scholarly journals Investigation of Graduate Student Stress in Speech Language Pathology

2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Rochel Lieberman ◽  
◽  
Lesley Raisor-Becker ◽  
Carney Sotto ◽  
Erin Redle ◽  
...  
Keyword(s):  
Graduate Student ◽  
Speech Language Pathology ◽  
Student Stress ◽  
Language Pathology ◽  
Graduate Student Stress

The Graduate Dysphagia Course: Opening the Door to New Frontiers

2016 ◽  
Vol 1 (13) ◽  
pp. 104-112
Author(s):  
Karen A. Ball ◽  
Luis F. Riquelme
Keyword(s):  
Graduate Student ◽  
Paradigm Shifts ◽  
Speech Language Pathology ◽  
Approaches To Teaching ◽  
Graduate Level ◽  
Graduate Curriculum ◽  
Current Trends ◽  
Language Pathology

A graduate-level course in dysphagia is an integral part of the graduate curriculum in speech-language pathology. There are many challenges to meeting the needs of current graduate student clinicians, thus requiring the instructor to explore alternatives. These challenges, suggested paradigm shifts, and potential available solutions are explored. Current trends, lack of evidence for current methods, and the variety of approaches to teaching the dysphagia course are presented.

The Impact of the Use of Ceramics on OT and PT Graduate-Student Stress

2019 ◽  
Vol 73 (4_Supplement_1) ◽  
pp. 7311520405p1
Author(s):  
Jewell Dickson ◽  
Abigail Alvarez ◽  
Chelsea DeJesus ◽  
Naureen Jooma ◽  
Cindy LaPorte
Keyword(s):  
Graduate Student ◽  
Student Stress ◽  
The Impact ◽  
Graduate Student Stress

Different Clinical Perspectives of Good and Poor Therapy Sessions

1987 ◽  
Vol 30 (3) ◽  
pp. 335-342 ◽  
Author(s):  
Joanne Erwick Roberts ◽  
Vicki McCready
Keyword(s):  
Graduate Student ◽  
Clinical Training ◽  
Causal Attributions ◽  
Therapy Session ◽  
Speech Language Pathology ◽  
Training Process ◽  
Observer Bias ◽  
Language Pathology ◽  
Therapy Sessions

This study investigated differences in causal attributions made by student clinicians taking actor and observer roles in good and poor therapy Sessions. One hundred thirty-four graduate student clinicians in speech-language pathology were asked to imagine a hypothetical good or poor therapy session in which they took either the role of a clinician working with a client in a session or that of a clinician observing the session. To account for the session's hypothesized outcomes, clinicians taking the actor role cited client causes more frequently than other causes while clinicians taking the observer role cited clinician causes. These results are consistent with the actor-observer bias documented extensively in the psychological and educational literatures. Clinicians' causal attributions also differed for good and poor therapy sessions. Implications are discussed in terms of possible impact on the clinical training process in speech-language pathology.

Supervisory Practices in Speech - Language Pathology: Pre-practicum Assessment of Student Clinicians in Graduate Training Programs

2009 ◽  
Vol 19 (3) ◽  
pp. 107-113 ◽  
Author(s):  
Daniel E. Phillips
Keyword(s):  
Qualitative Research ◽  
Graduate Student ◽  
Training Programs ◽  
Graduate Training ◽  
Speech Language Pathology ◽  
Clinical Educators ◽  
Qualitative Research Methodology ◽  
Language Pathology ◽  
Graduate Training Programs ◽  
Supervisory Practices

Abstract How do supervisors determine the level of clinical independence of graduate student clinicians before clinic practicum begins and how do supervisors determine the style of supervision used with each student clinician? A qualitative research methodology was used to investigate supervisory practices of clinical educators supervising graduate student clinicians in speech-language pathology graduate training programs. Data was gathered through standardized open-ended interviews with 11 supervisors from five graduate training programs accredited by the American Speech-Language-Hearing Association (ASHA). All 11 supervisors conducted a pre-practicum assessment, but none used a published program or model to assess the student clinicians. All participants met with the student clinicians prior to the start of therapy to discuss the client. Analysis of data revealed three distinct types of meetings: presentation of the client by the clinician, presentation of the clinician to the supervisor, and pre-practicum assessment using a form. Eight of the 11 supervisors interviewed for this study determined the level of clinical independence of the student clinician solely by asking the clinician to present the client to the supervisor. The supervisors then evaluated the manner, organization, accuracy, and completeness of the presentation to estimate the student's level of clinical independence.

Graduate Student Stress and Wellness

2009 ◽  
Author(s):  
Carla Pereira ◽  
Misha Kleronomos ◽  
Jude Bergkamp ◽  
Maile Bay ◽  
Karen Ogilvie Bryan ◽  
...  
Keyword(s):  
Graduate Student ◽  
Student Stress ◽  
Graduate Student Stress

Speech-Language Pathology Graduate Student Experiences of Incivility, Bullying, and Intimidation in the Clinical Practicum Setting: An Exploratory Study

2021 ◽  
pp. 1-25
Author(s):  
James M. Mancinelli ◽  
Meredith Kneavel
Keyword(s):  
Nursing Education ◽  
Graduate Students ◽  
Graduate Student ◽  
Clinical Education ◽  
Phenomenological Study ◽  
Psychological Effects ◽  
Speech Language Pathology ◽  
Clinical Practicum ◽  
Language Pathology ◽  
Education Psychology

Purpose The purpose of this phenomenological study was to describe and interpret the experiences of graduate students in communication sciences and disorders who experienced forms of incivility in the clinical practicum setting. There is precedent for identifying and handling incivility, such as bullying, harassment, and intimidation, in the nursing education, psychology education, medical education, and physical therapy literature. A literature search for incivilities such as bullying, harassment, and intimidation in graduate student education in communication sciences and disorders did not yield any systematic studies. Method Nineteen participants who were interested in participating contacted the researcher; of those, nine participants were ultimately interviewed. A thematic analysis of videotaped semistructured interviews was used to measure outcomes based on the five questions posed to the participants. The participants responded to the five questions designed to understand the lived experience of incivility for graduate students in speech-language pathology practicum settings. Conclusions This study fills a gap in the clinical education literature in speech-language pathology. It was a qualitative study using a phenomenological approach that described and interpreted speech-language pathology graduate students' experiences of bullying, harassment, and/or intimidation during clinical practicums across practice settings. Data analysis yielded five themes based on the participants' responses during the interview. The themes were communication, physical and/or psychological effects, interpersonal dynamics, clinical instruction, and lingering physical and psychological effects of the experience. The authors make recommendations to reduce the probability that incivility, bullying, and/or intimidation will occur during a student's clinical practicum experience.

Telesupervision and ASHA's Tasks of Supervision

2015 ◽  
Vol 5 (1) ◽  
pp. 4-13 ◽  
Author(s):  
Lori Laughran ◽  
Jane Sackett
Keyword(s):  
Clinical Supervision ◽  
Graduate Student ◽  
Professional Growth ◽  
Health Professions ◽  
Speech Language Pathology ◽  
High Quality ◽  
Face To Face ◽  
Allied Health Professions ◽  
Traditional Mode ◽  
Language Pathology

High quality clinical supervision is important for both student education and continued professional growth within the field of speech-language pathology. Face-to-face supervision is the traditional mode of supervision; however, with advances in technology, telesupervision or e-supervision, has been used to support graduate student clinicians and clinical fellows. This article provides an overview of clinical supervision with a focus on telesupervision and ASHA's thirteen tasks of supervision. The authors discuss literature from allied health professions in relation to the thirteen tasks of supervision to support a hybrid model of supervision.

A Cognitive Social Media Training Program and Intergenerational Learning: A Pilot Study With Older Adults and Speech-Language Pathology Graduate Students

2019 ◽  
Vol 4 (4) ◽  
pp. 683-695
Author(s):  
Jennine Harvey ◽  
Ann Beck ◽  
Caleb T. Carr
Keyword(s):  
Social Media ◽  
Pilot Study ◽  
Training Program ◽  
Graduate Student ◽  
Intergenerational Learning ◽  
Speech Language Pathology ◽  
Training Tool ◽  
Language Pathology ◽  
Technology And Communication ◽  
Aging Adults

PurposeThe current research was a pilot study of the #GoldenTweets social media training program. Specifically, the research sought to explore (a) how the program in general was perceived by 2 groups of participants, namely, normally aging adults and graduate clinicians, and (b) how both groups perceived the use of Twitter, the platform incorporated into the program, as a social media.MethodParticipants included normally aging adults and graduate student clinicians working with these individuals to implement the training program. The 13-week program was structured into 4 phases: (a) pre-assessment, (b) social media training, (c) social media engagement, and (d) postassessment. Participation outcomes were measured through qualitative data obtained from postprogram discussions and postprogram clinician surveys.ResultsAnalyses of participants' responses revealed changes across older adult and graduate student clinician skills in technology and communication applications, as well as perceptions of social media use. Both groups of participants indicated the intergenerational aspects of the program were the greatest strength of the program and their learning.ConclusionOur findings support the use of a cognitive social media training tool to promote intergenerational learning, communication, and stimulation.

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