the pitfalls of social media where ethics is concerned. Although the focus of this article will remain in the field of speech-language pathology, the Code and circumstances surrounding such can easily be applied to the supervision/precepting of audiologists as well. Conclusion Applying the Code to a variety of scenarios, the reader will be able to identify where violations occur and describe possible solutions to each case.

Navigating the “Passaggio” Between Voice Therapy and a Singing Lesson: Ethical Considerations for the Speech-Language Pathologist

2020 ◽  
Vol 5 (3) ◽  
pp. 658-661
Author(s):  
Katherine McConville
Keyword(s):  
Decision Making ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Code Of Ethics ◽  
Voice Therapy ◽  
Speech Language Pathology ◽  
Ethical Considerations ◽  
Therapeutic Purpose ◽  
Speech Language Pathologist ◽  
Language Pathology

Purpose The purpose of this article is to discuss factors that guide ethical decision making in determining what constitutes medically necessary voice therapy that involves or targets singing, which is distinct from a singing lesson. Method Different treatment tasks and scenarios are identified, and their rationales are compared with deference to precedent literature and relevant portions of the American Speech-Language-Hearing Association Code of Ethics. These materials are referenced in an effort to define the boundaries between voice therapy involving singing technique and a singing lesson. Results Suggestions regarding goal writing and documentation to highlight apparent boundaries are made. Conclusions In the care of injured voices, both precedent and ethical principles support speech-language pathology treatment that targets singing. However, it is incumbent upon the treating speech-language pathologist to determine when they are venturing into tasks that no longer serve a therapeutic purpose and to refer the patient for voice lessons as appropriate.

Deliberate Supervision: Practical Strategies for Success

2020 ◽  
Vol 5 (1) ◽  
pp. 206-215
Author(s):  
Kelly A. Kleinhans ◽  
Christina Brock ◽  
Lauren E. Bland ◽  
Bethany A. Berry
Keyword(s):  
Professional Development ◽  
Graduate Students ◽  
Professional Practice ◽  
Clinical Education ◽  
Clinical Skills ◽  
Speech Language Pathology ◽  
Clinical Supervisors ◽  
Practice Experience ◽  
Certification Standards ◽  
Language Pathology

Purpose Clinical supervisors play a fundamental role in enabling students to transform knowledge into clinical skills. The 2020 changes to Speech-Language Pathology Certification Standards will require speech-language pathologists who want to serve as clinical supervisors of applicants for certification to complete a minimum of 9 months of practice experience postcertification and 2 hr of professional development in the professional practice domain of supervision postcertification prior to overseeing a student in a clinical supervisor capacity. Conclusion This article describes a framework for clinical supervisors of graduate students to use based on the premise that supervision should be an intentional reflective activity. The authors describe how to plan for clinical education across practice settings, provide appropriate feedback, and use questions effectively. Supplemental Material https://doi.org/10.23641/asha.11528250

Grassroots Organization and Justice Through Social Media

2021 ◽  
pp. 262-284
Author(s):  
Christina Navas ◽  
Vivian Tisi ◽  
Tamala Close
Keyword(s):  
Social Media ◽  
Social Justice ◽  
Background Information ◽  
Speech Language Pathology ◽  
Grassroots Organization ◽  
Online Platforms ◽  
Raising Awareness ◽  
Language Pathology ◽  
Use Of Social Media ◽  
Provide Background Information

This chapter will provide the reader with information on the importance of grassroots organization in addressing social justice issues for speech-language pathologists (SLP). The authors provide background information on the use of social media to promote social justice efforts. The chapter also identifies and discusses the development and implementation of two online platforms that have been effective in raising awareness about the importance of diversity, advocacy, and social justice issues in the field of speech-language pathology. It provides the reader with important information on the issues and problems in the field of SLP that led to the development of the two online platforms and the processes involved with developing them. Finally, the chapter concludes with a description of previous and current goals and outcomes, along with future endeavors of both platforms and recommendations for others who are interested in using social media as a tool to transform professional environments to facilitate justice within the discipline and society.

One School District's Experience Working With Speech-Language Pathology Assistants

2009 ◽  
Vol 10 (1) ◽  
pp. 23-29 ◽  
Author(s):  
Gail Rothwell
Keyword(s):  
School District ◽  
Opportunity To Learn ◽  
Years Of Experience ◽  
Speech Language Pathology ◽  
Ethical Considerations ◽  
Language Pathology ◽  
Pros And Cons ◽  
Long Term Experience

Abstract The Tacoma School District has had a long-term experience working with speech-language pathology assistants (SLPAs). Almost 25 years of experience has given the school district the opportunity to learn how to utilize SLPAs in a positive model. This paper reviews the pros and cons as well as the ethical considerations of working with SLPAs.

Advancing Workplace Diversity Through the Culturally Responsive Teamwork Framework

2021 ◽  
pp. 1-13
Author(s):  
Suzanne C. Hopf ◽  
Kathryn Crowe ◽  
Sarah Verdon ◽  
Helen L. Blake ◽  
Sharynne McLeod
Keyword(s):  
Social Justice ◽  
Professional Practice ◽  
International Research ◽  
Culturally Responsive ◽  
Workplace Diversity ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Culturally Responsive Practice ◽  
Language Pathology ◽  
Linguistic Groups

Purpose Diversification of the profession is an important element of combating racism, bias, and prejudice in the speech-language pathology workforce at national and systemic levels. However, national and systemic change needs to be combined with equipping individual speech-language pathologists to adapt to the challenges that they face to engaging in culturally responsive practice. This paper presents four interacting levels of practice within the Culturally Responsive Teamwork Framework (CRTF): (a) intrapersonal practices, (b) interpersonal practices, (c) intraprofessional practices, and (d) the interprofessional practices. Conclusion CRTF is a practical, strengths-based framework that draws on international research and expertise to expand personal and professional practice and describe critical behaviors within the workplace that can be used to promote principles of evidence-based practice and social justice, especially when working with people from nondominant cultural or linguistic groups.

A Cognitive Social Media Training Program and Intergenerational Learning: A Pilot Study With Older Adults and Speech-Language Pathology Graduate Students

2019 ◽  
Vol 4 (4) ◽  
pp. 683-695
Author(s):  
Jennine Harvey ◽  
Ann Beck ◽  
Caleb T. Carr
Keyword(s):  
Social Media ◽  
Pilot Study ◽  
Training Program ◽  
Graduate Student ◽  
Intergenerational Learning ◽  
Speech Language Pathology ◽  
Training Tool ◽  
Language Pathology ◽  
Technology And Communication ◽  
Aging Adults

PurposeThe current research was a pilot study of the #GoldenTweets social media training program. Specifically, the research sought to explore (a) how the program in general was perceived by 2 groups of participants, namely, normally aging adults and graduate clinicians, and (b) how both groups perceived the use of Twitter, the platform incorporated into the program, as a social media.MethodParticipants included normally aging adults and graduate student clinicians working with these individuals to implement the training program. The 13-week program was structured into 4 phases: (a) pre-assessment, (b) social media training, (c) social media engagement, and (d) postassessment. Participation outcomes were measured through qualitative data obtained from postprogram discussions and postprogram clinician surveys.ResultsAnalyses of participants' responses revealed changes across older adult and graduate student clinician skills in technology and communication applications, as well as perceptions of social media use. Both groups of participants indicated the intergenerational aspects of the program were the greatest strength of the program and their learning.ConclusionOur findings support the use of a cognitive social media training tool to promote intergenerational learning, communication, and stimulation.

scholarly journals What is vocology?

2021 ◽  
Vol 3 (2) ◽  
pp. 1-2
Author(s):  
Ingo R. Titze
Keyword(s):  
Professional Practice ◽  
Sound Production ◽  
Speech Language Pathology ◽  
Human Speech ◽  
Language Pathology ◽  
Animal Vocalization ◽  
Definition Of

In its broadest definition, Vocology is the study of vocalization, much like audiology is the study of hearing. Vocology includes the exploration of the full capability of human and animal sound production, some of which is embedded in human speech. For professional practice, a secondary definition of Vocology is the science and practice of voice habilitation, concept that has been in existence for more than two decades. The emphasis is on habilitation rather than re-habilitation, so that the field does not infringe on speech-language pathology. Besides, it does include the important area of animal vocalization.

Data-Based Supervision Methods for Speech-Language Pathology

1989 ◽  
Vol 20 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Ann Johnson Glaser ◽  
Carole Donnelly
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Clinical Supervision ◽  
Speech Language Pathology ◽  
The Public ◽  
Language Pathology ◽  
Supervision Model ◽  
Supervisory Process

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

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