Gender-affirming services in speech-language pathology: a survey of current practices

2020 ◽  
Author(s):  
Brielle C Stark ◽  
Susan Tanney
Keyword(s):  
Mixed Method ◽  
Online Survey ◽  
Speech Language Pathology ◽  
Future Directions ◽  
Gender Diverse ◽  
Knowledge Of Familiarity ◽  
The Usa ◽  
Language Pathology ◽  
And Gender ◽  
Personal Research

Purpose: To investigate speech language pathologists’ (SLP) education on, knowledge of, familiarity with, and comfort/confidence in providing services to transgender and other gender-diverse individuals. Method: N=201 SLPs were surveyed online between December 2019 and March 2020, representing practitioners in the USA, Australia, Ireland, Canada, South Africa, and Italy. Empirical data was collected using a mixed-method online survey to evaluate trends in service provision to clients across the gender spectrum.Results: Most respondents identified as cisgender, were between the ages of 26-35 or over 45, and reported having worked with at least one gender-diverse client across their clinical career. SLPs working in facilities dedicated to gender-affirmative care were more likely to have worked with a member of our demographic of interest, and were also more likely to report strong confidence in use of demographic specific terms, like “gender fluid”, “gender dysphoria”, and “gender expression”, and were more likely to report consulting outside sources (conferences, colleagues, personal research) for further information on gender-diverse populations than those working in other spaces. Most respondents indicated hearing and knowing gender-relevant terminology, with mixed agreement about confidence in using said terms in a clinical setting. When asked about feeling confident and comfortable in clinically providing services to this population, the majority indicated that they would not. Conclusions: We discuss critical implications of the work as it pertains to current SLP practices, and also recommend future directions for the field, with the goal of moving toward a field-wide practice where all areas of service delivery are gender-inclusive and gender-affirmative.

Opportunities to Learn Transgender Voice and Communication Therapy in Graduate Speech-Language Pathology Education: Preliminary E-Survey Findings

2020 ◽  
Vol 5 (4) ◽  
pp. 876-883
Author(s):  
Jordan R. Jakomin ◽  
Aaron Ziegler ◽  
Cassie Rio ◽  
Rachael Suddarth
Keyword(s):  
Online Survey ◽  
Graduate Programs ◽  
The United States ◽  
Learning Opportunities ◽  
Survey Study ◽  
Speech Language Pathology ◽  
Communication Services ◽  
Graduate Curriculum ◽  
Gender Diverse ◽  
Language Pathology

Purpose Clear guidelines are needed for the inclusion of transgender voice and communication services in speech-language pathology graduate curriculum. Standardized training on how to support gender diverse individuals' communication appears to be lacking in graduate curriculum. To better understand current trends in transgender voice and communication training in speech-language pathology graduate programs across the United States, this cross-sequential e-survey study assessed experience with, attitudes toward, and student learning opportunities in transgender voice and communication services among voice instructors and clinic directors. Method An open online survey distributed in 2015 was completed by 24 voice instructors and 13 clinic directors. The same survey was completed by 15 voice instructors in 2018. Results Based on 2015 findings, a majority of voice instructors and clinic directors in speech-language pathology graduate programs reported that services for transgender voice and communication were not addressed in their graduate education curriculum. Findings from 2018 were similar to results in 2015. Almost all voice instructors included transgender voice and communication therapy in their graduate voice course. There is unanimous agreement that transgender voice and communication services should be part of SLPs' scope of practice. Conclusions Findings from 2015 to 2018 suggested an improvement in instruction time spent on transgender voice and communication. Yet, some voice instructors continued to report that the topic was not covered in their coursework. A need exists to adjust guidelines on voice and communication services for gender diverse individuals and offer learning opportunities for this area in graduate speech-language pathology curriculum. Supplemental Material https://doi.org/10.23641/asha.12640409

scholarly journals Health Needs of Trans and Gender Diverse Adults in Australia: A Qualitative Analysis of a National Community Survey

2019 ◽  
Vol 16 (24) ◽  
pp. 5088 ◽  
Author(s):  
Sav Zwickl ◽  
Alex Wong ◽  
Ingrid Bretherton ◽  
Max Rainier ◽  
Daria Chetcuti ◽  
...  
Keyword(s):  
Health Services ◽  
Best Practice ◽  
Online Survey ◽  
Healthcare Professionals ◽  
Research Priorities ◽  
Health Service Delivery ◽  
Free Text ◽  
Healthcare Needs ◽  
Gender Diverse ◽  
And Gender

There is an increasing demand for trans and gender diverse (TGD) health services worldwide. Given the unique and diverse healthcare needs of the TGD community, best practice TGD health services should be community-led. We aimed to understand the healthcare needs of a broad group of TGD Australians, how health professionals could better support TGD people, and gain an understanding of TGD-related research priorities. An anonymous online survey received 928 eligible responses from TGD Australian adults. This paper focuses on three questions out of that survey that allowed for free-text responses. The data were qualitatively coded, and overarching themes were identified for each question. Better training for healthcare professionals and more accessible transgender healthcare were the most commonly reported healthcare needs of participants. Findings highlight a pressing need for better training for healthcare professionals in transgender healthcare. In order to meet the demand for TGD health services, more gender services are needed, and in time, mainstreaming health services in primary care will likely improve accessibility. Evaluation of training strategies and further research into optimal models of TGD care are needed; however, until further data is available, views of the TGD community should guide research priorities and the TGD health service delivery.

Telepractice in Speech-Language Pathology: The Evidence, the Challenges, and the Future

2011 ◽  
Vol 1 (1) ◽  
pp. 10-21 ◽  
Author(s):  
Deborah Theodoros
Keyword(s):  
Mode Of Delivery ◽  
Communication Disorders ◽  
Evidence Base ◽  
Language And Literacy ◽  
Apraxia Of Speech ◽  
Speech Language Pathology ◽  
Validity And Reliability ◽  
Future Directions ◽  
The Future ◽  
Language Pathology

This article provides a review of the evidence base for telepractice in speech-language pathology, the challenges that exist, and the future directions for this field. It describes the benefits of telepractice for clients and their families and outlines the evidence currently available to support the validity and reliability of this mode of delivery in the management of adult neurogenic communication disorders (aphasia, dysarthria, apraxia of speech); voice disorders; stuttering; dysphagia; laryngectomy; and articulation, language, and literacy disorders in children. The challenges facing telepractice in speech-language pathology and the future directions for this field are discussed. Telepractice is an emerging area of service delivery in speech-language pathology that is likely to become an integral part of mainstream practice in the future. In order to achieve this, it is imperative that the profession accelerates its program of research and clinical endeavor in this area.

Leadership and Gender in Postsecondary Dance

2017 ◽  
Author(s):  
Doug Risner ◽  
Pamela S. Musil
Keyword(s):  
United States ◽  
Mixed Method ◽  
Online Survey ◽  
The United States ◽  
Status Report ◽  
Administrative Leadership ◽  
Professional Lives ◽  
Data Services ◽  
Administrative Leaders ◽  
And Gender

Chapter 9 presents data from a larger mixed method empirical study that investigated the professional lives of administrative leaders in postsecondary dance programs in the United States, with the purpose of developing a status report on administrative leadership, with particular attention to gender. The study employed reviews of literature in postsecondary dance leadership and administration, analysis of data assembled annually by Higher Education Arts Data Services (HEADS) in conjunction with the National Association of Schools of Dance (NASD) from 1994–2014, and findings from the authors’ mixed method study of dance administrators (n=75) in postsecondary institutions, including an extensive online survey that generated quantitative and qualitative data from participants across the United States. Survey data included information about demographics, workload, responsibilities and salary; support and work satisfaction; administrator purpose, strengths and challenges; influential experiences and people; quality of professional lives, and work-life balance. Narrative comments based on open-ended questions are presented. When appropriate, gender asymmetries and divergences are discussed.

scholarly journals Medical Speech-Language Pathology in Bulgaria – a Comparative Study of the Current Status and Development

2021 ◽  
Vol 4 (1) ◽  
pp. 8-16
Keyword(s):  
Comparative Analysis ◽  
The United States ◽  
Scope Of Practice ◽  
Current Status ◽  
Clear Understanding ◽  
Speech Language Pathology ◽  
Medical Environment ◽  
Wide Range ◽  
The Usa ◽  
Language Pathology

Introduction: The complexity of ever-changing health standards, new health policies, changes in the healthcare environment, necessitates an advanced level of professional expertise in Medical Speech-Language Pathology (MSLP). Objective: This study presents the current status, opportunities, and perspectives for the development of MSLP in Bulgaria. Method Theoretical overview and comparative analysis of the data and literature on MSLP as it exists in the USA and is developing in Bulgaria, where it is most often referred to as Clinical Logopedics. In this article, we present: (i) a comparative analysis of the development of this dynamic, expanding, and continuously developing health profession in the USA (the country with the most innovative and highly evolved practice of MSLP) and Bulgaria; (ii) brief historical notes related to the development of Speech-Language Pathology in the United States and Bulgaria; (iii) the scope of practice of MSLP in the USA and Bulgaria, which is a key problem for the prospects for the development of this specialty in Bulgaria, and (iv) the problems associated with establishing a master’s degree program in MSLP. Conclusion: MSLP has perspective for development in Bulgaria only if it is studied as a health specialty within medical or health faculties, but necessarily housed within a medical university. A clear understanding of the scope of practice is fundamental for the development of MSLP, but it should not overlap the purview of other professions. The MSLP master’s program should be innovative, manageable, and comprehensive, providing for a wide range of specialized clinical experiences that prepare students to practice effectively in a medical environment.

Gender at the Border: Global Responses to Gender-Diverse Subjectivities and Nonbinary Registration Practices

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
C. L. Quinan ◽  
Nina Bresser
Keyword(s):  
Online Survey ◽  
Complex Dynamics ◽  
Global Perspectives ◽  
International Borders ◽  
Gender Diverse ◽  
Nonbinary Gender ◽  
Binary Options ◽  
And Gender ◽  
One Year ◽  
Media And Communication

Respect for transgender rights broadly and recognition of nonbinary gender specifically have given rise to global legislative and policy-level reforms that purport to rectify discrimination faced by transgender and gender-diverse populations when traveling or migrating. In several countries, for example, the binary options “male” and “female” have been extended to include other possibilities in legal and travel documents, such as X, third gender, indeterminate, and unspecified. Drawing on qualitative data gathered from an online survey conducted over a period of one year, this article homes in on this phenomenon, asking how existing and expanding options for gender in passports could impact transgender and gender-diverse people’s ability to cross international borders. The article’s findings highlight how current border-security structures frequently pose a challenge for those not conforming to gender norms. Our analysis reveals an intricate set of negotiations and tensions, and elucidates the complex dynamics between macro-level practices of power and micro-level articulations of resistance that might interrupt the normative functions of law. This article also shows how existing and alternative options can be taken up in transformative ways that can be used to subvert otherwise restrictive policies. This article is part of the special issue “Media, Migration, and Nationalism” of the journal Global Perspectives, Media and Communication, guest-edited by Koen Leurs and Tomohisa Hirata.

The Childhood Trauma and Attachment Gap in Speech-Language Pathology: Practitioner's Knowledge, Practice, and Needs

2021 ◽  
pp. 1-16
Author(s):  
Anna C. Rupert ◽  
Diane E. Bartlett
Keyword(s):  
Childhood Trauma ◽  
Online Survey ◽  
Bivariate Analysis ◽  
Speech Language Pathology ◽  
Communication Development ◽  
Language Pathology ◽  
Trauma Informed ◽  
Knowledge Practice ◽  
Study Support ◽  
Qualitative Responses

Purpose: Previous research demonstrates the relevance of childhood trauma and attachment to communication development. This study aimed to understand speech-language pathology (SLP) practitioners' knowledge, beliefs, training, and current practices regarding developmental trauma and attachment. Method: An online survey was administered to SLP practitioners ( N = 97) who work primarily with children from birth to age 6 years in Canada. Quantitative (univariate and bivariate) analysis was performed with SPSS. Qualitative responses were coded by two reviewers using thematic analysis to identify key themes. Results: SLP practitioners are working with children who have experienced trauma and adapt their practice when they are aware of this history. Practitioners also indicated, however, that they lack training with respect to trauma and attachment, their understanding of the concepts is narrow, they do not have standardized practices for obtaining trauma history, and they do not adapt their practice in consistent ways. The results show there is interest in understanding how trauma affects communication development, the relevance to their work, and that additional training is needed to support practitioners to identify and respond to trauma in early childhood. Conclusions: Findings from this study support SLP practitioners' involvement in early identification of trauma and the development of best practices regarding trauma-informed SLP assessment and intervention. The results also inform how systems and areas of service need to be adjusted to be more accessible, flexible, and collaborative in order to support children and families whose lives have been impacted by trauma and indicate additional areas of research in the area. Supplemental Material https://doi.org/10.23641/asha.16968097

Promoting the Internationalization of Speech-Language Pathology Education: The Bulgarian-American Cooperative Experience

2021 ◽  
Vol 29 (2) ◽  
pp. 172-184
Author(s):  
Robert Orlikoff ◽  
Dobrinka Georgieva
Keyword(s):  
Health Science ◽  
Speech Language Pathology ◽  
Exchange Programs ◽  
The Us ◽  
International Projects ◽  
The Usa ◽  
Language Pathology ◽  
Long Term Impact ◽  
Pathology Education

Several collaborative projects between South-West University in Blagoevgrad, Bulgaria, and 8 universities in the USA have worked well to improve the overall competence of students in speech-language pathology programs and practicing clinicians to better meet the needs of individuals with fluency and voice disorders. The US Fulbright Senior Specialist and EU Erasmus+ exchange programs serve as effective instruments that provide systemic and long-term impact supporting innovation and fostering contemporary teaching methods. These international projects prepare students and faculty succeed in a global, multicultural society, and in doing so, advance speech-language pathology as an evidence-based allied health science discipline.

Correlates of in-person and technology-facilitated sexual harassment from an online survey among young Australians

Sexual Health ◽  
2018 ◽  
Vol 15 (4) ◽  
pp. 361 ◽  
Author(s):  
Caitlin H. Douglass ◽  
Cassandra J. C. Wright ◽  
Angela C. Davis ◽  
Megan S. C. Lim
Keyword(s):  
Social Media ◽  
Sexual Harassment ◽  
Online Survey ◽  
Policy Makers ◽  
Innovative Strategies ◽  
Heterosexual Identity ◽  
The Past ◽  
Gender Diverse ◽  
Dating Apps ◽  
And Gender

Background Technology-facilitated sexual harassment is an emerging phenomenon. This study investigates correlates of sexual harassment among young Australians. Methods: Participants aged 15-29 were recruited for an online survey. Participants reported how often in the past year they experienced sexual harassment in person, via phone, social media and dating apps. Correlates of in-person and technology-facilitated sexual harassment were identified using logistic regression. Results: Of all participants (n = 1272, 70% female), two-thirds reported sexual harassment in person, 34% through social media and 26% via phone. Of participants who used a dating app in the past year (n = 535), 57% experienced sexual harassment. Sexual harassment in person was correlated with being female (aOR = 9.2, CI = 6.9–12.2), trans and gender diverse (aOR = 2.6, CI = 1.2–5.7) and being aged 20–24 years (aOR = 1.5, CI = 1.1–2.1). Heterosexual identity reduced the odds of sexual harassment in person (aOR = 0.7, CI = 0.5–0.9). Technology-facilitated sexual harassment was correlated with female (aOR = 3.5, CI = 2.6–4.6) and trans and gender diverse identities (aOR = 3.0, CI = 1.4–6.5). Older age [25–29 years (aOR = 0.5, CI = 0.4–0.8)] and heterosexual identity (aOR = 0.7, CI = 0.5–0.9) significantly reduced the odds of technology-facilitated sexual harassment. Conclusion: Young people identifying as female, trans and gender diverse and non-heterosexual are at risk of in-person and technology-facilitated sexual harassment. Service and technology providers, academics, and policy makers must respond with innovative strategies.

Academic, Clinical, and Educational Experiences of Self-Identified Fluency Specialists

2016 ◽  
Vol 1 (4) ◽  
pp. 16-43 ◽  
Author(s):  
Geoffrey A. Coalson ◽  
Courtney T. Byrd ◽  
Elizabeth Rives
Keyword(s):  
Professional Training ◽  
Online Survey ◽  
Student Experiences ◽  
Speech Language Pathology ◽  
Chi Square ◽  
Clinical Practicum ◽  
Fluency Disorders ◽  
Graduate Curriculum ◽  
Language Pathology

Purpose The purpose of the present study is to examine whether the academic, clinical, and fluency-related student experiences of professionals who self-identify as having specialized knowledge of fluency disorders differ from those who do not. Method An online survey was developed to identify the academic, clinical, and specific fluency-related experiences professionals had when they were undergraduate and graduate students. The survey was completed by 219 professionals within the field of speech-language pathology (122 self-identified specialists, 97 self-identified non-specialists). Results Considerable overlap was observed in training experiences of self-identified specialists and non-specialists. However, Chi-square analyses revealed a significantly greater proportion of self-identified specialists reported (a) completion of a dedicated course in fluency disorders during undergraduate and graduate curriculum, (b) interaction with five or more fluency clients during clinical practicum, and (c) exposure to specific fluency-related activities such as voluntary stuttering and attendance at a fluency-related support group. Conclusions Findings suggest that despite the degree of overlap between self-identified specialists' and non-specialists' pre-professional training, the quantity and quality of certain experiences may influence future decisions to focus more exclusively on working with persons who stutter.

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