Influence of Supervision and Clinical Experiences on Professional Development of Graduate Speech Language Pathology Students

As with the first companion manuscript, this study used a grounded theory approach to develop and describe a hierarchical model of clinical development of speech-language pathology graduate students. Eight female students attending the speech-language pathology graduate program participated in structured interviews prior to graduate training as well as following each of five subsequent semesters. The interviews were then qualitatively analyzed to create the model of clinical development. This is the second of two companion papers and summarizes three of the five main findings identified. These findings indicate that academic experiences provide foundational skills that students need for clinical development; however, student clinical expectations and needs did not appear to be influenced by academic experience. Rather, appeared to be more influenced by increased experience and greater comfort with clinical supervisors. Supervisory methodologies as well as overall clinical learning models are discussed. The companion paper describes the remaining two findings that emphasize characteristics associated with the learning and coping strategies associated with the supervision and clinical experiences of graduate students

Influence of Graduate Speech Language Pathology Student’s Learning Style and Coping Strategies on Training and Development

A hierarchical model using grounded theory analysis was used to investigate clinical development of speech-language pathology graduate students. Eight female students attending a graduate speech-language pathology program participated in interviews prior to beginning graduate training and after each of five subsequent semesters. The interviews were then qualitatively analyzed to create the model of clinical development. This is the first of two companion papers and summarizes two of the five main findings identified. These findings indicated that both stress and the coping strategies used by students influenced clinical abilities and the student’s feelings of self-efficacy throughout graduate training. The results support that learning theory, motivation theory, and understanding of student coping strategies could better promote clinical development and these factors in combination can be used to explain how students progress successfully through a graduate training program. The companion paper describes the remaining three findings that emphasize characteristics associated with the supervision and clinical experiences of graduate students

Speech-Language Pathology Student Anxiety, Expectations, and Needs During Clinical Practicum

The current study investigates clinical supervision with regard to millennial student clinician expectations, needs, and anxiety related to the supervisory process. Seven graduate students in speech-language pathology completed questionnaires at six points during their graduate education – The Student Clinician Anxiety Test (Sleight, 1985), as well as Larson’s Supervisory Expectations Rating Scale and Supervisory Needs Rating Scale (Larson, 1981). Results indicated that supervisory needs and expectations were significantly greater pre-practicum when compared to post-externship, with no significant changes in student clinician anxiety noted across six semesters of graduate training. Student clinicians demonstrated less anxiety than Sleight’s data, but had greater needs and expectations than Larson’s data. The difference in anxiety may be a reflection of the cited confidence of millennials. The possibility also exists that supervisors have shifted their methods to incorporate recommended practices, promoting decreased anxiety. The higher level of expectation and needs is in keeping with the literature, which suggests that millennials live relatively structured lives and expect supervisors to provide structure and support to meet their learning needs

The Development of Speech-Language Pathologists’ Counseling Self-Efficacy

The purpose of this investigation was to understand, from the perspective of speech-language pathologists (SLPs), what factors contribute to the essential structure of the experience of SLPs with low perceived counseling self-efficacy (CSE), the factors that contribute to the essential structure of the experience of SLPs with high perceived CSE, and how SLPs can transition from lower to higher perceived CSE. Ten female speech-language pathologists participated in interviews to discuss their counseling experiences and the development of their personal SLP CSE. The interviews were divided into 982 meaning units. The meaning units were categorized to determine the recurring themes contributing to the essential structure of low and high SLP CSE and to determine how the transition from low to high CSE occurs. Four recurring themes associated with low CSE were identified, including: (a) lack of knowledge, (b) lack of experience, (c) lack of feedback from others, and (d) personal attributes. Seven recurring themes associated with high CSE were identified, including: (a) experience, (b) situation-specific confidence, (c) experiences of success, (d) life experiences, (e) observation of others, (f) feedback from others, and (g) personal attributes. Four themes associated with perceived needs and resources for continued CSE growth were identified, including: (a) further counseling training, (b) feedback from others, (c) experience, and (d) self-reflection. Further, it was found that internal locus of control was associated with higher levels of CSE

What do people search for in stuttering therapy: personal goal-setting as a gold standard?

Purpose Stuttering affects people in individual ways, and there are multiple factors which may influence a person’s goals when seeking therapy. Even though there is a common consensus that speech-language pathologists should discuss the individual’s goals and expectations for stuttering therapy and outcomes, few studies have systematically investigated this issue. The aims of the present study were to investigate individual motivations and goal-setting related factors in stuttering therapy. The associations between self-reported impact of stuttering and the participants’ perceptions of stuttering interference in communication, speaking abilities, and relationships with other people were also investigated. Method This study is part of a wider-ranging treatment study of individualized stuttering management tailored to the participants’ personal goals and preferences. A mixed method, multiple single-case design was used to address the research questions. Twenty-one adults, age 21-61 years, took part in a pretherapy interview, which also included two quantitative measures: the Client Preferences for Stuttering Therapy-Extended version (CPST-E) and the Overall Assessment of Speakers’ Experience of Stuttering-Adult version (OASES-A). Findings from the study sample was compared with a Norwegian reference group, in order to check for the representativeness of the study sample. Results Quantitative data showed that most participants wanted to focus on both physical and psychological aspects of therapy, and that 95% considered ‘to gain a sense of control over the stuttering’ as important. Participants’ perspectives on their speaking ability and stuttering interference in communication were identified as central factors, particularly in social and professional settings. These outcomes aligned well with the finding of avoidance behaviors, such as avoiding words and speaking situations. Qualitative data identified four main areas that the participants wanted to improve: speech fluency, emotional functioning, activity and participation, and understanding of their stuttering. Conclusion The study confirms that multiple and individual factors may influence the person’s goals for therapy. Goals were mainly anchored in participants’ wish of better coping in real world settings. A high degree of avoidance behavior was reported, suggesting that anxiety, and in particular linguistic-related anxiety needs to be taken into account when addressing social anxiety in fluency disorders

Conception et programmation orientées objet en C++

Inland surface water systems are characterized by constant variations in time and space. The increased pressure, of natural or anthropic origin, as a consequence of climate change, population growth and urban development accentuate these changes. Effective water management is key to achieve European waterquality and ecological goals. This is only possible with accurate and extensive knowledge of water systems.The collection of data using platforms such as underwater, water surface or aerial drones is gradually becoming more common and appraised. However, these are not yet standard practice in watermanagement. This work addresses the receptivity of water managers in the Netherlands towards underwater drone technology:· Listing and testing of suitable applications;· Comparison between data requirements of water managers (e.g. legislation) and data thatunderwater drones can provide;· Identification of features should R&D projects focus to increase the interest of the water sector