“If This is What I’m ‘Meant to be’…”: The Journeys of Students Participating in a Conversation Partner Scheme for People with Aphasia

Jagoe, Caroline and Roseingrave, Ruth (2011) “If This is What I’m ‘Meant to be’…”: The Journeys of Students Participating in a Conversation Partner Scheme for People with Aphasia. Journal of Academic Ethics, 9 (2). pp. 127-148. ISSN 1570-1727, 1572-8544

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Official URL: http://link.springer.com/article/10.1007/s10805-01...

Abstract

The development of speech language therapy students into clinicians is an area of increasing interest as educators focus on how knowledge, skills and attitudes are taught and learnt within the profession. The personal journeys of students through experiences of service learning have potential to further our understanding of the impact of civic engagement on the student experience and their learning. This paper explores the journeys of first year speech and language therapy students through a Thematic Analysis of reflective letters written by students to themselves at the beginning and completion of a service learning module. Analysis demonstrates development of interpersonal and preclinical skills as well as an understanding of attitudes and values inherent in the social model of disability. The skills and attitudes developed by the students through participation in the Conversation Partner Scheme are consistent with social model principles that support therapists to fully address the long-term, real life needs of clients with aphasia (the acquired communication disorder that frequently follows stroke). The interface between the social model of disability and the role of service learning in nurturing the attitudes and values which underpin this model are explored.

Item Type: Article
Uncontrolled Keywords: Administration, Organization and Leadership; Aphasia; Conversation partner scheme; Ethics; Service learning; Social model of disability; Student education
Depositing User: National Forum
Date Deposited: 03 Dec 2015 19:49
Last Modified: 03 Dec 2015 19:50
URI: http://eprints.teachingandlearning.ie/id/eprint/2591

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