| CODE | CMT1031 | ||||||||
| TITLE | Professional Skills | ||||||||
| UM LEVEL | 01 - Year 1 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 5 | ||||||||
| ECTS CREDITS | 2 | ||||||||
| DEPARTMENT | Communication Therapy | ||||||||
| DESCRIPTION | This unit addresses professional skills in Speech Language Pathology and Communication Therapy. It provides a comprehensive overview of the practical issues, clinical skills and professional standards required by the profession. Study-unit Aims: This unit aims to introduce students to the profession of Speech Language Pathology. It provides students with knowledge about the professional framework, practical issues related to the profession and the associated professional standards. It hightlights the importance of optimal quality of patient/client care and emphasises the continuing responsibilities and accountability of the professional. It covers basic skills of carrying out initial interviews and case history taking. Record keeping and professional report writing are also covered during this unit. It also aims to introduce students to the development of appropriate professional attitudes, therapeutic qualities and clinical skills. This study-unit also enhances students’ awareness of the current roles of the professional in different settings, such as in early intervention and health promotion. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Describe the role of the Speech Language Pathologist in different settings; - Demonstrate an understanding of the different terminology used when referring to the concept of professionalism (Professionalism, Professionality and Professional); - Identify the different clinical skills and responsibilities required by the professional; - Acquire a basic understanding of different approaches to intervention; - Understand the importance of working together with other professionals; - Identify positive and negative attitudes towards the profession, towards the patient/client, and towards other professionals; - Demonstrate an understanding of professional ethical behaviour; - Demonstrate an understanding of basic guidance and counselling skills; - Understand the importance of clinical management decisions; - Demonstrate an understanding of evidence based practice; - Understand the various research strategies which may be used in human communication disorders. 2. Skills: By the end of the study-unit the student will be able to: - Plan comprehensive case history taking and initial interviews; - Describe the practical clinical skills required by the independent Speech Language Pathologist running a clinic (such as managing a case load and time management); - Describe different ways of working in collaboration with patients/clients, their families and with other professionals; - Describe ways of measuring efficacy and efficiency of intervention; - Describe ethically appropriate behaviour in Speech Language Pathology and Communication Therapy. Main Text/s: Essential Reading - Anderson, c. & Van der Gaag, a.. (2005). Speech & Language Therapy: Issues in Professional Practice. UK: Wiley. - Body, R. and McAllister, L. (2009). Ethics in Speech and Language therapy. West Sussex: Wiley - Blackwell. - Bunning, K. (2004). Speech and Language Therapy Intervention: Frameworks and Processes. UK: Wiley. - Bray, M. & Todd, C. (2006). Speech and language : clinical process and practice. UK: Whurr. - Brumfitt, S. (2004). Innovations in Professional Education for Speech and Language Therapy. UK: Wiley. - Kerner, M. and Wright, J. A. (2001). Speech and Language Therapy: The decision-making process when working with children. London: David Fulton Publishers Ltd. - Morris, D.W. (2004). Dictionary of Communication Disorders (4th Ed.). UK: Whurr Pub. - Pring, T. (2004). Research Methods in Communication Disorders. UK: Wiley. - Royal College of Speech and Language Therapists. (2006). Communicating Quality (3rd ed.). . U.K: RCSLT. - Turnbull, A.P. (2011). Families, professionals, and exceptionality : positive outcomes through partnerships and trust. US: Pearson Education. Supplementary readings: - Choi, B. C. K. & Pak, A. W. P. (2006). Multidisciplinarity, interdisciplinarity and transdisciplinarity in health research, services, education and policy: Definitions, objectives, and evidence of effectiveness. Clin Invest Med. 29 (6), 351-364. - Enderby, P., John, A., & Petheram, B. (2006). Therapy outcome measures for rehabilitation professionals. (2nd ed). West Sussex: John Wiley & Sons, Ltd. - Fourie, R. J. (2011). Therapeutic Processes for Communication Disorders: A guide for clinicians and students. East Sussex: Psychology Press. - Grech, H. (2002). Speech-Language Pathology in Malta: meeting local needs in a global perspective. Folia Phoniatrica et Logopaedica, 54, 91-94. - Hedge, M. N. and Davis, D. (2005). Clinical methods and Practicuum in Speech-Language Pathology (4th ed.). USA: Thomson Delmar Learning. - Roddam, H. and Skeat, J. (2010). Embedding evidence-based practice in Speech and language therapy. West Sussex: Wiley - Blackwell. - Van der Gaag, A. and Anderson, C. (2005). The geography of professional practice: swamps and icebergs. In C. Anderson and A. Van der Gaag (Eds.), Speech and Language Therapy: Issues in Professional Practice. London: Whurr. |
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| STUDY-UNIT TYPE | Lecture | ||||||||
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| LECTURER/S | Rachael Agius |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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