SPH214 Therapeutic Communication Practice 2 (16)
Abstract|
This subject provides students with the opportunity to undertake a range of workplace learning (WPL) experiences. These experiences enable students to apply theoretical knowledge to real settings and projects and thus develop clinical reasoning skills. This subject builds upon the awareness of students about the culturally and socially bound nature of human communication (SPH 105 and SPH106) by extending the range of their community-based therapeutic experiences. Students are introduced to different service delivery models, and continue to practise self-reflection and professional development in their WPL experiences. Students continue development of professional therapy skills, processes and procedures. |
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+ Subject Availability Modes and Location
| Session 1 | | Internal | Albury-Wodonga Campus | Session 2 | | Internal | Albury-Wodonga Campus |
Continuing students should consult the SAL for current offering details: SPH214
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.
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Subject information| Duration | Grading System | School: |
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| Two sessions | HD/FL | School of Community Health |
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| Prerequisite(s) |
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| SPH101 and SPH105 and SPH106 |
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Learning OutcomesUpon successful completion of this subject, students should:
- Be able to recognise and discuss the primacy of human relationship as central to the therapeutic relationship;
- Be able to apply holistic modes of assessment and management to the domains of child and adolescent speech and language impairments at a novice level (including an understanding of socially and culturally appropriate interactions);
- Be able to demonstrate clinical reasoning (based on research evidence, and client/family/community preferences) and reflection in the selection of assessment procedures and the planning/implementation of intervention;
- Be able to describe and demonstrate knowledge and skills for working in a variety of professional service delivery models;
- Be able to describe the principles of health promotion from a professional service perspective and engage in health promotion activities in a range of settings.
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SyllabusThe subject will cover the following topics:
- Key elements in therapeutic communication practice - knowledge and skills required for assessment and management of communication impairment and/or promotion of communication development
- Service delivery models and the role of speech pathologists within these
- Learning styles, reflective practice and professional development
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Work Place Learning| This subject contains a Compulsory Workplace Learning component of 16 to 20 days duration.
This subject involves students undertaking approximately 20 days of workplace learning. The clinical experiences involve attendance at a workplace site away from the university campus as well as in the on-campus clinic. The clinical experiences in this subject typically occur during teaching sessions. The 2 main clinical experiences are: Refugee Action Support Program and On-Campus Clinic / Preschool visits. Each of these clinical activities will involve preparation and briefing sessions before the start of the activity, and debriefing sessions at the end.
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Specialised Resources|
Students may incur expenses associated with workplace learning experiences, including costs of travel, uniform and resource development. Students must also have access to a digital voice recorder for all clinical sessions.
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The information contained in the 2015 CSU Handbook was accurate at the date of publication: 01 October 2015. The University reserves the right to vary the information at any time without notice.
