Administration: Promotion and Clinical Faculty in Speech-Language Pathology and Audiology

2011 ◽  
Vol 21 (3) ◽  
pp. 79-86
Author(s):  
Jennifer Simpson ◽  
Anu Subramanian
Keyword(s):  
Clinical Education ◽  
National Level ◽  
Primary Role ◽  
Clinical Faculty ◽  
Speech Language Pathology ◽  
Survey Techniques ◽  
Clinical Ladder ◽  
Language Pathology ◽  
Classroom Education

The use of clinical faculty in place of professional or administrative staff is gaining ground in many universities. The authors used survey techniques to gather information from 23 different universities regarding the roles of clinical faculty and opportunities and requirements for promotion. Results indicate that the primary role of clinical faculty members continues to be clinical education, followed by classroom education. In keeping with this finding, most important for promotion in the clinical ladder was performance in clinical education and classroom education. All universities identified a variety of other tasks that were also important to be considered for promotion, including service at university, state- and national-level presentations, publications, and administration. Large ranges in these requirements indicated that the clinical faculty member can develop his/her area of expertise or interest in one of multiple categories to ensure success in promotion.

A New Focus on Supervision: Looking to the Future

2008 ◽  
Vol 18 (1) ◽  
pp. 17-23 ◽  
Author(s):  
Lisa Cabiale O’Connor
Keyword(s):  
Clinical Supervision ◽  
Clinical Education ◽  
Formal Education ◽  
Speech Language Pathology ◽  
Specialty Area ◽  
Distinct Area ◽  
Language Pathology ◽  
Supervisory Process ◽  
Definition Of

Abstract This article examines some of our assumptions about clinical supervision, such as, good clinicians automatically make good supervisors, the major role of the supervisor is evaluation, and formal education is not necessary for engaging in supervision. It is important to examine what actions or future directions are necessary so that we do more than just say we recognize supervision as a distinct area of practice. It is time to identify actions professionals and/or the professions need to take in order to ensure quality supervision and, as a result, more effective clinical education. Suggestions include, among others, focusing on increased knowledge and understanding of the supervisory process in speech-language pathology and audiology, acknowledging that education in supervision makes a difference and creates opportunities for professionals to obtain such education, developing and distributing new professional policy documents that focus on supervision, recognizing and promoting a comprehensive definition of the supervisory process, developing tools to evaluate the effectiveness of supervisors, and promoting research that supports the efficacy of supervision in the professions. Supervision is necessary; it is guided by competencies that require training; it is both an art and a science; and, it is a specialty area of the professions.

Supervision: Facilitating the Transition From Classroom to Clinic: Strategies and Methods

2012 ◽  
Vol 22 (2) ◽  
pp. 55-63 ◽  
Author(s):  
Michael J. Moran ◽  
Daniel Phillips ◽  
Elissa Zylla-Jones
Keyword(s):  
Clinical Education ◽  
Smooth Transition ◽  
Clinical Faculty ◽  
Speech Language Pathology ◽  
Education Programs ◽  
Clinical Practicum ◽  
Classroom Strategies ◽  
Clinical Literature ◽  
Academic Faculty ◽  
Language Pathology

In this article, the authors describe 14 strategies that may be incorporated into clinical education programs in speech-language pathology in order to help students make a smooth transition from the classroom to on- and off-campus clinical practicum. The strategies are divided into three categories: strategies for the classroom; strategies for the clinic; and strategies to facilitate coordination among academic faculty, clinical faculty, and external preceptors. The suggestions are drawn from the authors’ experience as well as from existing clinical literature.

Current Issues: Evidence-Based Practice for the Real World: Thoughts on Clinical Education in Communication Disorders

2010 ◽  
Vol 20 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Anne K. Bothe
Keyword(s):  
Clinical Education ◽  
Real World ◽  
Evidence Based Practice ◽  
Communication Disorders ◽  
University Faculty ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Basic Principles ◽  
The Real ◽  
Language Pathology

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.

Inclusion of Transgender Voice and Communication Training in a University Clinic

2017 ◽  
Vol 2 (10) ◽  
pp. 109-115 ◽  
Author(s):  
Jennifer Oates ◽  
Georgia Dacakis
Keyword(s):  
Training Program ◽  
Clinical Education ◽  
Well Being ◽  
Evidence Base ◽  
Communication Training ◽  
Speech Language Pathology ◽  
Transgender People ◽  
Language Pathology ◽  
Effectiveness Of Training ◽  
Negative Impacts

Because of the increasing number of transgender people requesting speech-language pathology services, because having gender-incongruent voice and communication has major negative impacts on an individual's social participation and well-being, and because voice and communication training is supported by an improving evidence-base, it is becoming more common for universities to include transgender-specific theoretical and clinical components in their speech-language pathology programs. This paper describes the theoretical and clinical education provided to speech-language pathology students at La Trobe University in Australia, with a particular focus on the voice and communication training program offered by the La Trobe Communication Clinic. Further research is required to determine the outcomes of the clinic's training program in terms of student confidence and competence as well as the effectiveness of training for transgender clients.

The Role of Speech-Language Pathology and Audiology in the Optimal Management of the Service Member Returning From Iraq or Afghanistan With a Blast-Related Head Injury

2010 ◽  
Vol 25 (3) ◽  
pp. 219-224 ◽  
Author(s):  
Leora R. Cherney ◽  
Patricia Gardner ◽  
Jeri A. Logemann ◽  
Lisa A. Newman ◽  
Therese OʼNeil-Pirozzi ◽  
...  
Keyword(s):  
Head Injury ◽  
Service Member ◽  
Optimal Management ◽  
Speech Language Pathology ◽  
Language Pathology

The Role of PT, OT, and Other Therapies in Palliative Care for Seriously Ill Patients

2019 ◽  
pp. 682-689
Author(s):  
Dennis Lin ◽  
Megan Borjan ◽  
Seanell D. San Andres ◽  
Christina Kelly
Keyword(s):  
Palliative Care ◽  
Terminal Illness ◽  
Symptom Burden ◽  
Speech Language Pathology ◽  
Functional Impairments ◽  
Recreation Therapy ◽  
Rehabilitation Team ◽  
Language Pathology ◽  
Seriously Ill Patients

This chapter describes the roles of physical therapy, occupational therapy, speech language pathology, and recreation therapy in providing rehabilitation for patients receiving palliative care. Palliative rehabilitation should be included as part of a comprehensive interdisciplinary effort to support patients who experience functional impairments or symptoms that impact daily life and that result from terminal illness. Palliative rehabilitation focuses on creating collaborative goals that address disability and easing symptom burden to maximize or maintain function throughout every stage of disease. Patients receiving the appropriate rehabilitative interventions can adapt to the changes and foster an optimal quality of life. Nurses collaborate with the rehabilitation team so that patients and their caregivers can achieve a greater benefit from their palliative care.

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.

Different Clinical Perspectives of Good and Poor Therapy Sessions

1987 ◽  
Vol 30 (3) ◽  
pp. 335-342 ◽  
Author(s):  
Joanne Erwick Roberts ◽  
Vicki McCready
Keyword(s):  
Graduate Student ◽  
Clinical Training ◽  
Causal Attributions ◽  
Therapy Session ◽  
Speech Language Pathology ◽  
Training Process ◽  
Observer Bias ◽  
Language Pathology ◽  
Therapy Sessions

This study investigated differences in causal attributions made by student clinicians taking actor and observer roles in good and poor therapy Sessions. One hundred thirty-four graduate student clinicians in speech-language pathology were asked to imagine a hypothetical good or poor therapy session in which they took either the role of a clinician working with a client in a session or that of a clinician observing the session. To account for the session's hypothesized outcomes, clinicians taking the actor role cited client causes more frequently than other causes while clinicians taking the observer role cited clinician causes. These results are consistent with the actor-observer bias documented extensively in the psychological and educational literatures. Clinicians' causal attributions also differed for good and poor therapy sessions. Implications are discussed in terms of possible impact on the clinical training process in speech-language pathology.

Family Leisure as a Context to Support Augmentative and Alternative Communication Intervention for Young Children with Complex Communication Needs

2017 ◽  
Vol 38 (04) ◽  
pp. 313-320 ◽  
Author(s):  
Kelsey Mandak ◽  
Krista Wilkinson ◽  
Tara O'Neill
Keyword(s):  
Augmentative And Alternative Communication ◽  
Leisure Activities ◽  
Primary Role ◽  
Speech Language Pathology ◽  
Alternative Communication ◽  
Family Leisure ◽  
Communication Partners ◽  
Language Pathology ◽  
Communication Needs ◽  
Families With Children

AbstractFamilies are often the most significant communication partners for children who require augmentative and alternative communication (AAC). Because family-centered approaches are recommended practice in speech-language pathology, a primary role for speech-language pathologists (SLPs) serving children who require AAC is to support families in integrating communication into highly valued, existing family activities. Family leisure activities can provide a naturally supportive context for AAC, because they provide multiple opportunities for children to interact and practice using AAC with natural communication partners. This article aims to guide SLPs in utilizing family leisure as a context for AAC intervention. We describe the benefits and constraints of engaging in leisure for families with children with disabilities. We define family leisure, which includes two distinct types of leisure activities: core and balance. Finally, we provide a case example of a family that highlights the integration of AAC into both types of leisure activities.

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