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Format(s):
SIG Perspectives
This SIG 11 Perspectives activity addresses the necessity of a community-informed,
strengths-based approach to healthcare service provision for individuals with
communication disorders, and the impact of relationally focused reflections on improving
conflict-handling skills in graduate speech-language pathology students. The first article
by Mills et al., a clinical focus article, challenges the traditional deficit-based approach to
addressing health disparities in underserved communities. The authors argue that simply
expanding access to clinical services is insufficient and often fails to consider the
perspectives and strengths of the communities themselves. Mills et al. advocate for a
paradigm shift towards a strengths-based dialogue model. This approach emphasizes
understanding the complex factors affecting access to healthcare from the community's
viewpoint. Instead of focusing solely on increasing service utilization, the authors
propose prioritizing open dialogue to identify and leverage existing community strengths.
This shift in perspective allows healthcare professionals to move beyond a provider centric
model and engage with communities as partners in developing sustainable
solutions.
The authors highlight the limitations of policy changes in addressing structural
barriers. While acknowledging the importance of policy, the authors argue that true
change requires a deeper understanding of the gap between policy and actual practice.
They emphasize the need for frontline professionals, such as physicians and community
health workers, to engage in authentic dialogue with communities to identify and address
structural barriers effectively. Furthermore, the authors critique the entrepreneurial
model often adopted by university clinics, which prioritizes revenue generation over
community engagement. This model, they argue, limits the ability of universities to
dedicate resources towards building meaningful relationships with communities and
addressing structural inequities. The authors conclude by emphasizing the importance of
a structural understanding of health disparities. This involves recognizing the
interconnectedness of various social determinants of health and working collaboratively
with communities to develop holistic solutions that empower individuals and promote
well-being.
Hollister et al. (2024) investigate if incorporating reflections on challenging
interpersonal situations, called "relationally focused critical incidents," into speech language
pathology internships could enhance students' conflict-handling skills. The
researchers used a quasi-experimental design with 49 graduate students who were
asked to reflect on critical incidents every two weeks for a period of seven weeks.
Students' conflict-handling skills were assessed using the Dutch Test for Conflict
Handling before and after a 7-week control period, and again after the 7 weeks of
biweekly reflections.
The researchers found that completing these reflections did not lead to significant
improvements in students' conflict-handling abilities, as measured by the DUTCH
instrument. Specifically, there were no significant changes in students' preferences for
compromising or problem-solving approaches to conflict. The authors suggest several
reasons why this intervention might not have been effective. First, the 7-week reflection
period may not have been sufficient to produce measurable changes in complex skills
like conflict management. Second, simply asking students to reflect, without providing
structured guidance or feedback, may not be enough to promote deep critical thinking
and behavioral change.
Despite the lack of significant findings, the authors highlight the importance of
professional competency in handling conflict, noting that a significant percentage of
speech-language pathology students with performance issues struggle in this area. They
suggest that future research could explore the impact of providing more guidance and
feedback on student reflections, as well as focusing on specific aspects of conflict
management.
Format(s):
SIG Perspectives
This SIG 11 Perspectives activity addresses the productivity impact of SLPs supervising student clinicians in medical settings and explores graduate students' perceptions of their experiences participating in simulated learning experiences during the pandemic.
Format(s):
SIG Perspectives
This SIG 11 Perspectives activity addresses the use of single-subject design in clinical education and supervision. In this article, the authors highlight the suitability of single-subject experimental design (SSED) to clinical practice research, particularly within supervisory settings. This practical tutorial provides examples of SSED and suggests possible research topics relevant to clinical education and supervision.
Format(s):
SIG Perspectives
This SIG 11 Perspectives activity addresses aspects of clinical supervision and administration beyond the “Big Nine” clinical competencies. In the first article, the author discusses the significance of emotional resilience and provides practical strategies to encourage resiliency in supervisees. The second article explains the significance of cultural competence and the value of open conversations within supervisory relationships. Finally, the third article highlights key skills used in intentional and reflective supervision.
Format(s):
SIG Perspectives
This SIG 11 Perspectives activity presents two unique articles related to enhancing relationships in supervisory and work settings. The first article highlights specific skills sets required for clinical providers and describes primary performance indicators (PPIs) that are critical to building effective working relationships. In the second article, the authors detail the findings of a study on similarities and differences in work ethic among three generations of speech-language pathologists.
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