Counselling education for speech-language pathology students in Australia: a survey of education in post-stroke aphasia
Counselling education for speech-language pathology students in Australia: a survey of education in post-stroke aphasia
复制标题
澳大利亚言语病理学学生的咨询教育：中风后失语症教育调查
作者：
J. K. Sekhon;J. Oates;I. Kneebone;M. Rose
摘要背景言语-语言病理学实践指南推荐在咨询方面的能力，以支持沟通障碍者的心理调整和福祉。然而，关于言语-语言病理学学生需要或接受什么咨询教育才能达到这一能力的信息有限。言语语言病理学家报告说，他们经常使用咨询来支持中风后失语症患者的心理健康，这是一种特别容易出现情绪障碍的患者群体，但他们也报告说，他们对这种做法的知识、技能和信心都很低。我们的目标是描述目前为澳大利亚言语语言病理学学生提供的咨询教育的内容、方法、持续时间和评估，包括专门旨在支持中风后失语症患者心理健康的教育。方法和程序15所符合条件的澳大利亚大学的所有经认证的言语-语言病理学项目(N=21)的主任被邀请参加一项在线调查。21个符合条件的项目中有12个(57%)获得了结果和结果回复。10个项目(83%)报告提供咨询教育，其中4个项目(33%)专门为中风后失语症患者提供咨询教育。大多数方案提供10个小时以上的辅导课程，但提供不到3个小时的辅导、观察和练习。报告了关于各种咨询主题的教学，最常见的是咨询的一般原则，而具体的方法包括激励性访谈和认知行为疗法。辅导使用了一系列方法，最常见的是以问题为基础的学习和角色扮演。学生辅导知识、技能和能力通过书面作业、审查视频/角色扮演的书面记录、口头陈述和基于问题的学习(案例研究)小组讨论来评估。学者们对毕业生是否有能力提供咨询意见不一。结论：虽然大多数大学项目报告提供咨询教育，但很少提供教育来支持中风后失语患者的心理需求。一些课程没有提供咨询教育。要求为言语-语言病理学学生提供最低标准的咨询教育，以确保毕业生有能力提供咨询，以支持沟通障碍者的适应和福祉。
ABSTRACT Background Speech-language pathology practice guidelines recommend competency in counselling to support psychological adjustment and well-being in people with communication disability. However, there is limited information about what counselling education speech-language pathology students need or receive to attain this competency. Speech-language pathologists report that they frequently use counselling to support psychological well-being in people with post-stroke aphasia, a patient group particularly vulnerable to mood disorders, but they also report low knowledge, skill, and confidence in this practice. We aimed to describe the content, methods, duration, and evaluation of counselling education currently offered to Australian speech-language pathology students, including education specifically aimed at supporting the psychological well-being of people with post-stroke aphasia. Methods and Procedures Directors of all accredited speech-language pathology programs (N = 21) across 15 eligible Australian Universities were invited to participate in an online survey. Outcomes and Results Responses from 12 of the 21 eligible (57%) programs were obtained. Ten programs (83%) reported offering counselling education with four programs (33%) offering this specifically for people affected by post-stroke aphasia. Most programs provided over 10 hours of counselling coursework but provided less than 3 hours of counselling observation and practicum. Teaching on a variety of counselling topics was reported, most commonly general principles of counselling, while specific approaches included motivational interviewing and cognitive behavioural therapy. Counselling was taught using a range of methods, most frequently problem-based learning and role-play. Student counselling knowledge, skills, and competence were evaluated by written assignment, review of video/written transcripts of role-play, oral presentation, and problem-based learning (case studies) group discussion. Academics had mixed opinions on graduate competency for counselling. Conclusions While the majority of university programs reported providing counselling education, few offered education to support the psychological needs of people specifically affected by post-stroke aphasia. Some courses offered no counselling education. Minimum standards of counselling education for speech-language pathology students are required to ensure graduates are competent to provide counselling to support adjustment and well-being in people with communication disabilities.
中风后沟通障碍和吞咽困难。
DOI：
10.1016/j.pmr.2015.06.005
发表时间：
2015
影响因子：
1.7
作者：
González-Fernández,Marlís;Brodsky,MartinB;Palmer,JeffreyB
通讯作者：
Palmer,JeffreyB