ERIC Number: EJ867764
Record Type: Journal
Publication Date: 2009-Feb
Abstractor: As Provided
Reference Count: 40
Expanding the "Ports of Entry" for Speech-Language Pathologists: A Relational and Reflective Model for Clinical Practice
Geller, Elaine; Foley, Gilbert M.
American Journal of Speech-Language Pathology, v18 n1 p4-21 Feb 2009
Purpose: To outline an expanded framework for clinical practice in speech-language pathology. This framework broadens the focus on discipline-specific knowledge and infuses mental health constructs within the study of communication sciences and disorders, with the objective of expanding the potential "ports or points of entry" (D. Stern, 1995) for clinical intervention with young children who are language impaired. Method: Specific mental health constructs are highlighted in this article. These include relationship-based learning, attachment theory, working dyadically (the client is the child and parent), reflective practice, transference-countertransference, and the "use of self". Each construct is explored as to the way it has been applied in traditional and contemporary models of clinical practice. Conclusion: The underlying premise in this framework is that working from a relationally based and reflective perspective augments change and growth in both client and parent(s). The challenge is for speech-language pathologists to embed mental health constructs within their discipline-specific expertise. This leads to paying attention to both observable aspects of clients' behaviors as well as their internal affective states.
Descriptors: Mental Health, Speech Language Pathology, Reflective Teaching, Models, Intervention, Young Children, Attachment Behavior, Pervasive Developmental Disorders, Early Intervention, Parent Child Relationship, Language Impairments
American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: firstname.lastname@example.org; Web site: http://ajslp.asha.org
Publication Type: Journal Articles; Opinion Papers
Education Level: Early Childhood Education
Authoring Institution: N/A