Master's Theses

Department

Communication Sciences and Disorders

Degree Name

Master of Science (MS)

Abstract

This study had a two-fold purpose. One purpose was to examine the procedures used by accredited speech- language pathology programs to provide opportunities for students to obtain the necessary knowledge and skills in the area of counseling in speech-language pathology. The second purpose of this study was to examine the opinions of professionals within communication disorders departments about the academic and clinical preparation of students in the area of counseling. Academic professionals from accredited speech-language pathology programs across the nation served as participants for this study. Each participant completed a questionnaire created by the researcher. Of the 231 questionnaires that were successfully distributed, 90 were returned for a response rate of 39%. Specific questions regarding academic and clinical preparation in the area of counseling within communication disorders, as well as opinions about counseling preparation, are detailed. The questions resulted in (I variety of answers regarding how counseling is incorporated into accredited speech-language pathology programs. Over 80% of responding programs selected more than one way in which they incorporate counseling into the curriculum. Some examples include an embedded counseling component within an academic or clinical experience, intervention activities, evaluation activities, and observation. In addition, 58% of respondents indicated that a specific counseling course should be required at the graduate level to provide for the development of counseling expertise. While this study looked to identify patterns in the way programs enable their students to become knowledgeable and confident in the area of counseling within communication disorders. The results revealed diverse responses from programs.

Keywords

Speech-Language Pathology

Advisor

Frederick Britton

Date of Award

Fall 2009

Document Type

Thesis - campus only access

Rights

© The Author(s)

Comments

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