Speech-language Pathology Students Research Articles

Acceptability of Racial Microaggressions From the Perspective of Speech-Language Pathology Students.

Implicit racial and ethnic biases have been documented across a variety of allied health professions; however, minimal research on this topic has been conducted within the field of speech-language pathology. The purpose of this study was to understand implicit racial and ethnic bias in speech-language pathology students by examining their perceptions and attitudes about the acceptability of racial and ethnic microaggressions. We also examined whether the student ratings varied by their racial and ethnic identity (White vs. people of color [POC]). Fifty-nine students (72% White, 28% POC) currently enrolled in a speech-language pathology program voluntarily completed the Acceptability of Racial Microaggressions Scale via an online Qualtrics survey. Although 70% of the student ratings classified the microaggressive statements as unacceptable, 30% of their ratings classified the statements as either (a) acceptable or (b) neither acceptable nor unacceptable. Although both groups of students rated the majority of statements as unacceptable, students who self-identified as White rated more statements as acceptable than students who self-identified as POC. Findings indicating relatively high rejection of microaggressive statements by speech-language pathology students are promising. However, responses were not uniform, and a nontrivial proportion of responses provided by speech-language pathology students reflected passivity toward or active endorsement of microaggressive statements.

An innovative clinical interprofessional education experience to advance knowledge and skill in communication with aphasic patients: A randomized controlled pilot study

BackgroundBecause of its impact on communication, aphasia increases patients’ risk for poor healthcare outcomes. Healthcare teams should be equipped to effectively serve this population. PurposeThe primary aim was to pilot the effectiveness of an aphasia communicationpartner training program for healthcare students by examining changes in knowledge and behavior. A secondary aim assessed learners’ understanding of other healthcare professionals’ roles and responsibilities. MethodStudents in pharmacy, physician assistant, and occupational therapy were randomly assigned to experimental or control groups. The former participated in didactic training with speech-language pathology students and mentored interactions with aphasic patients. Both groups completed pre-/post-training knowledge assessments and participated in semi-structured patient interactions. DiscussionThe clinical IPE experience resulted in statistically significant differences in aphasia knowledge and associated behaviors. Additionally, learners’ understanding of healthcare professions improved. ConclusionsClinical IPE experiences are effective at improving clinical communication skills and increasing knowledge of language-impaired populations.

Is There a Place for Pseudostuttering Assignments in Speech-Language Pathology Training Within the Neurodiverse Paradigm?

Purpose: The continued use of pseudostuttering assignments, a disability simulation for speech-language pathology students, needs to be reexamined to align with neurodiversity and students' reluctance to participate in these studies. Stuttering, from a neurodiverse perspective, is regarded as a normal speech variation, rather than a disorder. The purpose of this research was for people who stutter, speech-language therapy students, and faculty members to respond to a survey to determine the future of these assignments, in terms of developing empathy and clinical skills of pseudostuttering. Method: A descriptive design electronic survey using typical case sampling was disseminated globally. A total of 134 participants, divided into three participant groups, completed the survey. The survey consisted of 84 closed- and open-ended questions. Percentages and thematic analysis were used to determine the results. Results: Quantitative and qualitative analyses indicated that 83% of speech-language pathology faculty members supported these assignments. Forty-eight percent of people who stutter and 58% of speech-language pathology students felt negatively toward pseudostuttering assignments. Students reported being more comfortable performing augmentative and alternative communication simulations than pseudostuttering or aphasia simulations. Students were concerned that pseudostuttering assignments were offensive and stigmatizing for people who stutter. Conclusions: The results reflect the benefits of partnering with all the constituent groups. Adaptations to pseudostuttering assignments, such as speaking with people who stutter and adopting a neurodiverse, inclusive approach to student education, are recommended.

Experiences of people with aphasia receiving enhanced community-based SLP provided by SLP students.

Introduction Treatment intensity for people with aphasia (PWA) is a significant factor in enhancing recovery. Personal factors such as fatigue, physical endurance and motivation as well as clinician availability have been described as barriers to increased intensity. The use of student therapists has been shown to assist with addressing service gaps. Methods The aim of the study was to explore the experiences of PWA who received enhanced community-based treatment delivered by Speech Language Pathology (SLP) students. Enhanced community-based treatment was defined as three or more treatment sessions per week targeting communication. Semi-structured interviews were conducted with 10 PWA living in New Zealand. Interview data was analysed with reflexive thematic analysis. Results Two themes and six sub-themes were developed. Theme 1 related to intensity and included more treatment is better than less (sub-theme 1), there's a "right time" for more intensive treatment (sub-theme 2), the hard work is worth the effort (sub-theme 3). Theme 2 related to working with SLP students; it didn't feel like they were students (sub-theme 4), we just got on so well (sub-theme 5), and they listened to what I wanted (sub-theme 6). Conclusions The findings confirm PWA value access to more intensive treatment and desire involvement in decisions about flexible treatment schedules. PWA have positive experiences when treatment is provided by SLP students. Implications for clinical practice and future research directions are discussed.

Attitude of Speech-Language Pathology Students and Specialists Toward People Who Stutter: Inter- and Intraregional Comparisons

Attitude of Speech-Language Pathology Students and Specialists Toward People Who Stutter: Inter- and Intraregional Comparisons

Development and Validation of the Bilingual Catalan/Spanish Cross-Cultural Adaptation of the Consensus Auditory-Perceptual Evaluation of Voice.

This study aimed to develop a valid and reliable bilingual version of the Consensus Auditory-Perceptual Evaluation of Voice (CAPE-V) for the auditory-perceptual evaluation of voice in Catalan and Spanish speakers. The development of this CAPE-V adaptation included Delphi methodology with 20 voice and speech experts reaching consensus on the optimal adapted terminology of the perceptual vocal attributes, considering also input from the original instrument authors. The adaptation and validation of vocal tasks followed a sequential validation procedure, with input from phoneticians and speech-language pathologists. Following pilot testing with a large sample of speech-language pathology students, a refined adapted version was empirically tested for validity and reliability. Concurrent validity was assessed by comparing the adapted CAPE-V with the reference Grade, Roughness, Breathiness, Asthenia, Strain scale. Construct validity was assessed through convergent and discriminant validity analysis. Intrarater and interrater reliability were assessed via intraclass correlation coefficient calculations. User experience was evaluated through a questionnaire. Scale properties were validated using a confusion matrix, and cutoff values were calculated to achieve the optimal balance between sensitivity and specificity. Through a formalized consensus process, optimal Catalan/Spanish terminology was determined for the perceptual attributes of voice present in the CAPE-V. An adapted protocol of tasks was obtained that preserves the objectives of the original instrument and the relevance of the phonetic criteria in the target languages. The results demonstrated concurrent validity, construct validity, and intrarater reliability. Interrater reliability was found to depend on the extent to which evaluators shared their internal standards. The raters identified CAPE-V as an effective and preferred instrument. An adapted, validated version of the CAPE-V is made available to clinical professionals for the evaluation of voice in Catalan and Spanish speakers.

The Acquisition of Static and Dynamic Intervention Skills by Graduate Speech-Language Pathology Students.

Speech-language pathology programs use simulated learning experiences (SLEs) to teach graduate student clinicians about fidelity to therapeutic interventions, including static skills (clinical actions that are delivered in a prespecified way regardless of the client's behavior) and dynamic skills (contingent responses formulated in response to a client's behavior). The purpose of this study was to explore student learning of static and dynamic skills throughout SLEs and live clinical practice. Thirty-three speech-language pathology graduate students participated in this study. Students were first trained to deliver an intervention before having their treatment fidelity measured at three time points: an initial SLE, actual clinical practice, and a final SLE. Treatment fidelity was first summarized using an overall accuracy score and then separated by static and dynamic skills. We hypothesized that (a) overall accuracy would increase from the initial simulation to treatment but remain steady from treatment to the final simulation and that (b) students would acquire dynamic skills more slowly than static skills. In line with our hypotheses, students' overall accuracy improved over time. Although accuracy for static skills was mostly established after the first simulation, dynamic skills remained less accurate, with a slower acquisition timeline. These results demonstrate that SLEs are efficacious in teaching students the clinical skills needed for actual clinical practice. Furthermore, we show that dynamic skills are more difficult for students to learn and implement than static skills, which suggests the need for greater attention to dynamic skill acquisition during clinical education.

Structured observation and informant report assessments in intellectual disability: Reflections of qualified and student speech-language pathologists

Purpose The purpose of this study was to explore the perspectives of qualified and student speech-language pathologists (SLPs) on the clinical utility of informant report and observation tools following a 1-day workshop using a decision tree. Method Each participant group (qualified [n = 4] or student SLP [n = 8]) attended a 1-day workshop where they engaged with informant report and structured observation tools using video case studies. Each workshop concluded in a focus group conducted by an independent researcher. NVivo 12 software supported inductive coding and subsequent thematic analysis of transcribed data. Result Thematic analysis revealed that participants’ perceptions of tools’ clinical utility could be conceptualised as three themes (a) tool characteristics, (b) external clinical work demands, and (c) clinician preparedness. Conclusion Participants’ views on the utility of informant report and structured observation were influenced by tensions between their desires, the realities of clinical practice, and their own capabilities. This has implications for workforce development in the field in providing clinician guidance, training, and support.

Designing a Module on Stuttering and Cluttering: A Guide for Speech-Language Pathology Educators.

Due to the scope of practice of speech-language pathology (SLP) expanding considerably in recent times, there is reduced emphasis on certain communication conditions within the curricula of SLP university programs. Stuttering and cluttering are neglected components of such curricula, despite the complex clinical skill set required to work with these client groups. Evaluation of the content and quality of modules on stuttering and cluttering is warranted to ensure that SLP students are graduating with adequate competence and confidence for supporting people with these conditions. This tutorial, based on a review of the literature, aims to provide guidance to educators who are designing or revising such modules. The All Ireland Society for Higher Education (AISHE) model for module design provides a practical and theoretically underpinned guide to educators in higher education on the design of a new module or the review of an existing one. The model's seven key components are discussed, and their application to a module on stuttering and cluttering is outlined. The AISHE model provides a systematic and user-friendly approach to module design in SLP university programs. It supports educators who are designing a new module or revising a module currently being taught on stuttering and cluttering. Educators are encouraged to familiarize themselves with the seven components of the AISHE model and to use it as a tool to design or revise modules on stuttering and cluttering. This will ensure that SLP students are graduating with increased competence and confidence in working with these client groups.

Barriers and Facilitators to Enhance Interprofessional Education for Rehabilitation Science Graduate Students

Interprofessional education (IPE) aims to develop healthcare practitioners who work effectively in teams, demonstrate strong communication skills, respect others, and have a working knowledge of the roles and responsibilities of other professionals. Of identified research to date, it is unclear what students perceive as important for effective IPE delivery and learning. The purpose of this study was to identify graduate students' perceptions of facilitators and barriers to learning interprofessional practice using phenomenology. Three semi-structured focus groups were conducted including athletic training, occupational therapy, or speech-language pathology students and the transcripts were analyzed using thematic analysis. Four themes emerged about IPE teaching methods and delivery: (1) addressing roles and responsibilities (2) student collaboration and communication (3) engaging with faculty and (4) enhancing realism and diversity of experiences. The themes suggested that IPE can either facilitate or create barriers for students when learning roles and responsibilities, collaborating, and communicating with fellow students, and engaging with faculty. Enhancing the realism and diversity of represented professionals were perceived as potential facilitators for future IPE sessions.

Assessment of dementia knowledge in Indian speech-language pathology students.

Speech-language pathologists (SLPs) have a crucial role in assisting individuals with dementia due to the communication and swallowing challenges associated with the disease. As the number of dementia cases rises in India at an increasing rate, investigating the level of dementia knowledge of SLP students can offer insight into the preparedness of the healthcare system to meet this emerging demand. A cross-sectional survey was conducted on SLP students pursuing their final year undergraduate, postgraduate and doctoral degrees from four universities across India. Dementia knowledge was assessed using the Dementia Knowledge Assessment Scale (DKAS) and information about previous dementia exposure (both formal and informal) was collected. The collected data were analysed using quantitative methods. A total of 220 students (64.70% response rate) completed the survey. Overall dementia knowledge was inadequate with an average score of 22.08 ± 10.06. Previous dementia exposure among the students was also found to be low and did not affect dementia knowledge scores. Despite the fundamental role SLPs play in the care of individuals with dementia, the lack of knowledge in this area emphasizes the need for enhancing dementia training programs through educational curricula and clinical placements.

Reflecting on Relationally Focused Critical Incidents: Investigating the Use of Reflective Writing to Support Conflict-Handling Skills During Speech-Language Pathology Student Internships

Purpose: Handling conflict successfully is an important professional competency. This study examined whether integrating relationally focused critical-incident reflections into graduate speech-language pathology student internships improved conflict-handling skills. The study also analyzed the breadth and depth of reflections and identified student variables associated with improved conflict handling. Method: Participants were a convenience sample of 49 graduate speech-language pathology students. A quasi-experimental design was used to compare participant conflict-handling skills at baseline, after a 7-week control period, and after 7 weeks of biweekly reflections. Students were provided with an orientation and writing prompt to guide their reflections. Relationships were examined between participant conflict-handling abilities, reflective capacity, emotional intelligence, number of reflections completed, and years of speech-language pathology–related experience. Results: Significant changes did not occur in conflict-handling skills after completing 7 weeks of relationally focused critical-incident reflections. Students demonstrated measurable ability to reflect on their experiences but appeared unable to achieve deep reflection. Significant correlations were revealed between emotional intelligence, number of reflections completed, and changes in conflict handling. Students with 2–4 years of prior speech-language pathology–related experience appeared to increase their conflict-handling skills during the clinical internship. Conclusions: Students were unable to critically reflect with guided questions and a training session alone. Reflection did not result in changes to conflict-handling skills, although individual student variables did impacted conflict handing. Implications for clinical education are discussed.

Attitudes of Malaysian Speech-Language Pathologists and Speech-Language Pathology Students Toward Stuttering.

Attitudes of speech-language pathologists (SLPs) toward stuttering play an important role in managing stuttering cases. Yet, such studies had not been studied in Malaysia, a country that is still developing the profession of speech-language pathology. This study aimed to explore the attitudes of Malaysian SLPs and speech-language pathology students toward stuttering. A total of 50 SLPs and 67 speech-language pathology students completed the Clinician Attitudes Towards Stuttering (CATS) inventory. There were eight domains of attitudes toward stuttering: (a) etiology, (b) early intervention, (c) therapeutic efficacy, (d) personalities of PWS, (e) clinician expertise and roles, (f) teacher/counsellor roles and client/public reactions, (g) therapy strategies, and (h) parent attitudes. Descriptive data were presented and Multivariate Analysis of Variance was conducted to examine the effects of clinical certification on the eight domains of attitudes toward stuttering. Participants who possessed a clinical certification were more accepting toward the personalities of people who stutter (PWS) and therapy strategies. On the other hand, participants without a clinical certification were more accepting toward clinician expertise and roles. Current curriculum and professional training should be re-evaluated to remediate less accepting stereotypes held by SLPs and students toward PWS and to enhance essential skills such as counselling.

Comparative Study of the Effect of Experience on Auditory Processing Abilities in Voice Therapists and Other Speech-Language Pathologist in Auditory Perceptual Judgment of Voice

This study aimed to compare the effect of experience on central auditory processing skills in voice therapists and other Speech-Language Pathologists in the auditory perceptual evaluation of voice. This research is a descriptive-analytical cross-sectional observational study. Our study population includes three groups; first-year speech-language pathology students who have not undergone any training or education in the evaluation of auditory samples (group 1; n=10), Speech-Language Pathologists who do not have any activity in the field of voice disorders (group 2; n=10), and therapists who have at least 2years of experience in auditory-perceptual judgment (group 3; n=10). Initially, the participants underwent a basic audiological evaluation (Pure Tone Audiometry, Speech Recognition Threshold, Speech Discrimination Score, tympanometry, and acoustic reflex) to assess peripheral hearing. In the next step, the auditory processing skills of the participants were evaluated with the Buffalo model (staggered spondaic word (SSW) test, phonemic synthesis test (PST), speech in noise (SPN) test). In the third step, four recorded voice samples of patients with voice disorders and healthy individuals were randomly selected for auditory perceptual judgment. These samples were the same for all participants. All the voices were previously subjected to auditory perceptual analysis by two Speech-Language Pathologist who had at least 6years of experience in the evaluation and treatment of voice disorders; the voices were played for participants to assess auditory perception using the grade, roughness, breathiness, asthenia, strain (GRBAS) scale. All subjects had normal hearing and auditory processing abilities but there were some differences among the groups in processing skills. A difference was found in the SSW-qualifier and SPN-R components between the three groups. The third group had significant differences with the other two groups in the evaluation of auditory perception in the components of R, B, and S (from the GRBAS scale) in voice number one, and the components of G, R, and A in voice number three. In voice number two, there was a correlation between the SSW order effect component and the G component, as well as between the PST component and the A component. In voice number three, there was a correlation between the SPN-L component and the G component, and between the SSW condition, SSW qualifier, and SSW All errors components with the S component. In voice number four, there was a correlation between the SSW-RC, SSW-LC, SSW condition, SSW competing, and SSW order effect components with the A component. Lastly, there was a correlation between the SSW order effect and SSW type A components with the R component in voice number three in group three. The results of the present study indicate that experience has an impact on auditory processing skills and the participants of the third group, who had more experience in the evaluation of voice disorders obtained better scores than the other two groups in the auditory processing skills. Additionally, the level of experience is related to the accuracy of auditory perceptual judgment of voice. The participants of the third group performed better than the other two groups, and the performance of the first and second groups was almost the same.

Racial Colorblindness in Speech-Language Pathology Students

Purpose: Implicit racial biases have been documented across a variety of allied health professions and training programs. The purpose of this study was to examine implicit racial bias within speech-language pathology (SLP) students by evaluating their attitudes towards statements reflecting racial colorblindness. Method: Fifty-nine students currently enrolled in an SLP program completed the Color-Blind Racial Attitudes Scale (CoBRAS; Neville et al., 2000) via an online Qualtrics survey, comprised of three subscales: Racial Privilege, Institutional Discrimination, and Blatant Racial Issues. Results: Results suggested that although 67% do not endorse colorblind statements on the CoBRAS, 33% of the students either agreed with colorblind statements (18%) or indicated neither agreement nor disagreement with colorblind statements (15%). Colorblind statements related to Racial Privilege (e.g., Everyone who works hard, no matter what race they are, has an equal chance to become rich.) were rejected less frequently (55%) than statements related to Institutional Discrimination (68%; e.g., Racial and ethnic minorities in the U.S. have certain advantages because of the color of their skin.) or Blatant Racial Issues (79%; e.g., Racial problems in the US are rare, isolated situations.). Conclusion: Voluntary self-examination of implicit racial bias within any pre-professional training program is a difficult, but important step towards addressing issues of systemic racism prior to entering the field. This study is the first to do so within speech-language pathology. Although data indicating relatively high rejection of colorblind statements found in this study are promising, students did not uniformly reject colorblind statements. Such response variation provides a foundation to further educate SLP students about implicit bias and its potential to impact one’s cultural responsivity.

The Effects of Mentorship with Speech-Language Pathologists of Color on the Professional Readiness and Emotional Support of Undergraduate Speech-Language Pathology Students

Background: A lack of emotional and professional support may be an obstacle to success for students in speech-language pathology (SLP). As students navigate the rigors of their academic programs, mentorship can provide opportunities for growth and development. This study investigated the ways in which undergraduate students were supported for further study and professional engagement in the profession after being provided with guidance from SLPs of color. Purpose: Using mentoring theory (Ragins & Kram, 2007) as a lens for data analysis, this qualitative study explored the ways in which professional mentors of color and their undergraduate proteges developed bidirectional discourses to help make meaning out of academic and professional concerns. Method: Eight undergraduate students, four self-identified White students (three women and one man) and four self-identified women of color were assigned to four female mentors of color. Participant interviews were employed to explore the ways in which students were prepared for future professional engagement following a short mentoring experience. Findings: Data suggested that students had a better understanding of the importance of excelling within academic pursuits as a result of their mentors helping to make practical connections to academic knowledge. Participants reported greater appreciation for issues related to diversity, equity, and inclusion and how they affect the professional of SLP. They acknowledged that the mentoring program provided them with a safe space for related discourses related to diversity, equity, and inclusion. Finally, participants shared obstacles to effective mentor/protegee interactions (e.g., scheduling concerns) and the creative ways in which they were able overcome such concerns (e.g., technological interactions and virtual spaces for meeting).

Three-Year Program Evaluation of a University-Public School Collaborative Partnership.

This clinical focus article reports on an innovative program that provides classroom-based speech and language services to school children receiving speech-language therapy while addressing the need for clinical placements for graduate students in speech-language pathology. This program evaluation report centers around the logic model used to develop and implement the program. The program was implemented in partnership between a university program in speech-language pathology and a nearby school district. The program took place in two different schools within the district, each with one state licensed and American Speech-Language-Hearing Association-certified speech-language pathologist (SLP) who supervised two or three graduate student interns per year of the project for a total of 17 graduate students over 3 years. Data sources for this program evaluation included child-level data collected by graduate student interns, teacher satisfaction surveys, and semistructured interviews. Program stakeholders including graduate student interns, speech-language pathology supervisors, and the school district administrator provided converging positive feedback about the program implementation. This was corroborated by favorable ratings from teachers who collaborated with graduate student interns and an increase in the number of classroom-based intervention hours for school children receiving speech-language services. The short-, medium-, and long-term outcomes of the program's logic model were achieved in part or fully as supported by data sources used for program evaluation procedures. Clinical implications are provided about the need for innovation in school-based services with a focus on collaborative classroom-based intervention.

The Impact of Treating Bilingual Clients on Speech-Language Pathology Students' Cultural Responsiveness.

Graduate programs often use practicum experience with clients from nonmajority cultures to improve students' cultural responsiveness. Yet, it is not clear whether simply working with a client from a nonmajority culture actually confers this benefit or whether students are thinking about how to include culturally responsive behaviors when they are considering how to address a clinical case. Twenty first-year speech-language pathology graduate students (10 Spanish-English bilinguals, 10 monolingual English speakers) were split into three groups: monolingual experimental (n = 4), bilingual experimental (n = 4), and control (n = 12). The experimental groups completed a structured practicum with bilingual Hispanic/Latino clients. They received a 1-hr training in cultural responsiveness and then implemented a systematic language intervention in English or Spanish. Changes to cultural responsiveness were measured via think-aloud cases, and changes to confidence were measured with published, self-report scales. Reflective journal entries revealed what aspects of the clinical practicum students found most salient. Experience working with bilingual clients did not have a substantial effect on students' confidence in their cultural competence. No substantial change was found in cultural responsiveness on the think-aloud for any group. Cultural responsiveness did not appear to be top-of-mind for the students. Simply working with clients from nonmajority cultures does not create a scenario where cultural responsiveness is likely to improve. Additional targeted, purposeful training in cultural responsiveness is necessary.

Undergraduate Nursing Application of the Rapid Aspiration Screening Tool (RAS-3): An Interprofessional Swallow Screen Simulation

BackgroundSwallow screenings for patients with suspected stroke may increase early identification of aspiration risk potentially reducing the incidence of pneumonia, length of stay, hospital costs, and patient mortality (Benfield et al., 2020; Daniels et al., 2016; Murray et al., 2021; Sherman et al., 2021). A simulation activity including graduate speech-language pathology (SLP) students and nursing students facilitates an experiential learning opportunity that paves the way for future knowledge and professional collaboration. MethodsThis study utilized an interdisciplinary swallow screen (Rapid Aspiration Screening [RAS-3]) lab, which included a standardized training protocol and simulation activity using standardized patients. The archival dataset included assessment data of 72 students from two programs, an accelerated undergraduate nursing (RN) program and SLP program within the same university. ResultsRN and SLP students obtained similar swallow screen interpretation results (e.g., x2 [1, 97] = 0.01, p = .92). Overall competency scores increased from pretraining (Mean = 82.4, N = 72) to posttraining (Mean = 96.5, N = 71). Twenty-six RN students and 23 SLP students (Mean difference = 19.2 and 25.2, respectively) scored higher after the RAS-3 training (Mean rank = 30.1). A significant difference in pretraining competency scores between RN students (Mean rank = 43.6, N = 48) and SLP students (Mean rank = 22.4, N = 24) (U = 236.5, z = -4.16, p < .00) was also observed, with a moderate effect size (r = -0.49). Furthermore, using the RAS-3 Lab Follow-up Questionnaire, 75.9% indicated they strongly felt that standardized patients helped them prepare for clinical practice. ConclusionBy providing a structured training program and then supporting the didactic material with an experiential, interdisciplinary activity, RN students were able to achieve results comparable to SLP students when performing the RAS3 swallow screen (Table 4).

“Why Are You Meditating? You Can Just Pray”: A Focus Group Study With Hispanic/LatinaSpeech-Language Pathology Graduate Students

Purpose: The purpose of this exploratory study was to investigate the perceptions of mindfulness held by a small sample of graduate Hispanic/Latina speech-language pathology (SLP) students. Method: Seven second-year graduate SLP students who identified as Hispanic/Latina were included in this study. Participants completed a survey and participated in a 60-min focus group session. Survey data were analyzed using descriptive statistics, while focus group data underwent thematic analysis. Results: Thematic analysis of the focus group data gave rise to three major themes: “perceptions of mindfulness,” “cultural parallels,” and “familial considerations,” which was composed of two subthemes: “openness about practice” and “tools to facilitate family understanding.” Conclusion: Participants in this study discussed the benefits of mindfulness and their willingness to practice; however, stigmatizing beliefs and lack of education about mindfulness within their cultural communities need to be addressed.