Exploring the extent, nature, effectiveness and training requirements of counselling models and skills used by speech-language pathologists in practice: A scoping review.
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Professional practice
Professional standards
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| Saturday, June 14, 2025 |
| 1:55 PM - 2:05 PM |
| Knowledge Hub | Halls MNO, Ground Level |
Overview
Mia Segal
Details
⏫ Rapid impact
⏲️ 1.55pm - 2.05pm
⌛ 10-minutes
📚 Assumed knowledge of attendees: Foundational (new/casual familiarity with the topic e.g. treated a single case)
⏲️ 1.55pm - 2.05pm
⌛ 10-minutes
📚 Assumed knowledge of attendees: Foundational (new/casual familiarity with the topic e.g. treated a single case)
Presenter
Ms Mia Segal
BSpPath(Hons) Student Flinders University
Exploring the extent, nature, effectiveness and training requirements of counselling models and skills used by speech-language pathologists in practice: A scoping review.
1:55 PM - 2:05 PMPresentation summary
Counselling skills can form part of speech-language pathology (SLP) practice to support the emotional, psychological and social challenges that can accompany communication and/or swallowing disorders. The purpose of this evidence review was to understand the extent, nature and effectiveness of these counselling approaches, as well as the training requirements for speech-language pathologists to use them in practice. This presentation aims to provide a clear overview of the research conducted, while expressing the key objectives, the methods undertaken, and the results and conclusions drawn. The research was undertaken using a scoping review framework described by Arksey & O’Malley. The search of relevant literature was conducted using indexed databases e.g. Medline, Scopus, Emcare, NCBi and APA. Four researchers independently screened the articles for inclusion. The Joanna Briggs Institude (JBI) Grades of Recommendation framework was used to determine effectiveness of relevant intervention articles. The search revealed a preliminary 1500 articles of which 28 met the inclusion criteria, involving 1543 participants, across eight countries and over an 18-year time period. The counselling approaches were conceptually mapped to highlight key themes for analysis. The scoping review revealed a diverse range of counselling models and skills applied within the speech-language pathology practice. It also highlighted the need for further research into the effectiveness of these approaches, the consistency of training of speech-language pathologists in counselling and methods to increase the confidence of speech-language pathologists in delivering counselling.
Refrences
Arksey, H., & O'Malley, L. (2005). Scoping studies: Towards a methodological
framework. International Journal of Social Research Methodology, 8(1), 19-
32. https://doi.org/10.1080/1364557032000119616
Atkins, C. P. (2007). Graduate SLP/Aud clinicians on counseling: Self-perceptions and
awareness of boundaries. Contemporary Issues in Communication Science and
Disorders, 34(Spring), 4-11. https://doi.org/10.1044/cicsd_34_s_4
Hancock, A., Northcott, S., Hobson, H., & Clarke, M. (2022). Speech, language and
communication needs and mental health: The experiences of speech and language
therapists and mental health professionals. International Journal of Language &
Communication Disorders, 58(1), 52-66. https://doi.org/10.1111/1460-6984.12767
Hoepner, J. K., & Townsend, A. K. (2023). Counseling practices of speech-language
pathologists working with aphasia: “I did not have adequate training in actual
counseling strategies.”. Aphasiology, 38(6), 1118-1137.
https://doi.org/10.1080/02687038.2023.2262682
Jasvinder, K. S., Oates, J., Kneebone, I., & Rose, M. (2021). Counselling education for
speech-language pathology students in Australia: a survey of education in post-stroke
aphasia. Aphasiology, 36(12), 1417–1446.
https://doi.org/10.1080/02687038.2021.1967280
Speech Pathology Australia Professional Standards 2020. (n.d.). Page 16.
https://speechpathologyaustralia.cld.bz/Speech-Pathology-Australia-Professional-
Standards-2020/16/
framework. International Journal of Social Research Methodology, 8(1), 19-
32. https://doi.org/10.1080/1364557032000119616
Atkins, C. P. (2007). Graduate SLP/Aud clinicians on counseling: Self-perceptions and
awareness of boundaries. Contemporary Issues in Communication Science and
Disorders, 34(Spring), 4-11. https://doi.org/10.1044/cicsd_34_s_4
Hancock, A., Northcott, S., Hobson, H., & Clarke, M. (2022). Speech, language and
communication needs and mental health: The experiences of speech and language
therapists and mental health professionals. International Journal of Language &
Communication Disorders, 58(1), 52-66. https://doi.org/10.1111/1460-6984.12767
Hoepner, J. K., & Townsend, A. K. (2023). Counseling practices of speech-language
pathologists working with aphasia: “I did not have adequate training in actual
counseling strategies.”. Aphasiology, 38(6), 1118-1137.
https://doi.org/10.1080/02687038.2023.2262682
Jasvinder, K. S., Oates, J., Kneebone, I., & Rose, M. (2021). Counselling education for
speech-language pathology students in Australia: a survey of education in post-stroke
aphasia. Aphasiology, 36(12), 1417–1446.
https://doi.org/10.1080/02687038.2021.1967280
Speech Pathology Australia Professional Standards 2020. (n.d.). Page 16.
https://speechpathologyaustralia.cld.bz/Speech-Pathology-Australia-Professional-
Standards-2020/16/
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Mia Segal is currently a fourth year Bachelor of Speech Pathology (Honours) student at Flinders University. She is a passionate learning Speech Pathology student, with particular interest in the paediatric complex care needs, and paediatric speech and language fields. She is excited upon the completion of her Honours project this year, and ready to begin her professional career as a practicing Speech Pathologist in 2025. She has thoroughly enjoyed the opportunity to work in the research space through the Honours program at Flinders University and hopes to revisit research in the future.
The information contained in this program is current at of the time of publishing but is subject to changes made without notice.
Disclaimer: © (2024) The Speech Pathology Association of Australia Limited. All rights reserved.
Important Notice, please read: The views expressed in this presentation and reproduced in these materials are not necessarily the views of, or endorsed by, The Speech Pathology Association of Australia Limited ("the Association"). The Association makes no warranty or representation in relation to the content, currency or accuracy of any of the materials comprised in this presentation. The Association expressly disclaims any and all liability (including liability for negligence) in respect of use of these materials and the information contained within them. The Association recommends you seek independent professional advice prior to making any decision involving matters outlined in this presentation including in any of the materials referred to or otherwise incorporated into this presentation.
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