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Reflections on speech-language therapists' talk: implications for clinical practice and education
Alison Ferguson1, Elizabeth Armstrong
1School of Language & Media, Faculty of Education & Arts, University of Newcastle, Callaghan Newcastle, Australia. Alison.Ferguson@newcastle.edu.au
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.