摘要:

ABSTRACT This paper is presented by way of a celebration of the Golden Jubilee of the Royal College of Speech and Language Therapists and is designed to inform delegates to the Conference of some important aspects of the history of the College. The paper will briefly trace the history of the profession in the UK before the establishment of the College and then will identify some of the milestones in the growth and development of the profession and the professional body since its foundation in 1945. Membership of the College has grown steadily throughout its lifetime from a few hundred members to a current membership of almost 7000. The administrative centre of the College has grown accordingly from one part‐time administrator to an establishment of 15 full‐time office staff, including a Professional Director. Several times in its history the College has outgrown its headquarters and, in 1992, moved into prestigious new offices in central London, near to the heart of central government administration. The voice of the profession has become stronger during this period of time also, and the paper will attempt to highlight some of the ways in which the College has made its voice heard over the years. The paper will reflect on the part played by the founder members of the College and its various Councils over the years. It will also discuss briefly the development of clinical specialisms; the interface with legislative, political and professional bodies; the development of education and training; the establishment and publication of professional standards; and the development of research. The author and presenter of the paper is currently engaged in writing a brief history of the College and it is hoped that the publication of this book will coincide with the Golden Jubilee Confe

ISSN:1368-2822    

DOI:10.1111/j.1460-6984.1995.tb01633.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

ABSTRACT A survey of people who qualified in speech and language therapy in 1983–1989 showed that significant numbers had left the profession, representing a drain on economic and professional resources. Most of those who stayed did so because of the nature of the work, including the challenge and autonomy, whereas poor working conditions, including heavy clinical caseloads and understaffing, were cited most often as reasons for leaving. Poor conditions of work were also a factor which might make ‘stayers’ leave, in addition to changes brought about by the National Health Service (NHS) reforms (such as fragmentation of services and loss of career structure). The implications of these results for the education and recruitment of speech and language therapists are con

ISSN:1368-2822    

DOI:10.1111/j.1460-6984.1995.tb01634.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

ABSTRACT This paper presents an investigation of some of the factors involved in career selection by young adults approaching graduate education in the UK and Ireland. It examines reasons behind choices of courses and gender characteristics related to choice of career. Statistics of entrants to this University show that numbers of women entering previously male‐dominated courses are increasing, but the converse is not occurring. Speech and language therapy was examined in an attempt to discover reasons behind the gender bias in some careers, in particular those in the NHS or ‘caring professions’. An initial survey of 330 male and 406 female young adults attending careers Open Days and 150 applicants attending for interview for the speech therapy course at the University of Ulster was conducted. An experiment was also designed to test the effect on the 736 attending for careers information, of gender‐biased and gender‐free career literature on perception of the gender‐relatedness of speech therapy. The original survey, some of the results of which were first presented to the American Speech‐Language‐Hearing Association (ASHA) conference in New Orleans (Patterson&Woodward, 1994), has been followed up by a subsequent survey of applicants to speech and language therapy over 3 years. Significant differences were found between young adult males and females in priorities for career choice. ‘Job satisfaction’ was the primary reason for both, but other factors mattered in different proportions to males and females. To those applying for speech therapy, ‘helping people’ and ‘working with people’ were significantly more important, whereas ‘career advancement’ and ‘opportunity to earn high salary’ were not deemed important. Statistical association between gender and factors influencing choice of speech therapy as a career was found in the categories of ‘helping people’, ‘variety in the work’ and ‘meeting people’ (Cramers V = 0.331; 0.305 and 0.297, respectively). All were rated positive influences by both males and females, but more frequently by females. Factors given second order of importance revealed significant differences between males and females (p = 0.00001, chi‐squared test = 55.78 df = 10, Cramers V = 0.33). Males gave more importance to career advancement and prospects of earning a high salary, whereas females considered helping other people and caring for others as more important. Both sexes saw speech therapy as a career suitable for either sex, but females showed greater knowledge of the work of a speech therapist and significantly more were interested in pursuing it as a career, which was borne out by statistics of applicants for the speech therapy course at the University of Ulster and by numbers currently in the profession and in training. The range of choice of careers of the applicants for speech therapy group (99% were females) reflected a range within the confines of previously cited ‘feminine careers’. The effect of the gender‐biased literature was non‐significant. Females perceived the careers as more gender‐neutral than males, particularly when presented with gender‐neutral literature. It was concluded that factors other than gender

ISSN:1368-2822    

DOI:10.1111/j.1460-6984.1995.tb01635.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

ABSTRACT In recent years, speech and language therapists have recognised the importance of clinical supervision. Rose (1991) suggested that ‘the type of supervision received as a student is very necessary, but our experience of it good or bad, may colour our views on receiving supervision post‐qualification’. Increasing student numbers and increased responsibilities and demands for time on clinicians in the field has made it even more essential that the period of clinical placement should provide a quality learning experience for the student and a postive experience for the clinician. Students involved in clinical practice often carry with them a high level of anxiety related to their expectations about the experience they are about to undergo. Clinicians, too, have expectations of students in the clinic. Knowledge of what will happen and what will be expected of one leads to a feeling of control and thus a reduce of the anxiety (Stengelhofen, 1993). A clearer understanding of what is expected and what can realistically be provided in the clinical setting will enable tutors in educational establishments to plan clinical placements and make relevant curriculum changes. Final‐year students and their potential supervising clinicians were asked to provide an anonymous unstructured description of their expectations regarding the placement. Clinicians were asked to consider what they might expect from the student in relation to the students' personal qualities, the ability to relate to others and clinical management issues. Similarly, students were asked to put down what they might expect of themselves, their clinician and their placement. These descriptions were then examined, leading to an identification of constructs and a measure of the frequency of their occurrence. Comparison of the information from students and from clinicians was made. Based on these findings, post‐experience questionnaires were designed to establish the degree to which the expectations had been met. A preliminary examination of the data suggests that students and clinicians have very different expectations. Specific learning goals were identified as a priority by many of the students, whereas clinicians placed a heavy emphasis on professional behaviour. The post‐experience questionnaires have been designed to compare the students' and clinicians' perceptions of the experience with the degree to which they feel their expectations have been met. The outcome of this research will be to provide a framework for students and clinicans to discuss their expectations of each other. This should enable them to negotiate appropriate aims and establish a clear contract for the period of placements (Hawkins&Shohet, 1989). It should also provide information to tutors in educational establishments which can be utilised in planning and development relevant to the reality of current speech and language therapy practice (Ea

ISSN:1368-2822    

DOI:10.1111/j.1460-6984.1995.tb01636.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

ABSTRACT This paper describes and discusses the different forms of clinical teaching used at the University of Reading. Within the University we have a purpose‐built clinic with excellent observational facilities. This has always been used for clinical teaching, however, with the increasing numbers of students during the last few years, we have been developing and extending this resou

ISSN:1368-2822    

DOI:10.1111/j.1460-6984.1995.tb01637.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

ABSTRACT Although the clinical placement is a major component in the education of student speech and language therapists, there has been little research about the nature of the placement as a learning experience. This paper reports a study which elicited the views of participants in clinical placements organised by two universities. The results of a detailed questionnaire, completed by 45 final‐year students, 173 clinicians and 15 lecturers revealed little agreement on the factors which were deemed most important for students' learning on placements. In summary:•Students valued: independent decision‐making, clinical and general management skills and getting through/passing the course.•Clinicians valued: professional competence, clinical and general management skills and careers commitment.•Lecturers valued: interpersonal and social skills, clinical and general management skills and relating theory to practice.This apparent mis‐match of perceptions could have major implications for the participants who may be unaware that they have different expectations for placement outcomes and yet are all involved in the assessment process. Some explanations of this disparity are explored. It is suggested that a strong influencing factor is the lack of coherent theories, either of therapy itself or the ways in which therapy is taught and learned. Current learning on clinical placements may be described as an apprenticeship in which students learn to follow clinical procedures passed down from the ‘master’ clinician. Absence of explicit theory ensures that participants' subjective viewpoints — rather than theoretical orientation — form the basis of the process of learning to become a speech a

ISSN:1368-2822    

DOI:10.1111/j.1460-6984.1995.tb01638.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

ISSN:1368-2822    

DOI:10.1111/j.1460-6984.1995.tb01639.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

ABSTRACT Clinical experience of the management and rehabilitation of the patient with voice disorders and problems associated with head and neck cancer is limited for speech and language therapists with a mixed caseload. These generalist therapists are expected to cope confidently and effectively and to offer assessment, differential diagnosis and therapeutic intervention to the highest standards, often without the support of a specialist speech and language therapist. The Royal College of Speech and Language Therapists requires that to become a specialist ENT speech and language therapist, the training should include a period of work experience fully supervised by a specialist voice therapist (Royal College of Speech and Language Therapists, 1991). It is the experience of the author (HFR) (as an Advisor to the College) that in many districts, therapists do not have access to this degree of supervision and clinical exposure. The internship is a simple innovative approach to the training of qualified speech and language therapists in the UK and may be defined as ‘a reciprocal approach, which provides clinical training to a qualified therapist in return for an equal amount of time managing an autonomous ENT caseload'. The training is a unique postgraduate learning process, primarily because it has been individually tailored and is student‐centred. The host department — Nottingham — provides the learning and training opportunities, with exposure to a wide range of clinical experiences. There are no fees for training, although interns need to be aware of the hidden costs, for example, travelling expenses and accommodation (usually met by the intern) and the provision of caseload cover at the intern's home servie. There have been four placements since the call for applicants in the summer of 1993. This project won the Education Section of the Arjo/Therapy Weekly 1994 Awards, and won the overall Best Win

ISSN:1368-2822    

DOI:10.1111/j.1460-6984.1995.tb01640.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

ABSTRACT I am a speech and language therapist with no previous experience of research who was given the opportunity to work part‐time on a research project as part of a multidisciplinary team. I was lucky to be based in a centre well‐known for its research into developing computer systems for the disabled and with a special interest in communication. The job of the team was to develop and evaluate a predictive conversational system called Talksbac for aphasic adults. This paper explains this research and also the feelings I experienced as a speech and language therapist working in an acute hospital setting and in an academic research enviro

ISSN:1368-2822    

DOI:10.1111/j.1460-6984.1995.tb01641.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

ABSTRACT Continuing professional development (CPD) is now an integral part of every speech and language therapist's working life and an essential requirement for annual practitioner registration. Traditional taught courses can be a useful part of this process. However, research has shown that the development of a reflective practitioner approach (Schon, 1983), which enhances learning from taught courses, enables the skills and knowledge developed to be transferred to clinical practice in an evaluative manner rather than by rote. In addition, reflection forces practitioners to evaluate their effectiveness in daily practice. The use of a ‘learning journal’ could assist speech and language therapists (SLTs) to reflect on and critically evaluate formal learning and their own clinical experiences. This approach includes the facility to prioritise relevant management information and the practitioner's recognition of the need to change. By use of a variety of examples drawn from the fields of management self‐development and education, the authors argue that the use of their learning journal model, developed for CPD, integrates individual and organisational development to optimum effect (Attwood&Minett, in Burgoyne, Pedlar&Boydell, 1994) and should result in four main outcomes: (1) self‐development; (2) objective setting in performance review (Armstrong, 1994); (3) contributions to clinical knowledge using an action research/case study‐based methodology; (4) production of data to inform providers and purchases of SLT services. The paper explains the way in which the structure of the learning journal leads to the above four outcomes, supported by findings from an inquiry into the use of this model in SLT services within both community and hospital

ISSN:1368-2822    

DOI:10.1111/j.1460-6984.1995.tb01642.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY