The influence of active listening on parents’ perceptions of clinical empathy in a stuttering assessment: A preliminary study

Croft, Robyn; Byrd, Courtney T.; Kelly, Ellen

doi:10.1016/j.jcomdis.2022.106274

Cited by 4 publications

(1 citation statement)

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“…The middle school curriculum focuses on more complex grammar, reading comprehension, and writing skills, while the high school curriculum emphasizes advanced grammar, critical thinking, and academic writing skills (Song, 2019). The curriculum is designed to meet the needs of learners from different socioeconomic backgrounds and levels of ability (Corbisiero-Drakos et al, 2021). Apart from the national curriculum, many schools in China offer English language courses that cater to the needs of their students (Tun, 2019).…”

Section: Course Designmentioning

confidence: 99%

English Needs for Medical Students: Implications For English Course Design

2024

HEOS

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The purpose of this paper is to review theories and related studies that informed the formulation of the framework for the experiment. This review first takes a broad look at ESP and its use in English classrooms. It then discusses the needs of medical students in language learning. After that, it explains the perceptions of the instructors and learners, the challenges of ESP classrooms, and various approaches to ESP teaching and learning. It then discusses the importance of ESP course design for medical students. The review further ventures into language learning in the China education context and discusses the interactions in Chinese ESL classrooms by giving special attention to communicative skills for medical students' career development. Finally, it concludes by highlighting the studies done on the use of the ESP approach in universities and colleges by emphasizing the gap.

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Section: Course Designmentioning

confidence: 99%

English Needs for Medical Students: Implications For English Course Design

2024

HEOS

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Improving Clinical Competence Through Simulated Training in Evidence-Based Practice for Stuttering: A Pilot Study

Byrd

Croft

Kelly

2022

Am J Speech Lang Pathol

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Purpose: The purpose of this pilot study was to determine the effectiveness and acceptability of an initial module (1.1; active listening skills) of the Simulated Training in Evidence-Based Practice for Stuttering (STEPS) program, a theory-driven, multimodule, content and learning platform designed to advance knowledge and skills in working with culturally and linguistically diverse persons who stutter of all ages. Method: Fifteen preservice speech-language pathologists (SLPs) were randomly assigned to complete either the STEPS 1.1 module or a control module. In both conditions, all participants engaged in pre– and post–clinical interviews with a standardized patient portraying a parent of a child who stutters. Prior to participation, all participants provided self-ratings on the Jefferson Scale of Physician Empathy–Health Profession Student. Post participation, trained observers rated all participants' active listening behaviors using the Active Listening Observation Scale–Modified. Post participation, the STEPS 1.1 participants also completed an intervention acceptability questionnaire. Results: No differences between groups were found in self-perceived clinical empathy prior to participation. Participants who completed the STEPS 1.1 condition utilized paraphrasing and client-directed eye gaze significantly more frequently at posttest than at pretest and significantly more than the control group at posttest. Quantitative and qualitative responses from the participants who completed STEPS 1.1 indicated high acceptability of its content, structure, duration, and perceived impact. Conclusion: Preliminary data from the present pilot study support use of the STEPS 1.1 module to improve preservice SLPs' use of skills that have been shown to predict perceived clinical empathy and increase assessment and treatment effectiveness.

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Counseling Confidence in Preservice and Early Career Speech-Language Pathologists

Johnson,

Hall

2023

Perspect ASHA SIGs

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Purpose: Effective counseling skills are included in standards of practice by speech-language pathology accrediting and training programs, although many speech-language pathologists (SLPs) continue to report a lack of skills in this area. The purpose of this study was to determine whether SLP graduate students and early career SLPs who have taken a dedicated counseling course report higher levels of confidence in counseling skills than those whose counseling training was infused across the curriculum. A secondary aim was to determine which specific counseling skills have the strongest relationship with completing a counseling course. Method: A survey, adapted from the Counselor Activity Self-Efficacy Scales for Speech-Language Pathologists, was used to gather information from SLP graduate students and early career SLPs using nonprobability sampling. Data were analyzed from 140 surveys. Research questions were answered descriptively and with independent-samples t tests. Correlation analysis was used to determine which counseling skills were linked with completion of a dedicated counseling course. Results: Participants who completed a counseling course reported significantly increased confidence across all counseling domains assessed: Helping Skills Exploration, Helping Skills Action, Helping Skills Insight, Emotional Support Skills, and Session Management. Twenty-six counseling skills were significantly correlated to completing a counseling course. Regardless of educational approach, confidence in personal adjustment counseling skills was lower than that in informational counseling skills. However, personal adjustment counseling skills confidence was significantly higher for participants who had completed a dedicated course. Conclusions: Overall, the findings of this study suggest that dedicating a course to the education and training of counseling skills in graduate programs may be beneficial. Implications of these findings for clinical applications and future directions in training are discussed.

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The influence of active listening on parents’ perceptions of clinical empathy in a stuttering assessment: A preliminary study

Cited by 4 publications

References 84 publications

English Needs for Medical Students: Implications For English Course Design

English Needs for Medical Students: Implications For English Course Design

Improving Clinical Competence Through Simulated Training in Evidence-Based Practice for Stuttering: A Pilot Study

Counseling Confidence in Preservice and Early Career Speech-Language Pathologists

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