Title:
Reading comprehension: a mindful approach
Author:
Kirsten A. Wollschlager
Thesis Advisor:
Marie Kerins
Committee Member:
Lisa Schoenbrodt
Committee Member:
Lisa Tolino-Hill
Committee Member:
Stephen E. Fowl
Degree Granting Institution:
Loyola University Maryland--College of Arts and Sciences
Place:
Baltimore (Md.)
Publisher:
Loyola Univeristy Maryland
Date Created:
2022
Type of Resource:
text
Genre:
thesis
Language:
eng
Format:
application/pdf
Physical Form:
electronic
Digital Source:
born digital
Abstract:
There is little research documenting trauma-informed care (TIC) as it relates to the field of speech-language pathology (SLP) despite support for training in the fields of psychology, education, and medicine, and a growing body of evidence demonstrating the pervasive effects of trauma on health outcomes. This thesis presents the findings of a cross-sectional research study which aimed to examine speech-language pathologists’ knowledge, training, and experiences with TIC. The study employed mixed methods, using both quantitative and qualitative approaches by asking closed and open-ended survey questions, and obtained information from a pool of respondents with specific inquiries on demographic information, knowledge and training, clinical experience, and recommendations. The evidence presented in this paper was analyzed using descriptive and nonparametric inferential statistical tests to examine the relationship between knowledge and influence of TIC across all groups (i.e., educational, healthcare, private practice), differences in training between employment settings, as well as the differences for knowledge and influence of TIC between settings. Preliminary findings indicate that most SLP respondents reported working with clients with trauma, although most were not trained in TIC. Analysis of knowledge and influence found that TIC training contributed to increased skills in both areas, leading respondents to strongly recommend that SLPs receive more training, increase their knowledge, and develop clinical skills in TIC. The data presented in this paper suggest the efficacy of TIC training and demonstrate the need for training given the prevalence of trauma and its manifestations across SLPs’ clinical experiences.
Subject:
Academic theses
Degree:
Master of Science in Speech-Language Pathology
Level:
Master
Discipline:
Speech-Language Hearing Sciences
Restrictions on Access:
Author has given permission to make this work available online.
Use and Reproduction:
The authors of theses and dissertations are the copyright owners. Loyola Notre Dame Library has their permission to store and provide access to these works. Transmission or reproduction of materials protected by copyright beyond that allowed by fair use requires the written permission of the copyright owners. Permission is required to use materials for which Loyola Notre Dame Library, Loyola University Maryland, or Notre Dame of Maryland University hold copyright. In addition, the reproduction of some materials may be restricted by terms of gift of purchase agreements, donor restrictions, privacy and publicity rights, licensing and trademarks. Works not in the public domain cannot be commercially exploited without permission of the copyright owner. Responsibility for any use rests exclusively with the user.
Identifier:
Wollschlager-21
