By Lydia V. Flasher
Even if you're a starting or more matured speech-language pathologist or audiologist, COUNSELING abilities FOR SPEECH-LANGUAGE PATHOLOGISTS AND AUDIOLOGISTS, 2E can equip you with powerful counseling abilities had to aid your consumers focus on the demanding situations of conversation problems. COUNSELING abilities FOR SPEECH-LANGUAGE PATHOLOGISTS AND AUDIOLOGISTS is the one textual content to be had that mixes the insights of a well-respected medical psychologist with the sensible wisdom of a well-known speech-language pathologist to spotlight crucial easy and complicated counseling talents. Written in straightforward language, this article areas the theories of counseling in real-life contexts which are acceptable for contemporary speech-language pathologists and audiologists. various, assorted examples drawn at once from the first-hand stories of the authors assist you increase correct and usable abilities. Case stories and confirmed studying positive aspects refine your skill to regulate even the main demanding feelings, behaviors, and events.
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Fogle (2001), in an article on “Professors in Private Practice,” noted several benefits for professors working with clients and their families on a regular basis. These benefits translate into improved teaching and student training: ■ The continual stimulation of working with challenging clients and families ■ The direct hands-on experience that cannot be appreciated when observing student clinicians through a two-way mirror The satisfaction of working with clients from the initial interview to termination of therapy and knowing that we have been an important part of the person’s improvement New therapy stories for students to help relate theoretical information to clinical practice A more realistic empathy with students struggling with therapeutic dilemmas The opportunity to collect data for research studies or develop new assessment or therapy materials ■ ■ ■ ■ OVERLAP IN THE WORK OF SLPS, AUDS, AND PSYCHOLOGISTS Counseling and psychotherapy have similarities and differences (Rollin, 2000).
When I was invited into the living room I noticed that all the furniture was against the walls (this may have been a cultural arrangement, but it was somewhat disconcerting to me). The father brought me a folding chair and set it in the middle of the room and invited me to sit down to wait for the client (I felt like I was sitting in the “hot chair” with everyone staring at me). The young man and his girlfriend later came out of a back room and she showed me to what had been a laundry room where a small table had been set up for us to work.
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. ■ CHAPTER 1 24 alert to any signs that reflect potential danger. Beyond our systematic assessment of the environment, we may use our gut-level feeling to alert us to potential dangers (De Becker, 1997, discusses the importance of listening to our fear). Clinician physical safety is always the first consideration.
Counseling Skills for Speech-Language Pathologists and Audiologists by Lydia V. Flasher