Expanding the “Ports of Entry” for Speech-Language Pathologists: A Relational and Reflective Model for Clinical Practice Purpose To outline an expanded framework for clinical practice in speech-language pathology. This framework broadens the focus on discipline-specific knowledge and infuses mental health constructs within the study of communication sciences and disorders, with the objective of expanding the potential “ports or points of entry” (D. Stern, 1995) for clinical ... Clinical Focus
Clinical Focus  |   February 01, 2009
Expanding the “Ports of Entry” for Speech-Language Pathologists: A Relational and Reflective Model for Clinical Practice
 
Author Affiliations & Notes
  • Elaine Geller
    Long Island University, Brooklyn, NY
  • Gilbert M. Foley
    Yeshiva University, New York
  • Contact author: Elaine Geller, Department of Communication Sciences and Disorders, Long Island University/Brooklyn, One University Plaza, Brooklyn, NY 11201. E-mail: egeller@liu.edu.
Article Information
Development / Speech, Voice & Prosodic Disorders / Professional Issues & Training / Language Disorders / Attention, Memory & Executive Functions / Clinical Focus
Clinical Focus   |   February 01, 2009
Expanding the “Ports of Entry” for Speech-Language Pathologists: A Relational and Reflective Model for Clinical Practice
American Journal of Speech-Language Pathology, February 2009, Vol. 18, 4-21. doi:10.1044/1058-0360(2008/07-0054)
History: Received July 6, 2007 , Accepted March 19, 2008
 
American Journal of Speech-Language Pathology, February 2009, Vol. 18, 4-21. doi:10.1044/1058-0360(2008/07-0054)
History: Received July 6, 2007; Accepted March 19, 2008
Web of Science® Times Cited: 7

Purpose To outline an expanded framework for clinical practice in speech-language pathology. This framework broadens the focus on discipline-specific knowledge and infuses mental health constructs within the study of communication sciences and disorders, with the objective of expanding the potential “ports or points of entry” (D. Stern, 1995) for clinical intervention with young children who are language impaired.

Method Specific mental health constructs are highlighted in this article. These include relationship-based learning, attachment theory, working dyadically (the client is the child and parent), reflective practice, transference-countertransference, and the use of self. Each construct is explored as to the way it has been applied in traditional and contemporary models of clinical practice.

Conclusion The underlying premise in this framework is that working from a relationally based and reflective perspective augments change and growth in both client and parent(s). The challenge is for speech-language pathologists to embed mental health constructs within their discipline-specific expertise. This leads to paying attention to both observable aspects of clients' behaviors as well as their internal affective states.

Acknowledgments
Parts of this article were submitted in partial fulfillment of the certificate requirements of the Infant-Parent Study Center, Institute for Infants, Children & Families/Martha K. Selig Educational Institute, Jewish Board of Family and Children’s Services. The first author gratefully acknowledges the invaluable supervision and ongoing insight and support provided by Gilbert M. Foley, EdD, and Rebecca Shahmoon-Shanok, MSW, PhD, during her training at the Infant-Parent Study Center. Also, the authors thank Sandra Tylipakis for her research and technical assistance in the preparation of this article.
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