Abstract
The drive for positivity is one aspect of the professional ethos of speech-language pathology. Speech-language pathologists aim to promote positive professional relationships and clinical experiences to achieve goals. Positivity, that which is favorable, affirming or accepting, is projected through professional discourse. Acquisition of positive discourse strategies by students in training is often indirect and occurs implicitly as the student interacts with others. To investigate the management of positivity as it relates to clinical training, a qualitative investigation of discourse of speech-language pathology students and clinical supervisors was undertaken. A variety of discourse strategies designed to mitigate potential conflict or promote solidarity were identified in the text and talk between students and supervisors and in clinical sessions. These strategies, consistent with the literature on preference organization, contributed to positive relationships between students and supervisors and between clinicians and clients.
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