scholarly journals Facilitators of and barriers to clinical supervision of speech-language pathology students in South Africa: A pilot study

2021 ◽  
Vol 13 (1) ◽  
pp. 23
Author(s):  
A Mupawose ◽  
S Adams ◽  
S Moonsamy
Keyword(s):  
South Africa ◽  
Pilot Study ◽  
Clinical Supervision ◽  
Speech Language Pathology ◽  
Language Pathology

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.

International Telesupervision: The Clinical Fellowship Experience

2017 ◽  
Vol 2 (11) ◽  
pp. 73-78
Author(s):  
David W. Rule ◽  
Lisa N. Kelchner
Keyword(s):  
Graduate Students ◽  
Clinical Supervision ◽  
Rural Areas ◽  
The United States ◽  
Speech Language Pathology ◽  
Access To Services ◽  
East African ◽  
The World ◽  
Language Pathology ◽  
National Certification

Telepractice technology allows greater access to speech-language pathology services around the world. These technologies extend beyond evaluation and treatment and are shown to be used effectively in clinical supervision including graduate students and clinical fellows. In fact, a clinical fellow from the United States completed the entire supervised clinical fellowship (CF) year internationally at a rural East African hospital, meeting all requirements for state and national certification by employing telesupervision technology. Thus, telesupervision has the potential to be successfully implemented to address a range of needs including supervisory shortages, health disparities worldwide, and access to services in rural areas where speech-language pathology services are not readily available. The telesupervision experience, potential advantages, implications, and possible limitations are discussed. A brief guide for clinical fellows pursuing telesupervision is also provided.

scholarly journals Non-Medical Use of Cognitive Enhancing Prescription Medications Among Occupational Therapy and Speech Language Pathology Health Care Students: A Pilot Study

2016 ◽  
Author(s):  
Randy McCombie ◽  
Hannah Slanina
Keyword(s):  
Pilot Study ◽  
Occupational Therapy ◽  
Prescription Drugs ◽  
Self Report ◽  
Future Research ◽  
Prescription Medications ◽  
Speech Language Pathology ◽  
Academic Cheating ◽  
Language Pathology ◽  
Return Envelope

Purpose: This research was designed to serve as a pilot study to generate baseline data on non-medical use of prescription drugs (NMUPD) for cognitive/academic enhancement purposes among students representing two healthcare professions, Occupational Therapy (OT) and Speech Language Pathology (SLP) and to assess students’ opinions regarding whether use of these medications constitutes academic “cheating.” Introduction: NMUPD, such as Adderall ® or Ritalin ®, to reduce fatigue, improve memory, and increase concentration to ultimately improve grades has increased among college students in recent years, with estimated use put as high as 35% on some campuses. These drugs appear to be readily available to those not prescribed them, with primary sources including family, friends, and classmates. Aside from health concerns stemming from ingesting non-prescribed medications is the ethical concern whether use of such cognitive enhancers is “cheating.” Methods: Following IRB approval, 150 OT and 150 SLP students, randomly selected from membership in their respective national associations, were mailed survey packets containing a cover letter, questionnaire, and return envelope. Results: A total of 51 completed surveys, including 25 OT and 26 SLP students, were returned and included in analyses. Of these, five (9.8%) reported using cognitive enhancing prescription medications. Four of these reported having a legal prescription, including one who admitted faking symptoms of ADHD to access the prescription. The fifth student had no prescription. Motives included recreational enjoyment, to improve attention/concentration, reduce hyperactivity/impulsivity, and to obtain higher grades. Four out of ten students indicated abuse of prescription medications was a problem at their institutions, with three out of ten believing it was easy to obtain such drugs. Students were visibly divided as to whether use of these medications was academic cheating. Conclusions: The percent of these healthcare profession students reporting to have used non-prescribed medications for academic enhancement purposes mirrors that of studies on the general college student population and reflects the division as to whether use constitutes cheating. As the survey is a self-report, the numbers using the prescription medications may be higher. Results indicate future research on NMUPD among healthcare students is warranted, along with a need to educate students on the risks of use of these medications for non-prescribed purposes.

scholarly journals How can speech-language therapists and audiologists enhance language and literacy outcomes in South Africa? (And why we urgently need to)

2011 ◽  
Vol 58 (2) ◽  
Author(s):  
Harsha Kathard ◽  
Lebogang Ramma ◽  
Michelle Pascoe ◽  
Heila Jordaan ◽  
Sharon Moonsamy ◽  
...  
Keyword(s):  
South Africa ◽  
Basic Education ◽  
Language And Literacy ◽  
Speech Language Pathology ◽  
Implementation Challenges ◽  
Literacy Outcomes ◽  
Literacy Crisis ◽  
Systemic Factors ◽  
Language Pathology ◽  
Socially Responsive

Basic education in South Africa faces a crisis as learners fail to achieve the necessary outcomes in the related areas of language and literacy. The aims of this paper are twofold. Firstly, we aim to describe and discuss the education crisis by outlining the educational landscape, relevant policy imperatives and implementation challenges in post-apartheid education. The systemic factors contributing to the literacy crisis are emphasised. Secondly, we argue that speech language therapists and audiologists (SLTAs) have a role to play in supporting basic education in South Africa through developing language and literacy. It is suggested that the professions of speech-language pathology and audiology must be socially responsive and population-focused in order to make meaningful contributions to development in South Africa. The potential roles of SLTAs are discussed with suggestions for further actions required by the professions to enable a contextually relevant practice in a resource-constrained environment.

Constructing and Maintaining Appropriate Boundaries within Clinical Supervision Relationships

2009 ◽  
Vol 19 (1) ◽  
pp. 30-35 ◽  
Author(s):  
Corey L. Herd ◽  
Tracy J. Cohn
Keyword(s):  
Clinical Supervision ◽  
Multiple Roles ◽  
Boundary Crossing ◽  
Speech Language Pathology ◽  
Clinical Supervisors ◽  
Boundary Crossings ◽  
Language Pathology ◽  
Open Discussion ◽  
Supervision Relationships ◽  
The Relationship

Abstract Considerable literature on the relationship between supervisor and supervisee has emerged in the last decade. Much of this literature, however, has examined the relationship that occurs between psychologist and psychology supervisee. In the domain of speech-language pathology and audiology, there is a paucity of information and data. Thus, in response to the limited body of work in the field, the authors hope to first spark discussion around the topic of boundaries within the relationship between clinical supervisors and supervisees. One theoretical model, the “slippery slope,” is presented as a means to understand boundary crossing behavior in the clinical supervision context. The second objective of this article is to explore the working alliance or the working relationship that occurs between a supervisee and a supervisor. Given the multiple roles that a supervisor plays in the life of the supervisee, mentee, and finally colleague, it is likely that at some point, in one of these roles, that the supervisor and/or the supervisee will be faced with a difficult boundary situation. This article is proposed in response to the call from researchers and practitioners who have suggested that one response to addressing boundary violations and boundary crossings is a frank and open discussion.

Speech-Language Pathology and Audiology in South Africa: Reflections on Transformation in Professional Training and Practice Since the End of Apartheid

2017 ◽  
Vol 2 (17) ◽  
pp. 30-41 ◽  
Author(s):  
Sharon Moonsamy ◽  
Anniah Mupawose ◽  
Jaishika Seedat ◽  
Munyane Mophosho ◽  
Dhanashree Pillay
Keyword(s):  
South Africa ◽  
Professional Training ◽  
Speech Language Pathology ◽  
Language Pathology

The Impact of a Voice Counseling Procedure to Select Students With Normal Vocal Characteristics for Starting a Master Program in Speech Language Pathology: A Pilot Study

2012 ◽  
Vol 26 (5) ◽  
pp. 623-628 ◽  
Author(s):  
Kristiane M. Van Lierde ◽  
Evelien d’Haeseleer ◽  
Sophia Deley ◽  
Anke Luyten ◽  
Nele Baudonck ◽  
...  
Keyword(s):  
Pilot Study ◽  
Speech Language Pathology ◽  
Master Program ◽  
Language Pathology ◽  
The Impact
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