SU-F-P-33: Combining Research and Professional Practice in the Clinical Setting: A Medical Physicist Personal Experience

This article is a reflective account of the process of a social care worker’s professional development over a span of 28-years, primarily working within children’s residential care settings. It charts the author’s journey with regard to his ability to cope with anxiety (pain-based fear) and to live “on the edge” in his professional practice. The author’s personal experience as a young boy of the death of his father is identified as having caused pain-based behaviours for the author until such time as he faced the pain of this loss. The traumatic experience then became an asset in his direct work with children and young people in the role of a “wounded healer”. The article introduces the concept of “vicarious confidence” and its critical role in leadership and supervision. Self-care is discussed and the concept of “system-trauma” is identified. The article also discusses the role of magic in social care and links this to neuroscience and brain MRI images. The article highlights the positive role pain can play in enabling workers to connect empathically with hurt children and young people and posits that if we are to care authentically then we must be prepared to experience pain.

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SEX AND RELATIONSHIPS EDUCATION: HOW CAN CHILDREN WITH LEARNING DISABILITIES BE A PART OF IT?

European Journal of Special Education Research ◽

10.46827/ejse.v6i4.3489 ◽

2020 ◽

Vol 6 (4) ◽

Author(s):

Konstantina Spyropoulou

Keyword(s):

Learning Disabilities ◽

Professional Practice ◽

Personal Experience ◽

Learning Experience ◽

Teaching Skills ◽

Reflective Journal ◽

Personal Learning ◽

Starting Point ◽

Adequate Education ◽

The World

Reflection constitutes a way of turning our experience into learning. A reflective journal will successfully link the theory with personal experience through an interactive interpretation of reflected knowledge. My background experience as a trainee teacher for a boy with mild learning disabilities in my placement was about an incident related to Sex and Relationships. This occurrence constituted the starting point of my personal learning experience. Knowledge is the “weapon” you can use to overcome any barriers and evaluate actions and relationships. This essay focuses on the sexuality and the provision of Sex and Relationships Education (SRE) that children with Learning Disabilities (LD) receive in countries around the world and the objectives of SRE. Moreover, children with LD, through the benefits of adequate education, can recognise their sexual identity, fight for their needs and rights and eliminate undesirable consequences. Lastly, this assignment will support my professional practice that will not only try to ameliorate children’s educational lives but also empower my teaching skills in any similar situation in the future. Article visualizations:<img src="/-counters-/edu_01/0729/a.php" alt="Hit counter" />

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Applications of an Interpersonal Communication Model to Educational Environments

Canadian Journal of Communication ◽

10.22230/cjc.1997v22n1a974 ◽

1997 ◽

Vol 22 (1) ◽

Author(s):

E. Lisbeth Donaldson ◽

Suzanne M. Kurtz

Keyword(s):

Conceptual Framework ◽

Interpersonal Communication ◽

Professional Practice ◽

Personal Experience ◽

Interaction Model ◽

Communication Model ◽

Communication Course ◽

Pratique Professionnelle ◽

Theory To Practice ◽

Educational Environments

Abstract: The Composite Interaction Model of interpersonal communication is applied to professional practice using inductive and deductive strategies (1) to develop students' understanding of communication and the relationships of theory to practice and (2) to analyze the effectiveness of a voice care communication course for teachers. The first application encourages students to articulate basic components of communication by drawing upon personal experience while at the same time the instructor guides students toward a conceptual framework based upon the model. The second application demonstrates how the model is a useful tool to retrospectively assess the effectiveness of an in-service course for professional teachers. Résumé: Le modèle d'interaction composé ("Composite Interaction Model") porte sur la communication interpersonnelle, et s'applique bien à la pratique professionnelle. Grâce à ce modèle, on peut utiliser des stratégies déductives et inductives 1) pour aider les étudiants à mieux comprendre la communication et les rapports entre théorie et pratique, et 2) pour analyser l'efficacité d'un cours de communication sur les soins de la voix pour enseignants. La première de ces deux applications encourage les étudiants à se rapporter à leurs expériences personnelles pour explorer les composantes de base de la communication, tout en les guidant vers une approche générale inspirée de ce modèle. La seconde application démontre comment le modèle peut servir à évaluer l'efficacité de cours pour enseignants professionnels.

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Facilitating Supervisee Cultural Fluency for a Multicultural Society

Perspectives on Administration and Supervision ◽

10.1044/aas19.2.45 ◽

2009 ◽

Vol 19 (2) ◽

pp. 45-50 ◽

Cited By ~ 1

Author(s):

Kenneth J. Staub

Keyword(s):

Professional Practice ◽

Practical Reason ◽

Clinical Setting ◽

Ethical Responsibility ◽

Self Awareness ◽

Multicultural Society ◽

Dynamic Nature ◽

Working Definition ◽

Supervisory Process ◽

Cultural Fluency

Abstract Multiculturalism has been, and will only continue to become more of a fact in our society and professional practice. Because of this, supervisors have both a practical reason and ethical responsibility for facilitating their supervisees' cultural fluency. This article explores multiculturalism, offering a working definition, emphasizing the dynamic nature of the concept, and reasserting its need for inclusion in the supervisory process. The development of cultural fluency is presented, primarily as a process predicated upon the supervisee's attainment of self-awareness as a means of establishing responsive, reciprocal, and respectful relationships. Supervisor facilitation of cultural fluency is addressed in the context of modeling relevant skills for the supervisee in the clinical setting. Indicators for assessing supervisor performance as multicultural clinic educators are presented, as are criteria for evaluating the supervisee's progression toward becoming a culturally fluent practitioner and individual.

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Reflective Practice: Moving Intention into Action

Canadian Journal of Program Evaluation ◽

10.3138/cjpe.69771 ◽

2021 ◽

Vol 36 (1) ◽

Author(s):

Maxi Miciak ◽

Gail Barrington ◽

Michelle Lavoie

Keyword(s):

Reflective Practice ◽

Professional Practice ◽

Personal Experience ◽

Significant Other ◽

Evaluation Practice ◽

Mentoring Relationship ◽

Values And Beliefs ◽

Reflective Approach

Reflection is a pillar of professional practice and can enable evaluators to expand their assumptions, change behaviour, and align practice with their values and beliefs. Reflective Practice is the first domain in the Canadian Evaluation Society’s Competencies for Evaluation Practice, highlighting the importance of professional awareness and growth. However, the literature offers few tools to move refl ective thought into action. The authors developed a personalized reflective approach through a mentoring relationship and the innovative use of a smartphone. Meaningful refl ective practice can leverage personal experience, practical tools, and regular dialogue with a significant other to expand assumptions and change behaviour.

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Implementation of Cultural Competence Education into Athletic Training Programs: A Qualitative Report

Global Research in Higher Education ◽

10.22158/grhe.v4n1p32 ◽

2021 ◽

Vol 4 (1) ◽

pp. p32

Author(s):

Ashley M. Harris ◽

Jennifer L. Volberding ◽

Lawrence Richardson ◽

W. David Carr

Keyword(s):

Cultural Competence ◽

Athletic Training ◽

Professional Practice ◽

Clinical Setting ◽

Training Programs ◽

Culturally Competent ◽

Culturally Competent Care ◽

Clinical Model ◽

Didactic Curriculum ◽

Cultural Competence Education

Cultural competence education is a foundational behavior of professional practice that Athletic Training Programs (ATPs) have been tasked to incorporate into their curriculums. Ten ATP faculty were individually interviewed to determine the current methods used to teach provision of culturally competent care. Four major themes were identified: 1) Barriers to cultural competence education implementation in a didactic setting, 2) Strategies for incorporation into an existing didactic curriculum, 3) Barriers to cultural competence education in a clinical setting, and 4) Strategies to implement cultural competence education into an existing clinical model. Further research is necessary to determine the effectiveness of specific strategies.

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Biracial Testing: The Question of Clinicians' Influence on Children’s Test Performance

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.0801.05 ◽

1977 ◽

Vol 8 (1) ◽

pp. 5-14 ◽

Cited By ~ 2

Author(s):

David L. Ratusnik ◽

Roy A. Koenigsknecht

Keyword(s):

Clinical Setting ◽

Test Performance ◽

Test Scores ◽

Preschool Age ◽

Speech And Language ◽

Black And White ◽

Drawing Test ◽

Lower Socioeconomic ◽

Preschool Age Children

Six speech and language clinicians, three black and three white, administered the Goodenough Drawing Test (1926) to 144 preschoolers. The four groups, lower socioeconomic black and white and middle socioeconomic black and white, were divided equally by sex. The biracial clinical setting was shown to influence test scores in black preschool-age children.

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School-Based Speech-Language Pathologists' Adherence to Practice Guidelines for Assessment of English Learners

Language Speech and Hearing Services in Schools ◽

10.1044/2020_lshss-20-00037 ◽

2020 ◽

pp. 1-12

Author(s):

Virginia L. Dubasik ◽

Dubravka Svetina Valdivia

Keyword(s):

Professional Practice ◽

Practice Guidelines ◽

Case History ◽

English Learners ◽

Online Survey ◽

Dynamic Assessment ◽

Federal Legislation ◽

Assessment Practices ◽

Speech Language Pathologists ◽

School Based

Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with each EL they assess. Case history and observation were tools used often or always by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.

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Systems of Oppression in Geriatric Clinical Service Delivery

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-20-00215 ◽

2021 ◽

pp. 1-3

Author(s):

Diane L. Kendall

Keyword(s):

Higher Education ◽

Service Delivery ◽

Clinical Setting ◽

Service Providers ◽

Hard Work ◽

Clinical Service ◽

Meaningful Change ◽

Important Work ◽

Speech Language Pathologists ◽

Medical Institutions

Purpose The purpose of this article was to extend the concepts of systems of oppression in higher education to the clinical setting where communication and swallowing services are delivered to geriatric persons, and to begin a conversation as to how clinicians can disrupt oppression in their workplace. Conclusions As clinical service providers to geriatric persons, it is imperative to understand systems of oppression to affect meaningful change. As trained speech-language pathologists and audiologists, we hold power and privilege in the medical institutions in which we work and are therefore obligated to do the hard work. Suggestions offered in this article are only the start of this important work.

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