final exam Flashcards
1
Q
results of brown v boe
A
- illustrated that the constitution of the US is the binding law for all governments in the US
- major victory for the civil rights movement
- highlighted the concept of a RIGHT TO AN EDUCATION
- if minority groups have a right to an equal education then doesn’t everyone?
- including people with disabilities?
2
Q
judith heumann
A
- disability rights activist; polio → discrimination; legal action; advocacy → ADA
1. disability rights = civil rights (fight against discrimination to have equality)
2. advocacy & collective action → systemic change
3. injustice is global and ongoing (everyone’s responsibility to fight injustice)
3
Q
PL 94-142 ; IDEA ; ESSA ; ADA
A
PL 94-142
- was amended in 1990 and is now known as the individuals with disabilities education act (idea)
- Mandated free public education for all handicapped children in the least restrictive environment
ADA
- the american with disabilities act
- civil rights law that protects people with disabilities from discrimination
- Provided civil rights protection to persons with disabilities in the area of employment, public accommodations, and government services
- Prohibited discrimination on the basis of disabilities
IDEA
- stands for the individuals with disabilities education act
- federal law that ensures eligible children with disabilities receive a free and appropriate public education (FAPE)
- Reauthorized the Education for All Handicapped Children Act with the new name IDEA
- Added traumatic brain injury and autism as new disability categories
- Mandated transition from high school to adulthood
ESSA
- the every student succeeds act (essa) is a federal law that aims to improve education for all students
- Most recently reauthorized the Elementary and Secondary Education Act
- Made technical changes to IDEA and ensured greater inclusion of students with disabilities in the general accountability system
- Defined “specialized instructional support personnel” comprehensively, including related service providers that are defined in IDEA
- Included new terms such as “positive behavioral interventions and supports” (PBIS) and “multi-tier system of supports” (MTSS)
4
Q
widespread changes over the past 5 decades
A
- at first any child with a disability was sent to an institution and they were educated
- people didn’t understand that this would be helpful
- 1950’s: lobbying for laws, fighting against discrimination
- 1960’s: funding for some special education
- states have to do this, and they have a budget for it
- 1970’s: some court wins for clients with disabilities
- rehabilitation act of 1973
- education for all handicapped children act (EHA) 1975
- 1990’s:
- americans with disabilities act (1990)
- access to public transport, parking, accessible public restrooms, ramps
- reauthorization of individuals with disabilities education act (1997)
- improves to idea
- americans with disabilities act (1990)
5
Q
asha policy document: preferred practice patterns of counseling
A
- counseling is prompted by referral and/or by the results of a communication or swallowing assessment
- individuals of all ages may receive counseling as part of intervention and/or consultation services
- when their ability to communicate/swallow effectively is impaired and when there is a reasonable expectation of benefit to them in body structure/function and/or activity/participation
- counseling may be warranted even if the prognosis for improved body structure/function is limited
6
Q
expected outcomes of counseling
A
consistent with the who framework, counseling is designed to:
- assist individuals to develop appropriate goals related to a communication or swallowing disorder that capitalize on strengths and address weaknesses related to underlying structures and functions that affect communication/swallowing
- facilitate the individual’s activities and participation by assisting the person to increase autonomy, self-direction, and responsibility for acquiring and utilizing new skills and strategies that are related to their goals to communicate or swallow more effectively
- assist individuals in understanding how to modify contextual factors to reduce barriers and enhance facilitators of successful communication/swallowing and participation
7
Q
congruence and dissonance
EXPLAIN in your own words and how it impacts client outcomes
A
- counselor congruence needed for therapeutic relationship
- congruence = alignment of beliefs with feelings & actions
- dissonance = opposite of congruence → inconsistency of beliefs, feelings, & actions = discomfort
- congruence makes our clients trust us
- clients need to recognize this in themselves
- to develop congruence: listening skills, understand core values, self awareness
8
Q
intersectionality
describe and give examples
A
- intersectionality = framework that examines social categories intersecting; creates unique experiences of privilege & oppression
- gender, religion, sexual orientation, age, disability, nationalitty, political affiliation, language, occupation
9
Q
wellness
explain how it leads to career sustainability
A
- wellness = active process; become aware of and make choices leading to a healthy/fulfilling life
- your perspective and resource management → individual responsibility
- physical, mental, emotional, social, spiritual, environmental
- wellness → career sustainability cuz personal wellness promotes/maintains positive outcomes in all aspects of life
- avoid burnout/CF & can only help clients if we perform at the best of our ability
10
Q
liz wiseman
4 points
A
- ask more questions: seeking, not knowing/completion, finds truth
- admit what you don’t know: use skills to figure it out
- throw away your notes: what you know won’t be good enough for the future → move away from confirmation/anchoring bias
- learn to see the genius in others: don’t be afraid of other being smarter → we can learn from perspectives and talents
11
Q
imposter syndrome
A
Imposter syndrome is a pattern of doubting one’s own skill, talents, or accomplishments. It comes from our own self-limiting beliefs and not from evidence or what other people tell us. It is a professional practice issue because it limits how clinicians can help in the field. You won’t do your best work if you don’t believe in yourself and you won’t set high enough goals because you don’t believe in what your are capable of.
Some ways to overcome imposter syndrome are to normalize it and recognize that 70-80% of people experience it. Other ways to help overcome it are letting go of perfectionism, having a growth mindset, having self-compassion and grace, and being teachable.
12
Q
ethics principles
A
- safeguard welfare of people you serve professionally or interact with through research/scholarly activities
- maintain highest level of professional competence/performance
- act with honest/integrity when engaging with public & provide accurate info about profession
- uphold dignity and autonomy of profession; collaborative/harmonious relationships; accept self-imposed standards
13
Q
BYU aims
- apply these aims to professional practices and apply them personally
- how do they impact leadership and professional practices?
A
- spiritually strengthening:
- PL: spirit guides you to live your life the best way
- PP: help clients better with the spirit
- intellectually enlarging:
- PL: informed decisions; many perspectives
- PP: knowledge about disorders and diagnosis and treatments
- character building:
- PL: using agency to become a better person
- PP: need to be a good person motivated to do best work
- leading to lifelong learning and service:
- PL: continually learning and reflecting to become better
- PP: professions are centered around serving people
14
Q
empathy vs sympathy
A
Empathy may be one of the hardest skills to develop
- Some may not consider empathy to be a soft skill.
Empathy
- Empowers
- Feel with them
- “I hear what you’re saying”
- Feel understood
- Authentically relate
- Feel supported
Sympathy
- Disempowers
- Feel sorry for them
- “I understand”
- Feel pitied
- Feel alone
- Feel isolated in the struggle
empathy isn’t looking down into the pit, it is going down into the pit
15
Q
hard skills vs. soft skill
A
hard skills: technical knowledge soft skills: person centered traits
- clients respond and relate best to a clinician who is
- empathetic
- empowering
- honest
- supportive
- knowledgeable
16
Q
3 levels of listening
A
- internal listening
- focused listening
- global listening
17
Q
level I : internal listening
A
- The focus is on me as the listener
- We listen to the other person’s words and only consider them as they relate to us
- Egotistical
- Full of distracting and judgmental thoughts
- Deciding how to respond before the message is fully delivered
- Defensive
- they aren’t feeling/hearing your pure intent
- Our clients and families may be at this level
- our focus is to help everyone move to advanced listening levels
-basic level
18
Q
level II : focused listening
A
- Listener gives complete attention to the speaker’s words and their meaning
- Meditative process
- Full concentration
- Mirror like reflection of client’s words so the client hears what they are sharing
- We look for value in the speaker’s perspectives
- Engage with conviction
- Opens the door for collaboration
- focus is on YOU the speaker/client/conversational partner
19
Q
level III : global listening
A
- Listen with all of our senses
- heart, mind, eyes, ears
- Maintain awareness of client’s eye contact, facial expressions, vocal intonations, body language, posture, mood and energy.
- We engage our emotional intelligence and intuition
- We use sensitivity and tact as we reflect back and build meaning
- The focus is on WE – us as conversational partners and how we can get to the heart of the message spoken and unspoken through the questions we ask and the body language we observe and name.
what prevents us from global listening
- distraction
- listening roadblocks
20
Q
what are the listening roadblocks?
A
- mind chatter
- hijacking the agenda
- already always listening
- emotional triggers
- multitasking
21
Q
mind chatter
A
- Are we listening to the speaker or our inner voices
- Mind chatter comes from distractors such as hunger, thirst, boredom, thoughts, judgements, background noise, other conversations
- being distracted by our internal state
- When our attention is taken by this we are not fully present to the speaker
- To overcome this we can visualize turning down a dial in our minds, training ourselves to make our minds blank so the speaker’s message is the only focus. We may also visualize bundling or compartmentalizing the interfering thoughts
22
Q
hijacking the agenda
A
- Shifting the focus to ourselves
- interrupting
- Recognize how we often we change the topic or direction of conversation without warning or agreement
23
Q
already always listening
A
- We may think we are listening but we are really making assumptions
- We react to what we think they will say next
- Interferes with the flow of the conversation
- Self awareness is the key to overcoming this
24
Q
Emotional triggers
A
- When another person’s words stir our insecurities, we may become defensive and shut down
- We react to what we think is all about us
- This may occur with a supervisor giving feedback or a clinician counseling a parent, or a parent commenting to a teenager
- Self awareness and management of our reactions is the key to understanding where these emotionally based responses are coming from
25
Multitasking
- It is a false belief that we can have divided attention and deep listening simultaneously
- Divided focus decreases memory and retention of the information shared
- Shows decreased value and respect to the listener
- Being fully present demonstrates our care, concern, respect and value for the speaker
26
culture
the characteristics and knowledge of a particular group of people, encompassing language, religion, cuisine, social habits, music, and arts
27
cultural competence
- Cultural competence is a dynamic and complex process requiring
- ongoing self -assessment
- continuous cultural education,
- openness to others’ values and beliefs,
- and willingness to share one’s own values and beliefs.
- This is a process that evolves over time.
- It begins with understanding one’s own culture, continues through reciprocal interactions with
individuals from various cultures, and extends through one’s own lifelong learning
- **Competence is the knowledge**
- Client is collaborator, helping us to understand what matters in their culture
28
cultural humility
- Cultural humility refers to the understanding that one must begin with a personal examination of one’s own beliefs and cultural identities to better understand the beliefs and cultural identities of others.
- Cultural humility is a lifelong process of self-reflection (Tervalon & Murray-Garcia, 1998).
- Client is expert on their own culture and their own life
- Our role and our culture does not take precedence or priority over another’s
29
cultural responsiveness
*tip of the pyramid → involves cultural competence and humility*
- Cultural responsiveness involves understanding and appropriately including and responding to the combination of cultural variables and the full range of dimensions of diversity that an individual brings to interactions.
- Cultural responsiveness requires valuing diversity, seeking to further cultural knowledge, and working toward the creation of community spaces and workspaces where diversity is valued .
Putting it all together
- a cycle of dynamic improving cultural competence + cultural humility leads to cultural responsiveness.
30
What considerations are necessary for counseling parents with children present?
- Are the parents we are counseling distracted by the presence of their children (either the client or others)
- Encourage the parent to ask questions to avoid overwhelming them with information they may not be ready to absorb
- We can set up a separate meeting – a phone meeting without distraction may yield better retention for the parent than a distracted face to face meeting
- what is appropriate to share in front of children?
- how are the parents receiving this—is it the first time?
31
How can you maintain topic of counselling to remain with the scope of practice?
- Reflecting - mirroring
- Clarifying - reflecting with emphasis, asking summarizing questions
- Meta-view – helping the client see from a bird’s eye perspective
- Reframing – highlighting multiple perspectives to help the client move from a position of being “stuck” to a person who has options
- Redirect – segue to related topic within scope of practice
32
what is the status of burnout right now
- the US department of health and human services patient safety network reports that **burnout is on the rise** emotional exhaustion, depersonalization, and difficulty feeling a sense of accomplishment performing your work
- in healthcare providers, the rate of burnout has been reported ranging from 10%-70 of the workforce
33
burnout vs compassion fatigue
*burnout: know the signs*
- dr lisa scott: burnout encompasses 3 parameters
1. exhaustion 2. cynicism 3. professional inefficacy
- the stages of burnout have been identified as:
- enthusiasm, stagnation, frustration, apathy
> burnout is a cumulative process marked by emotional exhaustion and withdrawal associated with increased workload and institutional stress. NOT trauma-related
>
- burnout is not trauma related
*compassion fatigue: know the signs*
- we have not been directly exposed to the trauma scene, but we hear the story told with such intensity, or we hear similar stories so often, or we have the gift and curse of extreme empathy and we suffer.
- we feel the feelings of our clients. we experience their fears. we dream their dreams.
- eventually, we lose a certain spark of optimism, humor and hope. we tire. we aren’t sick, but we aren’t ourselves.
34
resume rubric
| - know good and bad resume principles from it
- format & appearance
- easy to scan/read
- appropriate length (1 pg for new grad)
- fills page, not crowded
- margins between 1/2-1”
- consistent use of font, spacing
- design is clean, clear, and consistent
- organization
- name & contact info clearly listed at top
- titles, organizations, dates, locations consistent and clear
- section titles are clear and effectively organize information
- most relevant ino appears in top 1/3 of page
- experiences listed in reverse chronological order in each section
- content
- education section complete & effective
- variety of strong action verbs used
- well-developed accomplishment statements with appropriate use of quantitative data
- concise, descriptive
- keywords/skills targeted for specific position
- spelling & grammar
- resume is free from spelling and grammatical errors
35
1. Explain the concept of professional practices and why professional practice issues may arise in a profession? What are some examples of professional practices and professional practice issues in the fields of Speech Language Pathology and Audiology. (1.1,1.2)
- issues come because of issues in society that may have to change the way we do things, and so we create a new professional practice to deal with this
**what are professional practice issues?**
- practice issues in our field typically center around improving patient/client outcomes in education and healthcare settings through research or direct care; decreasing costs of care, increasing access to culturally responsive care or increasing workforce wellness and satisfaction including managing workloads and equitable reimbursements and salary rates
- professional practice issues encompass a wide range of concerns within various professions, including socio-political and cultural contexts, employment, career development, relationships with other professionals, and personal reflections
**professional practices:** the standards, behaviors, expectations, of a specific profession that are best practice
- pp issues: things that impact how we are able to implement professional practices
36
Describe how critical thinking applies to personal leadership and professional practices and how we can improve our critical thinking skills. (2.1)
- **Why is critical thinking a professional practice issue?**
- relevant to evidence-based practice
- need the true scientific evidence and how to apply that to a patient's specific situation
- critical to professional training
- scientific thinking
- clinical thinking
- flaws in reasoning process make us all fallible in decision making
- framework for overcoming unconscious and conscious bias
1. **argument analysis**
*fundamental component of critical thinking*
- this step is made up of three interactive stages
1. interpretation
1. what are they saying
2. evaluation
1. what does that mean and is it true
3. metacognition
1. think deeply about it
2. **thinking dispositions**
*tendency to think in a certain way under certain circumstances*
- intellectual traits
- tied to character and values
- **some examples:** systematic, inquisitive, judicious, truth seeking, open minded, analytical, compassionate, optimistic, fair mindedness, reflectiveness
3. **knowledge of cognitive biases**
research shows that the way we ought to think when developing beliefs and making decisions is not the way that we usually think
- biases are so natural and easy to make that we are often unaware of their influence
- described as automatic, unconscious, unintentional, difficult to avoid unless we increase awareness
- biases are the shortcuts our brain is making to make sense of the world
## Footnote
1. keep a learning or reflection journal
1. online or paper, many effective journaling techniques
2. ask yourself key questions
1. what did i learn from that experience?
2. why am i feeling the way i do about it?
3. and, if i had to do it all over again, what would i have said or done differently?
4. what? so what? now what?
3. discuss the experience
1. talking through with a trusted friend
2. problem solving out loud, hearing yourself articulate the situation
4. group reflection
1. debriefing
2. diversity of ideas
37
What is accreditation, certification, licensure, how are they related and how are they unique? (6.1)
- they apply to different things (programs or people)
- ***certification*** - denotes that an individual meets a standard to practice
- has to do with a person, they become certified
- ***accreditation*** - ensures the quality of academic programs
- institution or program gets accredited
- ***licensure*** - allows practice within a designated location
- applies to specific geographical area
- these show those in our profession and other professions that we have met specific standards
| - interstate compact has to do with licensing
38
SLP seervice delivery domains
**service delivery** domains: *specifically related to clinical practice*
1. collaboration
2. counseling
3. prevention and wellness
4. screening
5. assessment
6. treatment
7. modalities, technology and instrumentation
8. population and systems
## Footnote
slp—SDD: → in the SLiPpery service delivery doman, cold cousins prevent screams as trees model popular sisters
39
SLP professional practice domains
*set of skills and knowledge that goes beyond clinical practice*
1. advocacy and outreach
2. supervision
3. education
4. research
5. administration / leadership
## Footnote
slp—ppd: professional practice domains are beyond (clinical practice) ASERA
40
7 audiology service delivery areas
1. diagnostics
2. treatment
3. early hearing detection and intervention
4. educational audiology
5. hearing conservation and preservation
6. telehealth
7. counseling
41
9 additional areas of audiology practice:
1. research
2. administration and leadership
3. education
4. advocacy and outreach
5. cultural competency
6. clinical supervision/precepting
7. IPE/IPP
8. business management
9. legal/professional consulting
42
Describe the ICF framework and how it applies to our professional scope of practice. ( 10.4)
- icf is so integral to understanding how we do things with clients (so it’s in the document)
- slps use the world health organization (WHO - ICF) international classification of functioning, disability and health to develop functional goals and collaborative practice
- these shared classification systems provides standard language and framework for the description of functioning and health
43
benefits of asha certification
- often an employment requirement
- facilitates state licensure application
- career advancement
- option to supervise
- recognized by other organizations
- professional credibility
- ASHA certified is the gold standard
- people know you are engaged in ongoing professional development
- those who earn this credential meet the highest standards of excellence in their professions
## Footnote
**ASHA member benefits**
- knowledge
- community
- advocacy
- awareness
44
What are a few examples of responsibilities outside of the scope of practice for an ASHA certified SLP Assistant or Audiology Assistant.
**outside of SLPA scope of practice**
- represent self as SLP
- performing tests (diagnostic, evaluation, swallowing screenings/checklists)
- clinical writing and interpretation
- participate in formal conferences or interdisciplinary team with the presence of SLP
- write or modify a treatment plan in any way
- sign formal documents, discharge clients from service, make referrals
- treat medically fragile clients independently
## Footnote
- outside are doing interpretation or evaluation or counseling
45
ASHA provides policy documents for our reference, know what types of information you would find in the following documents: CFCC standards, Scope of practice, Code of Ethics
**Scope of Practice:**
- **purpose of document:** a guide for slps across all clinical and educational settings to promote best practice
**statement of purpose**
- a framework for delineating areas of professional practice
- inform others about professional roles and responsibilities of qualified providers
- support slps in provision of high quality, evidence-based services to individuals with communication, feeding and/or swallowing concerns
- support slps in the conduct and dissemination of research
- guide the educational preparation and professional development of slps to provide safe and effective services
**code of ethics:**
- Code of ethics is a framework and focused guide for professionals in support of day-to day decision making related to professional conduct
46
principle I
individuals shall honor their responsibility to hold paramount the **welfare of persons they serve** professionally or who are participants in research and scholarly activities
- *safeguard the welfare of people we serve or interact with through research and edu.*
47
principle II
individuals shall honor their responsibility to achieve and maintain the **highest level of professional competence** and performance
- *maintain a high level of competence and performance*
48
principle III
in their professional role, individuals shall act with **honesty and integrity** when engaging with the public and shall provide accurate information involving any aspect of the professions
- *act with honesty and integrity*
49
principle IV
individuals shall **uphold the dignity and autonomy** of the professions, maintain **collaborative and harmonious** interprofessional and intraprofessional relationships, and accept the profession’s self-imposed standards
- *make sure our profession is highly regarded and evidence based*
- autonomy = we don’t rely on having others tell us what to do
50
Define advocacy and list a few key advocacy priorities outlined in the 2025 public policy agenda
- categories of the public policy agenda (they are highlighting examples of professional practice issues in our field—get examples of these issues from there)
Advocacy is defined as any action that speaks in favor of, recommends, argues for a cause, supports or defends, or pleads on behalf of others
Advocacy might look like:
- Organizing
- Educating
- Researching
- Educating
- Lobbying
- Voting
- Training
- supporting
> Advocacy is about effecting positive change
1. **payment and coverage priorities**
1. protect and improve payment
2. advance efforts to secure comprehensive coverage
3. expand and permanently cover telehealth services
4. assess and advise on value-based care
2. **service delivery and access priorities**
1. Support Anti-Discriminatory Policies
2. Support Early Identification and Intervention Initiatives
3. Secure the Interoperability of Licensure Standards
3. **workforce priorities**
1. Grow, Diversify, and Retain Providers
2. Support Salary Supplement Initiatives:
3. Monitor and Engage on the Use of Artificial Intelligence (AI)
4. Champion Solutions to Problems Facing School-Based Members
51
Know the following Acronyms: ASHA, CAA, CFCC, CCC, IPE, IPP, BCS, AAA, EEOC, BOE, EBP, HIPAA, IDEA, WHO
ASHA: american speech-language-hearing association
CAA: council on academic accreditation in audiology and speech-language pathology
CFCC: council for clinical certification in audiology and speech-language pathology
CCC: certificate of clinical competence
IPE: interprofessional education
IPP: interprofessional collaborative practice
BCS: board certified specialist
AAA: american academy of audiology
EEOC: equal employment opportunity commission
BOE: board of education
EBP: evidence based practice
HIPAA: health insurance portability and accountability act
IDEA: individuals with disabilities education act
WHO: world health organization
52
practice policy document; objective
the overall objective of slp services is to optimize individual’s abilities to communicate and to swallow, thereby improving quality of life
53
how a topic relates to professional practices and issues in the professions of slp and aud
- advocacy: community outreach, increasing database for a specific area
- not getting pay raises (issue)
- wellness and compassion fatigue: we will show up as a well person, we have a safe environment, be self-aware to avoid burnout
- caseload/workload causing workforce issues (issue)
- productivity standards, there is still more work to do than your hours
54
