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.
Embedding evidence-based practice in speech and language therapy showcases the creative ways that SLTs are developing knowledge and skills for EBP, creating contexts that support the use of evidence in practice, and working towards making evidence easily accessible and usable. It includes real-life examples of how SLTs have encountered a clinical problem or situation and have accessed and used the evidence within their day-to-day practice. The contributors come from a wide range of work settings, from services situated within large organizations to those in independent practice, and represent a range of clinical areas, from paediatric to adult and across speech, language, voice, fluency, Augmentative and Alternative Communication (AAC), and dysphagia.
This book is written for an audience of clinical practitioners, at any stage of their career, and is additionally a valuable resource for SLT students and lecturers.
Here the highly regarded authors focus on:barriers to participation and learning experienced by pupils the practices that can overcome these barriers the extent to which such practices facilitate improved learning outcomes how such practices can be encouraged and sustained within schools and LEAs.
The book is part of the Improving Learning series, published in partnership with the Teaching and Learning Research Project.
Despite claims that clinical education lies at the heart of health care education, little empirical research has explored what constitutes effectiveness in clinical teaching and learning. This book draws on the research, ideas and expertise of researchers who have observed and researched different aspects of clinical education. Their research has spanned clinical education topics including professional identity and socialisation, assessment and feedback, pedagogical methods, clinical reasoning, dealing with ambiguity, dealing with diversity and interprofessional education. This book has been designed to synthesise empirical clinical education research and ideas about the context, value, processes and outcomes of clinical education. Each chapter presents a research based facet of clinical education as a platform from which knowledge and future research in clinical education can occur. The authors entice the reader to reconceptualise facets of their own teaching and learning practices based on research findings, expertise and innovation.
Students and practitioners, looking for some solid theory to reinforce their own study or practice, commonly have to 'borrow' from other disciplines, such as psychology and sociology, since there has been no attempt to provide a theoretical foundation for the special needs community. This book does exactly that, bringing together contributions from key names in the field from UK and beyond.
The book will establish itself as an essential text for students and teachers, as well as all those involved in special needs across the social sciences.
Developing Learning Professionals: Integrating Experiences in University and Practice Settings explores how the integration of student experiences across university and practice settings might best be used to produce college graduates who are adept, critical practitioners. To do so, it draws on the findings of a series of projects in Australia that investigated diverse aspects of work-related learning. Through these projects, a range of scholars and researchers consider different aspects of this educational initiative within the same national higher education context. They address pedagogic and curriculum practices, institutional arrangements and partnerships of varying kinds, and a consolidated set of perspectives.
In Action Research and Reflective Practice, the author argues that reflective practice and action research can become mechanistic in their use unless fresh creative approaches are employed. Exploring the tension between the use of evidence-based practice, based upon solid ‘objective’ research, and reflection, with its ‘subjectivity’ and personal perception, this book argues that reflection is research. The author increases the use and effectiveness of both action research and reflection through the application of new creative and visual approaches.
Action Research and Reflective Practice demonstrates that creative approaches can be utilised effectively in critically reflexive ways, creating a new style of action research that is both innovative and theoretically robust. The resultant approach will improve evidence-based research in education, healthcare and other social sciences to enhance perception and understanding of events, identity and self. This book will be highly beneficial to undergraduate and postgraduate students, as well as educational and social researchers, across a broad range of subjects within the social sciences.