Professional Competencies in Speech-Language Pathology and Audiology is designed for the professional issues course at the graduate level in a speech-language pathology or audiology program. ASHA recently updated the curriculum standards for masters level programs to include a list of professional competencies, identifying a need for direct instruction in professional competencies for SLP students. The purpose of this text will be to provide that direct instruction in professional competency and soft-skills. Topics such as cultural competence, professional duties, collaborative practices clinical reasoning and evidence-based practices, and effective communication skills will be covered.
Many chapters in this textbook will be co-authored by non-SLPs who have extensive knowledge in the topic area. By pairing the expertise of individuals outside of SLPs with the author, professional competencies can be taught in-depth and applied to clinical cases and situations.
This textbook will employ a Theory to Practice approach through examples, practice, and application as follows:
Theoretical concepts will be presented
Theoretical concepts will be applied to the field by the author through examples
Readers will then be given an opportunity to apply theories to provided case studies
Suggestions for application in current settings will be given and questions for reflection will be provided
Professional Competencies in Speech-Language Pathology and Audiology is designed for the professional issues course at the graduate level in a speech-language pathology or audiology program. ASHA recently updated the curriculum standards for masters level programs to include a list of professional competencies, identifying a need for direct instruction in professional competencies for SLP students. The purpose of this text will be to provide that direct instruction in professional competency and soft-skills. Topics such as cultural competence, professional duties, collaborative practices clinical reasoning and evidence-based practices, and effective communication skills will be covered.
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| Preface |
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| Features and Benefits of this Text |
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| Instructor Resources |
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| About the Author |
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xiii | |
| Contributors |
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| Reviewers |
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xvii | |
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Chapter 1 What Isan ASHA Professional? |
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Being an ASHA Professional |
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Benefits of Being an ASHA Professional |
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Responsibilities of Being an ASHA Professional |
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Chapter 2 Adulting: Being a Professional in the Workplace |
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Being Human and a Professional |
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Chapter 3 Nonverbal Communication: Understanding and Communicating Well |
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33 | (22) |
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33 | (2) |
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35 | (3) |
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Eight Types of Nonverbal Communication |
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38 | (13) |
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51 | (1) |
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52 | (3) |
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Chapter 4 Professional Written Communication |
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55 | (20) |
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Knowing Your Purpose and Audience |
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Four Cs of Professional Written Communication |
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56 | (4) |
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60 | (11) |
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71 | (1) |
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Chapter 5 Counseling in Speech-Language Pathology and Audiology |
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75 | (1) |
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The Importance of Empathy |
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Emotive Versus Informational Counseling |
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77 | (5) |
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82 | (1) |
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Chapter 6 Cultural Competency: A Journey to Self-Awareness Through Cultural Humility |
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85 | (20) |
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85 | (1) |
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86 | (4) |
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Intercultural Competence or Cultural Humility? |
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90 | (2) |
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Elements of Intercultural Competence |
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92 | (9) |
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101 | (4) |
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101 | (1) |
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102 | (1) |
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Website Resources for Engaging as a Reflective Practitioner |
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Book Resources for Engaging as a Reflective Practitioner |
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103 | (1) |
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104 | (1) |
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Chapter 7 Collaboration: Working with Clients, Families, and Colleagues |
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105 | (22) |
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105 | (1) |
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Self-Awareness and Collaboration |
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106 | (3) |
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Understanding Others Better |
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109 | (7) |
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116 | (3) |
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124 | (1) |
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Chapter 8 Supervision: Supervising and Being Supervised |
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127 | (24) |
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127 | (1) |
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A Developmental Three-Stage Supervision Model |
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128 | (5) |
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133 | (8) |
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141 | (6) |
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Chapter 9 Cultivating Resilience Against Stress, Compassion Fatigue, and Burnout |
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151 | (22) |
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151 | (1) |
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Stress, Compassion Fatigue, and Burnout in Speech Pathology and Audiology |
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152 | (6) |
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158 | (11) |
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169 | (1) |
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Chapter 10 The Growing Professional: Professional Development and Leadership |
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Leadership Development as Part of Professional Development |
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186 | (2) |
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188 | (1) |
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Chapter 11 Understanding and Embracing a Changing Profession |
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193 | (22) |
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History of Our Professions |
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193 | (3) |
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The Development of Special Education and Changing Roles for SLPs and Audiologists |
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196 | (2) |
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Individuals with Disabilities in Education Improvement Act (IDEA) |
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198 | (9) |
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Legislation Supporting Individuals with Disabilities |
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207 | (2) |
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Changes to Health Care and the SLP and Audiologist |
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209 | (1) |
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Technology Advances in Our Fields |
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210 | (1) |
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Strategies for Handling Change |
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210 | (1) |
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211 | (1) |
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212 | (3) |
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212 | (1) |
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212 | (1) |
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212 | (1) |
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| Glossary of Terms |
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215 | (4) |
| Index |
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219 | |
Dr. Tonya Dantuma is an associate professor and graduate program director at Biola University. She teaches in both the graduate and undergraduate programs, and her teaching interests are in the areas of speech sound disorders, global issues and telepractice, and professional issues in speech-language pathology. Tonya was honored with the Provosts Award for Excellence in Teaching, naming her the best teacher in 2015 at Biola University. In addition to her classes, Dantuma leads two service-learning trips to Belize and to Uganda, during which she teaches therapy skills, cultural competence, and loving through actions. Dantuma integrates imago dei, all people are created in the image of God, as the foundation for all of her teaching and clinical work. University students, people with disabilities, people who are angry, people who are from other cultures, and people who are different from us are all created in the image of God. As such, they deserve our best treatment, our deepest compassion, and our love.
