Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.13/44559

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Title
Reflections on speech-language therapists' talk: implications for clinical practice and education
Author/Creator
Ferguson, Alison;  Armstrong, Elizabeth
Institution
The University of Newcastle. Faculty of Education & Arts, School of Humanities and Social Science
Description
Background: Research into the practices of speech–language therapists in clinical sessions is beginning to identify the way communication in clinical interactions both facilitates and potentially impedes the achievement of therapy goals. Aims: This target article aims to raise the issues that arise from critical reflections on the communication of speech–language therapists for both clinical practice and clinical education of future speech–language therapists. Methods & Procedures: The paper reviews the past and current literature into the communication of speech–language therapists with their clients and provide examples drawn from the authors’ own empirical research. Outcomes & Results: It is argued that one cannot assume that the current rhetoric regarding collaborative practice matches what is currently done in clinical work. Conclusions: This paper calls attention to the need to evaluate critically the processes and nature of acculturation that occurs during the first stages of professional development as a student speech–language therapist through to the ongoing development of professional practice.
Relation
International Journal of Language & Communication Disorders Vol. 39, Issue 4, p. 469-477
Publisher Link
http://dx.doi.org/10.1080/1368282042000226879
Date
2004
Publisher
Taylor & Francis
Keyword(s)
education;  communication;  speech-language therapists;  professional practice
Resource Type
journal article
Identifier
http://hdl.handle.net/1959.13/44559
Identifier
ISSN:1368-2822
Reviewed
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Subject
"International Journal of Language & Communication Disorders"
 
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