A Report from the Research Committee: Working in a Medical Setting

Purpose Through a hypothetical case study, this article aimed to describe an evidence-based approach for speech-language pathologists in managing students with moderate-to-severe traumatic brain injury (TBI), particularly within a formal statewide-supported school-based brain injury team model, such as the BrainSTEPS Brain Injury School Consulting Program operating in Pennsylvania and Colorado. Conclusion Upon transitioning from the medical setting back to school, children with TBI present with unique educational needs. Children with moderate-to-severe TBIs can demonstrate a range of strengths and deficits in speech, language, cognition, and feeding and swallowing, impacting their participation in various school activities. The specialized education, training, and insight of speech-language pathologists, in collaboration with multidisciplinary medical and educational team members, can enable the success of students with TBI when transitioning back to school postinjury ( DePompei & Blosser, 2019 ; DePompei & Tyler, 2018 ). This transition should focus on educational planning, implementation of strategies and supports, and postsecondary planning for vocations or higher education.

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Communication Recovery Groups for Persons with Aphasia: A Replicable Program for Medical and University Settings

Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders ◽

10.1044/nnsld24.3.106 ◽

2014 ◽

Vol 24 (3) ◽

pp. 106-113 ◽

Cited By ~ 1

Author(s):

Candace Vickers ◽

Darla Hagge

Keyword(s):

Medical Setting ◽

Group Program ◽

Intake Process ◽

Student Volunteers ◽

Group Members ◽

University Settings ◽

University Setting ◽

Recovery Groups

This article describes Communication Recovery Groups (CRG), an aphasia group program that is sponsored by a medical setting and more recently a university setting. CRG's history and approach and its model of service in light of current healthcare challenges are summarized. The article also provides a detailed discussion regarding the logistics of offering conversation groups to persons with aphasia which are sponsored by medical and/or university settings, the intake process for new group members, and the training of student volunteers to help lead conversation groups.

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Gender-role orientation and social expectations regarding female adolescents' coping with developmental tasks 1The preparation of this article was facilitated by a grant from the Swiss National Foundation for young researchers, financed by the local research committee of the University of Fribourg to the first author during her stay at the University of Illinois at Urbana-Champaign, USA. We are grateful to Susan B. Cleary for editing the English version of this article.

Swiss Journal of Psychology ◽

10.1024//1421-0185.58.4.273 ◽

1999 ◽

Vol 58 (4) ◽

pp. 273-286 ◽

Cited By ~ 4

Author(s):

Regula P. Berger ◽

Alexander Grob ◽

August Flammer

Keyword(s):

Gender Role ◽

Female Gender ◽

Role Orientation ◽

Developmental Tasks ◽

Developmental Task ◽

Gender Role Orientation ◽

Research Committee ◽

National Foundation ◽

Normative Expectations ◽

The University

This study focuses on the importance of social developmental expectations, assessed as emotional and cognitive evaluations regarding the timing and the gender-role conformity of normative developmental tasks. Two central questions were raised. First, to what degree do the timing and the gender-role conformity affect the adults' expectations? Second, how much does the adults' own gender-role orientation (GRO), classified as traditional vs. liberal, affect their expectations? A 4 (timing modus) × 2 (developmental task) × 2 (gender-role conformity)-factorial design was administered to a sample of 140 adults of both sexes, 20 to 81 years old. Coping in time and with gender-role typical career received the most approval. Typical developmental tasks were more approved by persons with a traditional than with a liberal GRO. However, the evaluation of non-typical developmental tasks was not affected by the GRO. The possibility of a shift in normative expectations toward more liberal, diverse, and self-defined female gender-roles is discussed.

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