The first section of the book provides a conceptual and theoretical framework for the use of autoethnographic narratives, and synthesizes knowledge from narrative-based work that is relevant to clinical practice in speech-language pathology. Included are a series of autoethnographic narratives that describe important turning points in the author's own development as a clinician. By assuming that her own development as a clinician is typical, the author provides examples that can be discussed and reflected on so that professional growth can be fostered. The book concludes with a practical section on the use of narratives in clinical training, clinical practice, and professional development.
This book will be of value in professional issues courses for graduate students in speech-language pathology or related disciplines and because of its relatively new introduction to the field, it will also be of value to the experienced clinician for professional development.
Building on the success of previous editions, the fifth edition includes more information on alternative delivery methods and flexible schedule modules, reporting and documentation, state standards, telepractice, evidence-based practice, school-based leadership and career development, and an expansion of the information on the school-based clinicians role and contributions to the education team.
In this book, authors in the fields of communication disorders analyse the psychological, social and linguistic processes and interactions that underpin clinical practice, from both client and clinician perspectives. The chapters demonstrate how it is possible to analyze and understand client-clinician discourse using qualitative research, and describe various challenges to establishing relationships such as cultural, gender and age differences. The authors go on to describe self-care processes, the therapeutic use of the self, and various psychological factors that could be important for developing therapeutic relationships. Also covered are the rarely considered topics of spirituality and transpersonal issues, which may at times be relevant to clinicians working with clients who have debilitating, degenerative and terminal illnesses associated with certain communication disorders.
While this book is geared toward the needs of practicing and training speech, language and hearing clinicians, other professional such as teachers of the deaf, psychotherapists, nurses, and occupational therapists will find the ideas relevant, interesting and easily translatable for use in their own clinical practice.
Federal and state laws specify that, if necessary, English-language learners (ELL) need to be assessed in their native language when referred for possible special education. The number of ELL students attending public schools across the nation has increased in the past few decades. There are not enough speech-language pathologists (SLPs) or audiologists who are proficient in the various languages spoken by ELL students--even in Spanish, the most common language spoken by ELL students in the United States. The next best solution is to conduct assessments in collaboration with a trained interpreter/translator.
Key features include:Information and references for the most common languages spoken by ELL studentsDiscussion of culturally based variables that need to be considered in the process of interviewing and working with linguistically and culturally diverse populationsDescription of the roles and responsibilities for individuals who will be collaborating as interpreters and translators with SLPs and audiologists in various contexts, such as interviews, assessments, and various meetings (such as IEPs and IFSPs), as well as suggestions on training individuals in this collaborative processReview of best practices in speech-language and audiological assessments, both with and without materials in the given languageFive video clips that illustrate various facets of the interpretation and translation process included on a PluralPlus companion website
Working with Interpreters and Translators: A Guide for Speech-Language Pathologists and Audiologists is a must-have reference for anyone working with ELL students. Although the process was developed with the pediatric population in mind, much of this information can be applied to older culturally and linguistically diverse populations in need of speech-language and/or hearing services. It will also be useful to professionals working with language interpreters in allied health professions in other countries.
Feedback in Higher and Professional Educationexplores what needs to be done to make feedback more effective. It examines the problem of feedback and suggests that there is a lack of clarity and shared meaning about what it is and what constitutes doing it well. It argues that new ways of thinking about feedback are needed.
There has been considerable development in research on feedback in recent years, but surprisingly little awareness of what needs to be done to improve it and good ideas are not translated into action. The book provides a multi-disciplinary and international account of the role of feedback in higher and professional education. It challenges three conventional assumptions about feedback in learning:
That feedback constitutes one-way flow of information from a knowledgeable person to a less knowledgeable person.
That the job of feedback is complete with the imparting of performance-related information.
That a generic model of best-practice feedback can be applied to all learners and all learning situations
It seeking a new approach to feedback, it proposes that it is necessary to recognise that learners need to be much more actively involved in seeking, generating and using feedback. Rather than it being something they are subjected to, it must be an activity that they drive.
The chapters draw on studies that explore PBL both theoretically and empirically. The volume’s eclecticism capitalises on the growing body of empirical research into PBL evaluations. It balances this with studies analysing the relatively new area of discourse-based research on PBL-in-action, whose focus has been to interrogate the ‘how’ of student learning in curricula with PBL content.This publication will be of interest to clinical teachers, curriculum designers and those interested in innovations in the scholarship of teaching and learning in PBL curricula.