The Practitioner's Path in Speech-Language Pathology: The Art of
School-Based Practice bridges the gap between theory and practice,
evidence-based practice and practice-based evidence, and the
science and artistry of speech-language pathology. This book takes
a critical look at areas related to wellness, professional
development, and growth that can impact the personal self along
with the professional self. It examines each area through an
overview of inter-disciplinary research in addition to personal
narratives illustrating key principles and strategies and offers
the reader a professionally balanced perspective.The first section
of the book helps us understand the importance of building a
foundation for our clinical path through a discussion about
scientific and evidence-based principles, different types of
knowledge systems, and development of wisdom. The second section of
the book helps us understand the importance of supporting our
foundation through an introduction to reflection, counsel and care,
balance and harmony, growth and detachment. The third section of
the book includes chapters that serve as pillars of practice:
organizational frameworks, materials and activities, measuring
progress, best practices, and the importance of community. The
fourth and final section of the book highlights shared vision,
clinical expertise, emotional intelligence, leadership trends, the
scholarship of teaching and learning, and research
dissemination.This book challenges us to consider our own
perceptions about the explicit nature of professional practice, and
facilitates the development of four attitudes that can have a
profound impact on both clinical success and professional
satisfaction: "a scientific attitude", "a therapeutic attitude", "a
professional attitude", and "a leadership attitude". It contains a
blend of clinical evidence and research, practitioner views, common
sense, philosophical stances, and historical overviews. "The
Practitioner's Path in Speech-Language Pathology" is designed for
students and practitioners who are actively involved with the
process of knowledge acquisition, and targets issues we encounter
along our path to becoming reflective practitioners, as they relate
to the excellence behind and scholarship within teaching and
learning.
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