Reflective Practice in Speech-Language Pathology – Relevance for Practice and Education

The authors of this paper seek to consider how reflective practice is relevant to contemporary speech-language pathology practice. Drawing on comprehensive and diverse theoretical literature, it is suggested that reflective practice is a framework worthy of consideration because of its potential to: (1) foster the generation of knowledge from practice, (2) balance and contextualize science with patient care, (3) facilitate the integration of theory and practice, (4) link evidence-based practice with clinical expertise, and (5) contribute to the cultivation of ethical practice.

Caty, Marie-Eve, Kinsella, Elizabeth, and Doyle, Philip C. (2016). Reflective Practice in Speech-Language Pathology – Relevance for Practice and Education. Canadian Journal of Speech-Language Pathology and Audiology http://cjslpa.ca/files/2016_CJSLPA_Vol_40/No_01/CJSLPA_Vol_40_No_1_2016_1-104.pdf#page=85

About rickyWburk

Ricky W. Burk, CCC-SLP, BCS-F, is a speech-language pathologist who provides in-home therapy for adolescents and adults residing in Tennessee and Mississippi who stutter. His career includes PreK, elementary, middle, and high school practice, undergraduate & graduate faculty appointments, skilled nursing, national & international consultation, private practice, and national & international speaking presentations. He holds the American Speech-Language Hearing Association Certificate of Clinical Competence, and he is a Board Certified Specialist in Fluency Disorders. He is the ASHA Continuing Education Administrator for the National Association for Speech Fluency.
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