scholarly journals A Study on the Current Status and Needs of Counseling Curriculum in Communication Disorders in Korea

2021 ◽  
Vol 26 (4) ◽  
pp. 975-992
Author(s):  
Kyungrang Baik ◽  
Sunghee Lim ◽  
Haeun Chung ◽  
JiHye Cheon ◽  
Kyengok Mo ◽  
...  
Keyword(s):  
Graduate Programs ◽  
Communication Disorders ◽  
Current Status ◽  
Clinical Settings ◽  
Web Based ◽  
Counseling Education ◽  
Language Development Disorders ◽  
Language Pathology ◽  
Undergraduate Programs ◽  
Counseling Curriculum

Objectives: Counseling is an essential component of the treatment of communication disorders. Clinicians and students in the field have reported a necessity for the incorporation of counseling courses into speech-language pathology practice. Thus, the purpose of this study was to examine the current status of a counseling curriculum in the field of communication sciences and disorders, and to present the professors’ and speech-language pathologists’(SLP) perceptions of the counseling curriculum.Methods: A web-based questionnaire regarding the current status and need for the counseling curriculum was developed and distributed to professors in undergraduate and graduate programs and to SLPs in clinical settings. Responses from a total of 66 professors and 121 SLPs were collected and were used for the analysis.Results: Overall, 66.7% of undergraduate programs and 26.9% of graduate programs offer a counseling course within the department. Also, 100% and 85.1% of professors in undergraduate and graduate programs reported the need for counseling education and training in the field of communication disorders respectively. A strong majority of SLPs (95.7%) also felt counseling courses are needed. By clinical areas, SLPs working in language development disorders reported the highest need (25.4%) for counseling courses, followed by neurological disorders and fluency disorders.Conclusion: The results show that the need for counseling programs was high among professors and clinicians. Thus, the implementation of a systematic and adequate counseling curriculum in the field of communication disorders is suggested.

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.

scholarly journals An Alumni Portal and Tracking System

2021 ◽  
Vol 16 (1) ◽  
pp. 7-14
Author(s):  
Baibhav Bista ◽  
Aman Shakya ◽  
Basanta Joshi ◽  
Anusandhan Pokhrel ◽  
Lumanti Dangol ◽  
...  
Keyword(s):  
Tracking System ◽  
Further Education ◽  
Current Status ◽  
Computer Engineering ◽  
Web Based ◽  
Long Time ◽  
The Usa ◽  
Undergraduate Programs ◽  
Web Based System ◽  
Integrate Data

Alumni tracking is a difficult task for any institution that has been running for a long time. The Department of Electronics and Computer Engineering (DOECE), Pulchowk Campus, IOE, has been offering undergraduate programs since 1994 A.D. and masters programs since 2001 A.D. The existing information about the alumni of the department is unmanaged and out of date. This paper presents a web-based system to integrate data of alumni into a well-managed database, and to act as a portal where alumni can update their current status and view online alumni yearbooks. This work aims to make the task of alumni tracking easier and simpler for the department. The web-based portal has been accessed by many alumni of the department starting from the earliest batches to update their information and see the whereabouts of others. From the collected alumni responses, some preliminary insights observed were: (a) it was seen that alumni seem to be heterogeneous both in their job positions and employers, however, a large portion are employed in the software sector, (b) most alumni (60%) are currently residing in Nepal, and (c) for further education, the USA (39%) seems to be the favored choice, followed closely by Nepal (32.5%).

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.

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.

Speech-Language Pathology in the Peace Corps: Necessity and Sustainability

2012 ◽  
Vol 2 (1) ◽  
pp. 11-18
Author(s):  
Melissa A. Pierce
Keyword(s):  
United States ◽  
Special Education ◽  
Peace Corps ◽  
People With Disabilities ◽  
Communication Disorders ◽  
The United States ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Language Pathology

In countries other than the United States, the study and practice of speech-language pathology is little known or nonexistent. Recognition of professionals in the field is minimal. Speech-language pathologists in countries where speech-language pathology is a widely recognized and respected profession often seek to share their expertise in places where little support is available for individuals with communication disorders. The Peace Corps offers a unique, long-term volunteer opportunity to people with a variety of backgrounds, including speech-language pathologists. Though Peace Corps programs do not specifically focus on speech-language pathology, many are easily adapted to the profession because they support populations of people with disabilities. This article describes how the needs of local children with communication disorders are readily addressed by a Special Education Peace Corps volunteer.

South Asian Stories: Firsthand Client Perspectives on Barriers to Accessing Speech-Language Pathology Services

2012 ◽  
Vol 19 (1) ◽  
pp. 29-36 ◽  
Author(s):  
Nidhi Mahendra
Keyword(s):  
South Asian ◽  
Empirical Support ◽  
Communication Disorders ◽  
Speech Language Pathology ◽  
Client Experiences ◽  
Individual Interviews ◽  
Timely Access ◽  
Phenomenological Perspective ◽  
Case Vignettes ◽  
Language Pathology

This article details the experience of two South Asian individuals with family members who had communication disorders. I provide information on intrinsic and extrinsic barriers reported by these clients in responses to a survey and during individual ethnographic interviews. These data are part of a larger study and provide empirical support of cultural and linguistic barriers that may impede timely access to and utilization of speech-language pathology (SLP) services. The purpose of this article is to shed light on barriers and facilitators that influence South Asian clients' access to SLP services. I provide and briefly analyze two case vignettes to provide readers a phenomenological perspective on client experiences. Data about barriers limiting access to SLP services were obtained via client surveys and individual interviews. These two clients' data were extracted from a larger study (Mahendra, Scullion, Hamerschlag, Cooper, & La, 2011) in which 52 racially/ethnically diverse clients participated. Survey items and interview questions were designed to elicit information about client experiences when accessing SLP services. Results reveal specific intrinsic and extrinsic barriers that affected two South Asian clients' access to SLP services and have important implications for all providers.

Training Graduate Student Clinicians to Use Preschool Peer Interaction Strategies

2009 ◽  
Vol 19 (1) ◽  
pp. 13-18
Author(s):  
Corey L. Herd
Keyword(s):  
Language Development ◽  
Training Program ◽  
Peer Interaction ◽  
Graduate Program ◽  
Peer Interactions ◽  
Graduate Programs ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Knowledge And Skills ◽  
Direct Training

Abstract Playing with peers is an important part of childhood—what children learn from interacting with one another has enormous impact on both their social and language development. Although many children naturally develop the ability to interact well with peers, some children have difficulty interacting with other children and may miss out on important learning opportunities as a result. Speech-language pathologists (SLPs) can target the peer interactions of young children on their caseload, assuming that they have the knowledge and skills with which to address them. SLP graduate programs have the opportunity to provide future SLPs with both knowledge and skills-based training. This study assessed a graduate program in which three graduate clinicians participated in a preschool program for children with communication disorders; peer interactions were targeted within the program. The students were observed and data was collected regarding their use of peer interaction facilitation strategies in the group sessions both prior to and after they participated in a direct training program regarding the use of such skills. Outcomes indicate that the direct training program resulted in a statistically significant increase in the students' use of different strategies to facilitate peer interactions among the children in the group.

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.

Sign in / Sign up

Export Citation Format

Share Document