ABSTRACT

Background

Speech-language pathology practice guidelines recommend competency in counselling to support psychological adjustment and well-being in people with communication disability. However, there is limited information about what counselling education speech-language pathology students need or receive to attain this competency. Speech-language pathologists report that they frequently use counselling to support psychological well-being in people with post-stroke aphasia, a patient group particularly vulnerable to mood disorders, but they also report low knowledge, skill, and confidence in this practice. We aimed to describe the content, methods, duration, and evaluation of counselling education currently offered to Australian speech-language pathology students, including education specifically aimed at supporting the psychological well-being of people with post-stroke aphasia.

Methods and Procedures

Directors of all accredited speech-language pathology programs (N = 21) across 15 eligible Australian Universities were invited to participate in an online survey.

Outcomes and Results

Responses from 12 of the 21 eligible (57%) programs were obtained. Ten programs (83%) reported offering counselling education with four programs (33%) offering this specifically for people affected by post-stroke aphasia. Most programs provided over 10 hours of counselling coursework but provided less than 3 hours of counselling observation and practicum. Teaching on a variety of counselling topics was reported, most commonly general principles of counselling, while specific approaches included motivational interviewing and cognitive behavioural therapy. Counselling was taught using a range of methods, most frequently problem-based learning and role-play. Student counselling knowledge, skills, and competence were evaluated by written assignment, review of video/written transcripts of role-play, oral presentation, and problem-based learning (case studies) group discussion. Academics had mixed opinions on graduate competency for counselling.

Conclusions

While the majority of university programs reported providing counselling education, few offered education to support the psychological needs of people specifically affected by post-stroke aphasia. Some courses offered no counselling education. Minimum standards of counselling education for speech-language pathology students are required to ensure graduates are competent to provide counselling to support adjustment and well-being in people with communication disabilities.

中文翻译：

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澳大利亚语言病理学学生的咨询教育：中风后失语症的教育调查

摘要

背景

言语语言病理学实践指南推荐了辅导能力，以支持有沟通障碍的人的心理调整和幸福感。然而，关于语言病理学学生需要或接受哪些咨询教育来获得这种能力的信息有限。语言病理学家报告说，他们经常使用咨询来支持中风后失语症患者的心理健康，这是一个特别容易患情绪障碍的患者群体，但他们也报告说，他们对这种做法的知识、技能和信心不足。我们旨在描述目前为澳大利亚语言病理学学生提供的咨询教育的内容、方法、持续时间和评估，

方法和程序

邀请了 15 所符合条件的澳大利亚大学的所有经认可的语言病理学项目 (N = 21) 的负责人参加了一项在线调查。

结果和结果

获得了 21 个符合条件的项目中的 12 个（57%）的回复。10 个项目 (83%) 报告提供咨询教育，其中 4 个项目 (33%) 专门为中风后失语症患者提供咨询教育。大多数课程提供超过 10 小时的辅导课程，但提供少于 3 小时的辅导观察和实习。报告了各种咨询主题的教学，最常见的是一般的咨询原则，而具体的方法包括动机访谈和认知行为疗法。咨询是使用一系列方法教授的，最常见的是基于问题的学习和角色扮演。学生辅导知识、技能和能力通过书面作业、审查角色扮演的视频/书面成绩单、口头陈述、和基于问题的学习（案例研究）小组讨论。学者们对研究生的咨询能力意见不一。

结论

虽然大多数大学课程报告提供咨询教育，但很少有提供教育来支持特别受中风后失语症影响的人的心理需求。有些课程不提供咨询教育。要求语言病理学学生的咨询教育最低标准，以确保毕业生有能力提供咨询，以支持沟通障碍人士的适应和福祉。