summary
Speech and Language Pathology II: Developmental and acquired disorders of speech, language and communication
Module code
The module code is SPE2054
Module aims
The aims of this module are to enable learners -to develop their understanding of developmental and acquired impairments of speech, language and communication. In considering people with developmental and acquired speech and language disorders -to be able integrate this knowledge with information from different knowledge bases and apply to management -to use a case-based problem solving (CBPS) approach to management -to apply the WHO ICF framework to gain an understanding of how the individual’s impairment, activity and participation in society, environment and personal factors interact -to analyse and interpret clinical data and to use this to plan interventions -to develop an understanding of evaluating the effectiveness of interventions -to critically evaluate assessment/diagnostic frameworks and intervention studies In relation to HCPC Standards of Proficiency, the primary focus of the module is 12.12: understand developmental & acquired impairments of speech, language, communication (swallowing not addressed within this module) & 13.19: to be able to use knowledge of SLT to assess & work with people with developmental & acquired speech & language impairments. It also relates to 12.1: understand structure and function of the body, together with knowledge of physical & mental health, disease, impairment & dysfunction. The module involves case-based problem solving, developing ability to analyse and critically evaluate information collected (13.3), demonstrate a logical and systematic approach to problem solving (4.6) and to use research, reasoning & problem solving when determining appropriate actions (4.7), including changing practice as needed to take account of new developments, technologies and changing contexts (13.1). The module develops understanding of educational theory and practice & the relationship between language & literacy in relation to SLT, including sound awareness and school readiness skills (12.6). Other standards of proficiency are also relevant. The module aims to develop recognition of the importance of working in partnership with service users and their families (8.15), and support students to recognise the possible contribution of social, psychological & medical factors to service users’ communication difficulties (7.9). It supports students to evaluate the effects of communication difficulties on the psycho-social consequences of the service user and families as a consequence of communication difficulties (13.17) & to recognise characteristics & consequences of barriers to inclusion, including for socially isolated groups (5.5). Learning will consider the need to work with others (8.14) and recognise the role of other professions in education, health & social care and understand how they may relate to SLT (12.3). It will also support students to understand the role of the SLT in taking the lead responsibility on speech & language, communication within a multi-professional forum (8.13). The module supports students to learn to respond appropriately to the needs of all different groups and individuals in practice, recognising that this can be affected by difference of any kind (5.1).The module develops understanding of the theoretical basis of, and the variety of approaches to, assessment and intervention taking account of the need to modify approaches in line with cultural, religious and linguistic needs (12.5), and to demonstrate awareness of the principles and applications of scientific enquiry, including the evaluation of treatment efficacy and the research process (12.2) and understand therapeutic contexts, models and processes (12.11). Students apply and synthesise knowledge of communication impairment, linguistics, phonetics, psychology & biomedical sciences to client management (13.14).The module supports students to select & use appropriate assessment techniques & equipment (13.4), & to use information, communication and digital technologies appropriate to their practice (7.7).
Intended Knowledge Outcomes
Understanding of developmental and acquired impairments of speech, language, and communication and ability to apply this knowledge
Understanding of evidence based methods of assessment, intervention and management of the speech, language and communication needs of individuals with development and acquired impairments Understanding of the use of appropriate models of communication to form hypotheses and to produce differential diagnoses Understanding of the role of speech and language therapist in delivering interventions and reducing the disability experienced by individuals with the above conditions Understanding of issues around generalisation and evaluation of treatment outcomes Understanding of the possible psychosocial consequences for the individual and parents, relatives and carers Understanding of the value and process of a problem based learning approach
Intended Skill Outcomes
To be able to select, analyse and interpret assessments, appropriate to the case being studied
To be able to produce a comprehensive holistic communication profile
To be able to construct appropriate management plans, appropriate to the case being studied
To be able to select and justify service delivery models, appropriate to the case being studied
To continue to develop the ability to critically appraise the evidence base
Teaching contributions
Dr Vic Knowland is a Lecturer on this module. Their teaching contribution is 10 percent. They teach in semester 1
Dr Fiona Menger is a Lecturer on this module. Their teaching contribution is 10 percent. They teach in semester 1
Dr Christos Salis is a Lecturer on this module. Their teaching contribution is 10 percent. They teach in semester 1
Dr Shelby Barnett is a Lecturer on this module. Their teaching contribution is 10 percent. They teach in semester 1
Dr Carol Moxam is a Lecturer on this module. Their teaching contribution is 10 percent. They teach in semester 2
Dr Janet Webster is a Lecturer on this module. Their teaching contribution is 10 percent. They teach in semester 2
Dr Stephanie Van Eeden is a Lecturer on this module. Their teaching contribution is 10 percent. They teach in semester 2
Mrs Jennifer Dodds Vigouroux is a Lecturer on this module. Their teaching contribution is 10 percent. They teach in semester 2
Professor Julie Morris is a Module Leader on this module. Their teaching contribution is 15 percent. They teach in semester 1&2
Assessments
Speech and Language Pathology II: Developmental and acquired disorders of speech, language and communication
Module code
The module code is SPE2054
Module aims
The aims of this module are to enable learners -to develop their understanding of developmental and acquired impairments of speech, language and communication. In considering people with developmental and acquired speech and language disorders -to be able integrate this knowledge with information from different knowledge bases and apply to management -to use a case-based problem solving (CBPS) approach to management -to apply the WHO ICF framework to gain an understanding of how the individual’s impairment, activity and participation in society, environment and personal factors interact -to analyse and interpret clinical data and to use this to plan interventions -to develop an understanding of evaluating the effectiveness of interventions -to critically evaluate assessment/diagnostic frameworks and intervention studies In relation to HCPC Standards of Proficiency, the primary focus of the module is 12.12: understand developmental & acquired impairments of speech, language, communication (swallowing not addressed within this module) & 13.19: to be able to use knowledge of SLT to assess & work with people with developmental & acquired speech & language impairments. It also relates to 12.1: understand structure and function of the body, together with knowledge of physical & mental health, disease, impairment & dysfunction. The module involves case-based problem solving, developing ability to analyse and critically evaluate information collected (13.3), demonstrate a logical and systematic approach to problem solving (4.6) and to use research, reasoning & problem solving when determining appropriate actions (4.7), including changing practice as needed to take account of new developments, technologies and changing contexts (13.1). The module develops understanding of educational theory and practice & the relationship between language & literacy in relation to SLT, including sound awareness and school readiness skills (12.6). Other standards of proficiency are also relevant. The module aims to develop recognition of the importance of working in partnership with service users and their families (8.15), and support students to recognise the possible contribution of social, psychological & medical factors to service users’ communication difficulties (7.9). It supports students to evaluate the effects of communication difficulties on the psycho-social consequences of the service user and families as a consequence of communication difficulties (13.17) & to recognise characteristics & consequences of barriers to inclusion, including for socially isolated groups (5.5). Learning will consider the need to work with others (8.14) and recognise the role of other professions in education, health & social care and understand how they may relate to SLT (12.3). It will also support students to understand the role of the SLT in taking the lead responsibility on speech & language, communication within a multi-professional forum (8.13). The module supports students to learn to respond appropriately to the needs of all different groups and individuals in practice, recognising that this can be affected by difference of any kind (5.1).The module develops understanding of the theoretical basis of, and the variety of approaches to, assessment and intervention taking account of the need to modify approaches in line with cultural, religious and linguistic needs (12.5), and to demonstrate awareness of the principles and applications of scientific enquiry, including the evaluation of treatment efficacy and the research process (12.2) and understand therapeutic contexts, models and processes (12.11). Students apply and synthesise knowledge of communication impairment, linguistics, phonetics, psychology & biomedical sciences to client management (13.14).The module supports students to select & use appropriate assessment techniques & equipment (13.4), & to use information, communication and digital technologies appropriate to their practice (7.7).
Intended Knowledge Outcomes
Understanding of developmental and acquired impairments of speech, language, and communication and ability to apply this knowledge
Understanding of evidence based methods of assessment, intervention and management of the speech, language and communication needs of individuals with development and acquired impairments Understanding of the use of appropriate models of communication to form hypotheses and to produce differential diagnoses Understanding of the role of speech and language therapist in delivering interventions and reducing the disability experienced by individuals with the above conditions Understanding of issues around generalisation and evaluation of treatment outcomes Understanding of the possible psychosocial consequences for the individual and parents, relatives and carers Understanding of the value and process of a problem based learning approach
Intended Skill Outcomes
To be able to select, analyse and interpret assessments, appropriate to the case being studied
To be able to produce a comprehensive holistic communication profile
To be able to construct appropriate management plans, appropriate to the case being studied
To be able to select and justify service delivery models, appropriate to the case being studied
To continue to develop the ability to critically appraise the evidence base
Teaching contributions
Dr Vic Knowland is a Lecturer on this module. Their teaching contribution is 10 percent. They teach in semester 1
Dr Fiona Menger is a Lecturer on this module. Their teaching contribution is 10 percent. They teach in semester 1
Dr Christos Salis is a Lecturer on this module. Their teaching contribution is 10 percent. They teach in semester 1
Dr Shelby Barnett is a Lecturer on this module. Their teaching contribution is 10 percent. They teach in semester 1
Dr Carol Moxam is a Lecturer on this module. Their teaching contribution is 10 percent. They teach in semester 2
Dr Janet Webster is a Lecturer on this module. Their teaching contribution is 10 percent. They teach in semester 2
Dr Stephanie Van Eeden is a Lecturer on this module. Their teaching contribution is 10 percent. They teach in semester 2
Mrs Jennifer Dodds Vigouroux is a Lecturer on this module. Their teaching contribution is 10 percent. They teach in semester 2
Professor Julie Morris is a Module Leader on this module. Their teaching contribution is 15 percent. They teach in semester 1&2
Assessments
Brain and Behaviour across the Lifespan II: Neuropsychology
Module code
The module code is SPE2053
Module aims
To give an overview of concepts in neuropsychology building on the information presented in Brain & Behaviour across the Lifespan I by focusing on mid-/late-childhood and adolescence/young adulthood.
To understand the links between language and broader cognition
To understand the relationship between brain and behaviour and how to study that relationship
To understand theoretical models of neuropsychology
To understand neuropsychological impairments (including traumatic brain injury and attention/memory impairment in young people) of particular relevance to speech and language therapy practice
To understand the different types of memory and their impairments and what impact they have on speech/language performance and therapy
To understand perception and its impairment and what impact it has on speech and language performance and therapy In each case, impairments will be considered in relation to their wider impact on the client and the influence of sociological context.
To understand the behavioural traits and needs of children with social, emotional and behavioural difficulties.
The module addresses the following HCPC Standards of Practice:
12.5 understand the theoretical basis of, and the variety of approaches to, assessment and intervention taking account of the need to modify approaches in line with cultural, religious and linguistic needs
2.7 understand the importance of and be able to obtain valid consent, which is voluntary, informed has due regard to capacity, is propotionate to the circumstances and is appropriately documented
12.9 understand psychology as relevant to lifespan development and change, typical and impaired communication and psychological and social wellbeing
13.14 apply knowledge of communication impairment, linguistics, phonetics, psychology and biomedical sciences to the identification, assessment and differential diagnosis of a range of communication and swallowing impairments
Intended Knowledge Outcomes
A working knowledge of aspects of cognition and neuropsychological impairments relevant to clinical practice
An understanding of theoretical models relevant to neuropsychology
Identify functional models and cognitive architecture theories relevant to neuropsychology
Familiarity with the diagnostic signs, symptoms and assessment methods for neuropsychological impairments
Intended Skill Outcomes
Recognise presenting signs and symptoms of neuropsychological disorders Identify appropriate clinical assessments to quantify and describe presenting behaviours Differentially diagnose underlying causes of similar presenting behaviours
Teaching contributions
Dr Laurence White is a Lecturer on this module. Their teaching contribution is 30 percent. They teach in semester 1
Dr Nick Riches is a Module Leader on this module. Their teaching contribution is 30 percent. They teach in semester 1
Dr Christos Salis is a Lecturer on this module. Their teaching contribution is 30 percent. They teach in semester 1
Assessments
Assessment 1 is Digital Examination 1. Its duration is 90. It takes place in semester 1. Its contribution to the overall grade is 95 percent
Linguistics and Phonetics II
Module code
The module code is SPE2052
Module aims
The linguistics component of the module builds on stage one work on syntax and semantics by introducing students to using linguistic analysis as a clinical tool. This module covers discourse and pragmatics and issues around bilingualism. The main aims are:
To gain an understanding of pragmatics and the use of language in context.
To gain an understanding of (a) linguistic devices with a discourse function, and (b) cognitive processes involved in interpreting discourse
To present a survey of selected clinical linguistic analyses that may be used to assess children and adults with speech and language disorders. Social factors that pose challenges to these analyses are discussed.
To explore the uses of linguistic analysis procedures introduced under (2) in clinical practice, and gain practice through practical workshops.
To introduce students to sociolinguistics and dialectal variation.
To introduce unique aspects of bilingual linguistic development
To introduce the sociolinguistic issues around managing individual bilingual cases.
To introduce the methods of assessing and intervening with bilingual speakers.
To introduce personal cultural competence and wider legal responsibilities of speech and language therapy services in relation to multilingual clients.
To introduce various types of complex sentences and their role in language development and developmental disorders.
To introduce theories of lexical and morphological representation
To introduce theoretical frameworks in linguistics, e.g. generative versus constructivist accounts, and how they relate to clinical practice.
The phonetics component of this module serves as a foundation in instrumental, acoustic and advanced articulatory phonetics. The main aims are: 12. To further develop an understanding of articulatory phonetics and listening and transcription skills, building on what the students will have covered in year one. 13. To introduce the students to Acoustic Phonetics, the branch of phonetics that deals with the properties of sound waves. 14. Building upon theoretical foundations in speech production and perception, to enable students to use instrumental techniques for speech analysis, including clinical analysis of speech. The focus will be on spectrography since this is by far the most widely-used and versatile method.
In relation to HCPC Standards of Proficiency, this module addresses aspects of the following standards but is not the only module to do so: 5.0 be aware of the impact of culture, equality and diversity on practice and its components 5.1, 5.2, 5.3, 5.5, 5.6 6. understand the importance of and maintain confidentiality and its component 6.4 Understand the need to ensure confidentiality is maintained in all situations in which service users rely on additional communication support (such as interpreters or translators) 7.0 To be able to communicate effectively and its components 7.3, 7.5, 7.6, 7.7 12.0 understand the key concepts of the knowledge base relevant to their profession and its components 12.5, 12.7, 12.10 and 12.13 13.0 Draw on appropriate knowledge and skills to inform practice and its components 13.13, 13.14, 13.20
Intended Knowledge Outcomes
The intended Knowledge Outcomes for the linguistics components are:
For the bilingualism component: To be able to define key terms such as bilingualism, EAL, and code-switching To be able to describe sociolinguistic issues around bilingualism To be able to explain assessment and intervention techniques unique to working with bilingual clients To be able to explain personal and legal responsibilities in SLT practice of working with bilingual clients
For the discourse and pragmatics component, to be able To understand which communication phenomena are studied under the heading of pragmatics. To understand how language is adapted to context and how features of the context are used to aid communication through language To understand key principles underlying linguistic inference To understand the key principles which structure discourse. To develop an appreciation of cultural and sociolinguistic factors influencing communication
For the clinical linguistic component: To become familiar with and practice the range of clinical linguistic analyses
And finally for the phonetics component: To be able to identify the principal acoustic and aerodynamic properties of speech To be able to relate articulatory and acoustics properties of speech To be able to perform a segmentation of spectrograms using relevant information from the acoustic trace and more general information about variability in speech To be able to perform acoustic analyses of speech signals using a computer software (Praat) and be able to recognise the available information in distinguishing between sound categories. To be able to discover the role of acoustic analysis in analysing disordered speech by analysing speech samples and examining relevant cases from the available literature To be able to recognise elementary aspects of hearing and speech perception To be able to appraise the breadth of phonological phenomena which can be incorporated under the heading ‘phonological assessment’ To be able to evaluate the practical and theoretical assumptions involved in carrying out a phonological assessment To be able to evaluate key issues relating to the phonetic assessment of atypical speech (diagnostic intelligibility testing, data sampling and profiling). To be able to use their acquired knowledge of acoustic analyses in evaluating voice disorder. To be able to identify key concepts relating to the suprasegmental features of speech (to include stress, intonation, rhythm, voice)
Intended Skill Outcomes
The intended Knowledge Outcomes for the linguistics components are: For the discourse and pragmatics component: To analyse the structure of grammatical constructions with a discourse function To identify implicit meaning, and distinguish it from explicit meaning To identify linguistic devices used to create cohesion, and identifying factors contributing towards discourse coherence To identify speech acts, distinguish between direct and indirect speech acts, and discuss how indirect speech acts are motivated by politeness considerations To distinguish between conventional and conversational implicatures To describe the processes involved in generating implicatures, e.g. implicated premise and conclusion To describe the structure of conversational discourse
For the clinical Linguistic component: To be able to judge when an analysis of language would be useful in evaluating a client with communication impairment To be able to select an appropriate clinical analysis based on a sample of a client’s linguistic behaviour and carry it out
For the bilingualism component: To be able to analyse bilingual language and correctly differentiate between language disorder and language difference. To be able to recognise biases relating to sociolinguistic issues in themselves and others and address these appropriately and professionally. To be able to adapt to working with bilingual facilitators and interpreters when assessing and managing any bilingual clients. To be able to articulate responsibilities of an SLT and SLT services towards bilingual clients
And finally for the phonetics component: To be able to use various instrumental techniques for speech analysis To be able to listen objectively to speech and to carry out broad and narrow transcriptions of speech sounds using the IPA transcription conventions To be able to distinguish and produce most of the sounds of the IPA To be able to record sound in the laboratory To be able to generate and interpret a spectrographic representation of an utterance To be able to carry out acoustic analyses of speech signals on normal and disordered speech To be able to work on a project involving analysis of acoustic data and subsequent reporting of results
Teaching contributions
Mrs Sarah Barnett is a Lecturer on this module. Their teaching contribution is 20 percent. They teach in semester 1
Dr Nick Riches is a Module Leader on this module. Their teaching contribution is 30 percent. They teach in semester 1&2
Dr Fiona Menger is a Lecturer on this module. Their teaching contribution is 2 percent. They teach in semester 1&2
Dr Janet Webster is a Lecturer on this module. Their teaching contribution is 2 percent. They teach in semester 1&2
Professor Ghada Khattab is a Lecturer on this module. Their teaching contribution is 6 percent. They teach in semester 1&2
Dr Cong Zhang is a Lecturer on this module. Their teaching contribution is 40 percent. They teach in semester 1&2
Assessments
Assessment 1 is Digital Examination 1. Its duration is 30. It takes place in semester 2. Its contribution to the overall grade is 13 percent
Assessment 2 is Oral Examination 1. Its duration is 10. It takes place in semester 2. Its contribution to the overall grade is 12 percent
Research Methods in Practice II
Module code
The module code is SPE2050
Module aims
This module focuses on clinical research methods and evidence based practice. For students on the BSc Speech and Language Therapy this is their final research methods in practice module. For the Masters of Speech and Language Sciences course this is the second of four RMP modules leading to the dissertation in year 4.
The main objective of this course is to help you further develop your understanding of the principles of experimental design and their application to evidence based practice. This includes critiquing of different sorts of study designs and their application using explicit and well recognised quality criteria. After the course you will be able to choose appropriate research methods, describe them appropriately and examine them in different types of research papers. You will also have the basic underpinning research knowledge to carry out audit and service development work in practice.
In relation to HCPC Standards of Proficiency, this module focuses on: 11.1 engage in evidence based practice 11.2 gather and use feedback and information, including qualitative and quantitative data, to evaluate the response of service users to their care 11.3 monitor and systematically evaluate the quality of practice, and maintain an effective quality management and quality assurance process working towards continual improvement 11.6 recognise the value of gathering and using data for quality assurance and improvement programmes 12.2 demonstrate awareness of the principles and applications of scientific enquiry, including the evaluation of treatment efficacy and the research process 13.8 recognise a range of research methodologies relevant to their role 13.9 recognise the value of research to the critical evaluation of practice 13.10 critically evaluate research and other evidence to inform their own practice
This module provides an understanding of and discussion of the principles underpinning these standards, with opportunities to apply them in the critical evaluation of research and in thinking about the design of audits and service evaluations.
Intended Knowledge Outcomes
To further knowledge acquired in preceding RMP course in year 1. To consider what is evidence based practice To understand different sorts of research designs and frameworks for critical appraisal To understand the role of audit, service evaluation and research in quality assurance and service improvement
Intended Skill Outcomes
The ability to actively interpret the results from published research studies To understand different research techniques and what sort of questions they can and cannot answer.
Teaching contributions
Dr Stephanie Van Eeden is a Module Leader on this module. Their teaching contribution is 80 percent. They teach in semester 2
Dr Fiona Smith is a Lecturer on this module. Their teaching contribution is 20 percent. They teach in semester 2
Assessments
Assessment 1 is Written Examination 1. Its duration is 90. It takes place in semester 2. Its contribution to the overall grade is 100 percent
Clinical and Professional Education II
Module code
The module code is SPE2051
Module aims
The module builds on the knowledge and skills introduced in Clinical and Professional Education 1. It is also closely related to the teaching in Speech & Language Pathology I and II. The module has the following aims:
To enable students to understand the professional role and responsibilities of a student speech and language therapist
To provide clinical practice that will allow students to demonstrate professionalism and their adherence to the HCPC guidance on Guidance on Conduct and Ethics for Students.
To provide clinical practice that will allow students to implement, under supervision, a case-based management approach, applying theory of assessment and intervention, to 1-2 adult cases and 1-2 child cases, and to reflect on their own practice and that of their peers.
In relation to HCPC Standards of Proficiency, this module provides initial opportunities for students to demonstrate that they can practise safely and effectively within their scope of practice (1), practise within legal and ethical boundaries of their profession (2), look after health and wellbeing, seeking appropriate support where necessary (3), practise as an autonomous professional, exercising their own professional judgement (4), recognise the impact of culture, equality and diversity on practice and practise in a non-discriminatory and inclusive manner (5), understand the importance of and maintain confidentiality (6), communicate effectively (7), work appropriately with others (8), maintain records appropriately (9), be able to reflect and review practice (10), assure the quality of their practice (11), draw on appropriate knowledge and skills to inform practice (13), establish and maintain a safe practice environment (14). This requires an understanding of the issues as well as the need to demonstrate the skills. The specific standards included within the taught elements of this module are: 1.3, 2.4, 3.1-3.4, 5.7, 6.1, 6.2, 6.4, 6.5.
There is a primary focus on developing reflective skills so that they are able to reflect on and review practice (10); this builds on reflection on non-clinical scenarios in Clinical and Professional Education I. The clinical practice within campus based clinical placements allows them to practise the skill-based competencies covered within the Standards; these are assessed within the clinical evaluation report (see mapping document) and include: 1.1, 1.2, 2.1, 2.2, 2.5-2.7, 2.9, 2.10, 4.1, 4.3, 4.4-4.7, 5.1, 6, 6.3, 7.1, 7.4-7.9, 8.1, 8.2, 8.4, 8.5, 8.10-8.12, 9.1-9.3, 10.1, 10.2, 11.1-11.5, 13.1-13.7, 13.12-13.14, 13.16, 13.17, 14.1-14.5. At this stage, some of the competencies are only expected to be emerging.
Intended Knowledge Outcomes
To understand the professional responsibility of a student speech and language therapist in relation to scope of practice, fitness to practice, legal and ethical boundaries, confidentiality and maintaining a safe practice environment.
To apply theory to assessment selection and the interpretation of assessment data
To critically question and compare assessment and intervention techniques
To apply theory to plan intervention, which is appropriate to the client
To apply theory to evaluate the effectiveness of intervention.
Intended Skill Outcomes
The students will demonstrate the skills:
To practice safely and effectively within their scope of practice, within legal and ethical boundaries, in a non-discriminatory manner and in a safe practice environment
To maintain confidentiality
To be able to communicate effectively
To be able to work appropriately with others
To be able to maintain appropriate records
To be able to draw on appropriate knowledge and skills to inform practice
To reflect on an evaluate their own practice and that of their peers
Teaching contributions
Dr Stephanie Van Eeden is a Lecturer on this module. Their teaching contribution is 5 percent. They teach in semester 1
Dr Christos Salis is a Lecturer on this module. Their teaching contribution is 5 percent. They teach in semester 2
Dr Fiona Menger is a Lecturer on this module. Their teaching contribution is 5 percent. They teach in semester 2
Dr Shelby Barnett is a Lecturer on this module. Their teaching contribution is 5 percent. They teach in semester 2
Dr Vic Knowland is a Lecturer on this module. Their teaching contribution is 5 percent. They teach in semester 2
Ms Helen Raffell is a Module Leader on this module. Their teaching contribution is 10 percent. They teach in semester 1&2
Mrs Jennifer Dodds Vigouroux is a Lecturer on this module. Their teaching contribution is 30 percent. They teach in semester 1&2
Dr Carol Moxam is a Lecturer on this module. Their teaching contribution is 30 percent. They teach in semester 1&2
Miss Lucinda Somersett is a Lecturer on this module. Their teaching contribution is 5 percent. They teach in semester 1&2
Assessments
Assessment 1 is Oral Examination 1. Its duration is 45. It takes place in semester 2. Its contribution to the overall grade is 50 percent
Professional Issues and Leadership
Module code
The module code is SPE4051
Module aims
This module will enable students to develop knowledge and skills related to quality improvement and leadership. In addition it allows students to critically apply knowledge and skills from previous modules to issues related to their future professional practice as registered healthcare professionals working in academia, health, education or social care settings.
To understand issues related to patient safety, quality improvement and evidence based practice
To understand how change is promoted in quality assurance and improvement, drawing on implementation science
To understand and apply the theory and practice that underpins their development of individual and team leadership skills and multi-disciplinary working
To develop critical awareness and understanding of a range of professional issues specific to speech and language therapy
To understand how the profession fits into the wider NHS, Local Authority, Healthcare and Education structure
To have deep understanding of how on a day to day basis, as a future registered healthcare professional, they will be able to demonstrate NHS Values and compliance to the HCPC Standards of Proficiency for Speech and Language Therapists
To develop a range of professional skills involving reflection, analytical thinking, critical appraisal, teamwork, facilitation, networking and advanced presentation skills
To consolidate understanding of a range of professional issues, drawing on current legislation and evaluation of practice. Issues include safeguarding, capacity, duty of care, equality, diversity and inclusion, confidentiality and health promotion. There is also consideration of role-emerging work of speech and language therapists with new client groups or in new contexts.
In relation to HCPC Standards of Proficiency, this module particularly addresses the following standards: 1.3 keep their skills and knowledge up to date and understand the importance of continuing professional development throughout their career 2 practise within the legal and ethical boundaries of their profession (2.3,2.4,2.8,2.9,2.10) 4.8 understand the active participation in training, supervision and mentoring in supporting high standards of practice, and personal and professional conduct, and the importance of demonstrating this in practice 5. recognise the impact of culture, equality and diversity on practice and practise in a non-discriminatory and inclusive manner (5.2,5.5-5.7) 6. understand the importance of and maintain confidentiality (6.1,6.3,6.4) 7.6 understand the need to support the communication needs of service users and carers, such as through the use of an appropriate interpreter 8. work appropriately with others (8.2, 8.6-8.15) 11.6 recognise the value of gathering and using data for quality assurance and improvement programmes 12.3 recognise the role(s) of other professions in education, health and social care and understand how they may relate to the role of the speech and language therapist 12.4 understand the structure and function of education, health and social care services and systems in the UK 12.11 understand therapeutic contexts, models and processes relevant to the practice of speech and language therapy 12.13 understand the diversity of client's cultural background, including awareness of cultural groups, protected characteristics, and social class 15.1 understand the role of their profession in health promotion, health education and preventing ill health
Intended Knowledge Outcomes
By the end of the module students will be able to critically appraise and discuss a range of current professional issues relating to disorders of communication and swallowing and to the professional practice of speech and language therapy in a clinical or academic setting, in particular they will be able to
Understand the structure and function of education, health and social care services in the UK from the perspective of quality improvement and leadership
Recognise the role of other professions in education, health and social care and how they interface with SLT practice
Understand the concept of leadership on a personal and organisational level as it relates to the professional practice of speech and language therapy in a range of settings
Understand how effective and innovative leadership can contribute to service development and quality improvement in health, education and social care
Understand therapeutic contexts, models and processes relevant to the professional practice of speech and language therapy at organisational, service and practitioner level
Understand how legislation, policy and professional guidelines contribute to the monitoring and maintenance of high quality services
Understand how application of implementation science methodologies to the evidence base of speech and language therapy can promote quality improvement in health, education and social care settings
Understand the impact of culture, equality and diversity on the practice of speech and language therapy within the context of current legislation and policy
Understand how different methods of knowledge exchange and mobilisation contribute to the effective delivery of speech and language therapy services
Understand the legal and ethical boundaries of professional practice within current UK Government legislation including HCPC Standards of Conduct, Performance and Ethics and HCPC Standards of Proficiency
Recognise and reflect on their role as autonomous practitioners, with an explicit acknowledgement of the influence of knowledge obtained across a range of academic disciplines e.g. psychology, health and medical sciences, linguistics, sociology and education
Intended Skill Outcomes
Interpret and evaluate professional issues in the context of the broader NHS, Local Authority and professional practice of speech and language therapy
Construct and deliver a professional seminar that engages the audience and demonstrates ability to deliver training to others
Demonstrate personal development of leadership skills in opportunities presented across the year
Demonstrate how different methods of knowledge exchange and mobilisation contribute to the effective delivery of speech and language therapy services
Demonstrate analytical and critical appraisal skills applied to the evidence base
Demonstrate networking skills
Demonstrate team building and working skills
Demonstrate facilitation skills
Provide constructive, professional feedback
Demonstrate reflective and analytic skills in relation to the autonomous practice of speech and language therapy
Teaching contributions
Professor Cristina McKean is a Lecturer on this module. Their teaching contribution is 8 percent. They teach in semester 1
Mrs Linda Jose is a Lecturer on this module. Their teaching contribution is 4 percent. They teach in semester 1
Mrs Sarah Barnett is a Lecturer on this module. Their teaching contribution is 4 percent. They teach in semester 1
Dr Lisa Ramshaw is a Lecturer on this module. Their teaching contribution is 16 percent. They teach in semester 2
Dr Janet Webster is a Module Leader on this module. Their teaching contribution is 68 percent. They teach in semester 1&2
Assessments
Assessment 1 is Oral Presentation 1. Its duration is 35. It takes place in semester 1. Its contribution to the overall grade is 50 percent
Speech and Language Pathology: Disorders of fluency; motor and cognitive impairments
Module code
The module code is SPE3060
Module aims
To prepare students to work effectively as speech language therapists with clients, their families & other members of the multi-disciplinary team to meet the needs of clients with the conditions: a. Learning Disability and complex needs b. Autistic Spectrum Disorders c. Cerebral Palsy d. Disorders of Fluency (stuttering, cluttering)
To provide knowledge of aetiology & presentation of above conditions and their consequences for individual’s speech, language & communication and to consider the changing nature and needs over the lifespan
To apply the WHO ICF framework to the above disorders to gain understanding of how the individual’s impairment, activity and participation in society, environment and personal factors interact to determine an individual’s level of disability
To understand methods of assessment, intervention and management of speech, language and communication needs of individuals with the above conditions
To understand the role of speech and language therapist within a variety of service delivery models and multi-disciplinary teams in delivering interventions and reducing the disability experienced by individuals with the above conditions
To understand service user’s perspectives on their communication, disability, experiences of speech & language therapy and of wider services.
In relation to HCPC Standards of Proficiency (SoP), the primary focus of this module are SoPs 13.19 & 12.12 to be able to use knowledge of speech and language therapy to assess and work with people with the impairments listed above (contributing to the subtopics of - developmental speech & language disorders; developmental or acquired cognitive impairments).
This module builds on foundations of case based problem solving & develops students’ ability to analyse & critically evaluate the information collected (13.3), the ability to demonstrate a logical & systematic approach to problem solving (4.6) & the ability to use research, reasoning & problem solving skills to determine appropriate actions, applying knowledge of therapeutic contexts, models & processes (4.7, 12.11, 13.10).It also builds on & develops understanding of the structure & function of the human body, together with knowledge of physical & mental health, disease, impairment & dysfunction (12.1).
Other standards of proficiency are also relevant. The module aims to develop an holistic approach to focusing on partnerships with clients and carers (8.15), understanding the range of social, psychological, situational & medical factors which contribute to service users’ communication status &/or functioning (5.1; 13.16, 7.9) the importance of the sociological context (12.10) & the psycho-social consequences of the service user & their families/carers as a consequence of their communication difficulties (13.17). Assessment includes demonstration of the principles of confidentiality & data governance (6.1, 6.2), data gathering (13.2), detailed assessment and investigations (13.5, 13.6)
Learning will consider the duty of the SLT to make reasonable adjustments in practice and be able to make and support reasonable adjustments in theirs and others' practice, recognise the characteristics and consequences of barriers to inclusion, and to actively challenge these barriers (5.4, 5.5, 5.6).
Students will be supported to understand the need to support service users and cares as appropriate to facilitate service-users and carers preferred role in decision making through the provision of information such as through an interpreter and the provision of accessible information; (7.6; 7.8; 7.4). Relevant equality legislation will also be considered (5.2)
Learning will consider the need to work with others and recognise the principles and practices of other health and care professionals and systems and how they interact with their profession (8.2, 8.14).
Intended Knowledge Outcomes
With respect to
Learning Disability and complex needs
Autistic Spectrum Disorders and Pragmatic Development
Cerebral Palsy
Disorders of Fluency (stuttering, cluttering)
knowledge of their aetiology and presentation and their consequences for individual’s speech, language and communication and to consider the changing nature and needs over the lifespan
understanding of evidence based methods of assessment, intervention and management of the speech, language and communication needs of individuals with the above developmental conditions
Understanding of the role of speech and language therapist within a variety of service delivery models and multi-disciplinary teams in delivering interventions and reducing the disability experienced by individuals with the above conditions
To understand service user’s perspectives on their communication, their disability, their experiences of speech and language therapy and of wider services.
Intended Skill Outcomes
Application of the WHO ICF framework to the above disorders to gain an understanding of how the individual’s impairment, activity and participation in society, environment and personal factors interact to determine an individual’s level of disability
Devise appropriate methods of assessment, intervention and management of the speech, language and communication needs for specific individuals with the above conditions
Teaching contributions
Mrs Linda Jose is a Module Leader on this module. Their teaching contribution is 14 percent. They teach in semester 2
Professor Lindsay Pennington is a Lecturer on this module. Their teaching contribution is 8 percent. They teach in semester 2
Assessments
Research Methods in Practice IV
Module code
The module code is SPE4050
Module aims
The aims of this module are two-fold:-
To allow the student to demonstrate their research expertise with the completion of an extended piece of empirical study in a dissertation.
To enhance their research skills and knowledge via a series of complementary taught sessions, assisting students to complete their dissertation and to equip them for research in their practice context once qualified
The principal focus of the Research Methods in practice course in Year 4 is the dissertation. This has been set up in stage 3 with supervisor assigned, project outline approved and university ethical approval gained prior to the start of stage 4. Throughout the process of carrying out the dissertation students will be expected to link to their knowledge gained in Research Methods in Practice in stages 1-3.
In addition there will be an additional taught element to supplement and extend their knowledge about research, its conceptualisation, design, implementation and analysis. The detail of this course is provided below. Although the course will include a number of standard elements (for example about the professional execution of research, participant engagement in research etc.) there will be some flexibility in terms of some of the material covered in the latter stages of the course, for example in terms of specific analytical techniques or different approaches to systematic and narrative review processes.
In relation to HCPC Standards of Proficiency, this module builds on knowledge in Research Methods in Practice I-III, focusing specifically on:
2.7 understand the importance of and be able to obtain valid consent, which is voluntary, informed has due regard to capacity, is propotionate to the circumstances and is appropriately documented 6.5 recognise that the concepts of confidentiality and informed consent extend to all mediums, including illustrative clinical records such as photography, video and audio recordings and digital platforms 9.1 keep full, clear and accurate records in accordance with legislation, protocols and guidelines 9.2 manage records and all other information in accordance with applicable legislation, protocols and guidelines 9.3 use digital record keeping tools where required 12.2 demonstrate awareness of the principles and applications of scientific enquiry, including the evaluation of treatment efficacy and the research process 13.8 recognise a range of research methodologies relevant to their role 13.9 recognise the value of research to the critical evaluation of practice 13.10 critically evaluate research and other evidence to inform their own practice 13.11 engage service users in research as appropriate
Intended Knowledge Outcomes
How to design a piece of empirical research with a methodology to match the questions/ hypotheses to be tested.
How to obtain ethics committee approval for the work and to understand how ethical issues impact upon the development and execution of empirical research.
How to conduct the empirical research in terms of overall logistics and in relation to specific methodological demands
How to process, analyse and display quantitative and/or qualitative data for the study
How to write up the empirical study in an accessible format following standards specific to the selected peer reviewed journal.
How to interpret the study finding within the current practice context. 1.7. How to present the results of the dissertation to peers in a succinct and meaningful format.
Intended Skill Outcomes
The ability to formulate of meaningful research questions
The ability to ensure that their research conforms to current ethical standards
The ability to manage their project including all aspects internal (techniques e.g. acoustic analysis) to the design and external (recruitment etc) to the design and conduct
The ability to manage their supervision needs in conjunction with their supervisor and other external partners who may be involved in the project – for example for the purposes of access to and recruitment of specific client groups.
The ability to write up research in the form of an article or research report including response to critical feedback
Teaching contributions
Dr Christos Salis is a Lecturer on this module. Their teaching contribution is 5 percent. They teach in semester 1
Professor Cristina McKean is a Lecturer on this module. Their teaching contribution is 5 percent. They teach in semester 1&2
Professor Julie Morris is a Lecturer on this module. Their teaching contribution is 5 percent. They teach in semester 1&2
Dr Nick Riches is a Lecturer on this module. Their teaching contribution is 10 percent. They teach in semester 1&2
Dr Laurence White is a Module Leader on this module. Their teaching contribution is 25 percent. They teach in semester 1&2
Staff TBC is a Other Staff on this module. Their teaching contribution is 50 percent. They teach in semester 1&2
Assessments
Speech and Language Pathology 1: Sensory
Module code
The module code is SPE3059
Module aims
To study a range of sensory impairments (hearing, visual, sensory integration and proprioception) which give rise to and/or are associated with delays and disorders of communication in childhood and which may persist into adulthood.
To gain an understanding of the underlying pathology of sensory impairments
To gain an understanding of the nature of the relationship between these impairments and the communicative difficulties associated with these conditions
To gain an understanding of the interactions between an individuals’ sensory and communicative impairment and their communicative environment and the role of this interaction in the acquisition of language and communication skills
To gain an understanding of how an individual’s level of disability arises as a function of interactions between an individual’s impairment, their communicative environment, their activity and participation and personal factors.
To study appropriate methods of assessment, intervention and management of clients with sensory impairments and communication difficulties
To prepare students to work effectively with clients, their families and other health and educational professionals to manage the communication difficulties of this client group
In relation to HCPC Standards of Proficiency (SoP), the primary focus of this module is In relation to HCPC Standards of Proficiency (SoP), the primary focus of this module are SoPs 13.19 and 12.12 to be able to use knowledge of speech and language therapy to assess and work. with people with the impairments listed above. . It also relates to 13.1.
Other standards of proficiency are also relevant. The module aims to develop an holistic approach to focusing on partnerships with clients and carers (8.15), understanding the range of social, psychological, situational and medical factors which contribute to service users’ communication status and/or functioning (5.1; 13.16, 7.9) the importance of the sociological context (12.10) and the psycho-social consequences of the service user and their families/carers as a consequence of their communication difficulties (13.17).
Students apply and synthesise knowledge of communication impairment, linguistics, phonetics, psychology and biomedical sciences to the management of clients with speech and language impairments and recognise their responsibility for and ability to justify their decisions (13.14; 4.1, 4.2).
The module promotes the application of science and theory to assessment and intervention (12.5), measurement of effectiveness (12.2) and therapeutic and learning processes and contexts (12.2; 12.6; 12.11).
Learning will consider the duty of the SLT to make reasonable adjustments in practice and be able to make and support reasonable adjustments in theirs and others' practice, recognise the characteristics and consequences of barriers to inclusion (5.4, 5.5). and to understand the need to support the communication needs of service users and carers, such as through the use of an appropriate interpreter (7.6). Also students will be supported to recognise the principles and practices of other health and care professionals and systems and how they interact with their profession (8.2).
Intended Knowledge Outcomes
At the end of the module students will
Understand the impact of sensory impairments on language and communication development
Understand the experience of disability of this client group with reference to the interaction between an individual’s impairment and their environment and with reference to: communicative settings and partners, activity and participation, and personal factors.
Understand the role of the speech and language therapist in the management of clients with sensory impairments
Understand audiological assessment results and how they relate to the aetiology, prognosis, treatment and profile of impairment of children with Hearing Impairment/who are Deaf
Intended Skill Outcomes
At the end of the module students will be able to:
Describe the impact of sensory impairments on language and communication development
Describe the experience of disability of this client group with reference to the interaction between an individual’s impairment and their environment and with reference to: communicative settings and partners, activity and participation, and personal factors.
Describe the role of the speech and language therapist in the management of clients with sensory impairments
Interpret audiological assessment results and describe how they relate to the aetiology, prognosis, treatment and profile of impairment of children with Hearing Impairment/who are Deaf.
Teaching contributions
Kate Laws is a Visiting Lecturer on this module. Their teaching contribution is 10 percent. They teach in semester 1
Rachael Ray, Jane Fairclough is a Visiting Lecturer on this module. Their teaching contribution is 20 percent. They teach in semester 1
Ms O Henley is a Visiting Lecturer on this module. Their teaching contribution is 5 percent. They teach in semester 1
Claire ramsay is a Visiting Lecturer on this module. Their teaching contribution is 5 percent. They teach in semester 1
Lizanne Steenhamp is a Visiting Lecturer on this module. Their teaching contribution is 40 percent. They teach in semester 1
Mrs Linda Jose is a Module Leader on this module. Their teaching contribution is 20 percent. They teach in semester 1
Assessments
Clinical and Professional Education IV
Module code
The module code is SPE4052
Module aims
This module allows students to build on the knowledge and skills they developed in Clinical and Professional Education III. The module has the following aims:
To enable students to understand the professional role and responsibilities of a speech and language therapist
To provide clinical practice that will allow students to demonstrate professionalism and their adherence to the HCPC guidance on Guidance on Conduct and Ethics for Students.
To provide clinical practice than will enable students to experience and understand the role of the speech and language therapist across a range of client groups and in a range of therapeutic contexts.
To provide clinical practice that will allow students to implement, under supervision, a case-based management approach, applying theory of assessment and intervention to client management.
To provide an opportunity to undertake a clinical based project involving a clinical audit, service evaluation or service development.
In relation to HCPC Standards of Proficiency, this module provides initial opportunities for students to demonstrate that they can practise safely and effectively within their scope of practice (1), practise within legal and ethical boundaries of their profession (2), look after health and wellbeing, seeking appropriate support where necessary (3), practise as an autonomous professional, exercising their own professional judgement (4), recognise the impact of culture, equality and diversity on practice and practise in a non-discriminatory and inclusive manner (5), understand the importance of and maintain confidentiality (6), communicate effectively (7), work appropriately with others (8), maintain records appropriately (9), be able to reflect and review practice (10), assure the quality of their practice (11), draw on appropriate knowledge and skills to inform practice (13), establish and maintain a safe practice environment (14). This requires an understanding of the issues as well as the need to demonstrate the skills. The specific standards included within the taught elements of this module are: 1.3, 2.4, 3.1-3.4, 5.7, 6.1, 6.2.
Within the final block placement, there is a focus on the transition from student speech and language therapist to newly qualified practitioner, with increased consideration of caseload management, prioritisation and service provision issues. There is a continued focus on developing reflective skills so that they are able to reflect on and review practice (10), with additional opportunities to reflect on multi-professional practice. The clinical practice within external placements allows students to work with a greater range of client groups in varied settings and to practise the skill-based competencies covered within the Standards; these are assessed within the clinical evaluation report (see mapping document) and include: 1.1, 1.2, 2.1, 2.2, 2.5-2.7, 2.9, 2.10, 4.1, 4.3, 4.4-4.7, 5.1, 6, 6.3, 7.1, 7.4-7.9, 8.1, 8.2, 8.4, 8.5, 8.10-8.12, 9.1-9.3, 10.1, 10.2, 11.1-11.5, 13.1-13.7, 13.12-13.14, 13.16, 13.17, 14.1-14.5.
Intended Knowledge Outcomes
To understand the professional responsibility of a student speech and language therapist in relation to scope of practice, fitness to practice, legal and ethical boundaries, confidentiality and maintaining a safe practice environment.
To apply theory to assessment selection and the interpretation of assessment data
To critically question and compare assessment and intervention techniques
To apply theory to plan intervention, which is appropriate to the client
To apply theory to evaluate the effectiveness of intervention.
To understand the role of other professionals involved in the management of clients with communication and/or swallowing difficulties.
To understand issues related to service prioritisation
To understand principles underpinning evidence based practice, quality management and outcome measurement
To understand a specific issue related to service delivery (as relevant to the particular service/placement)
Intended Skill Outcomes
The students will demonstrate the skills:
To practice safely and effectively within their scope of practice, within legal and ethical boundaries, in a non-discriminatory manner and in a safe practice environment
To maintain confidentiality
To be able to communicate effectively
To be able to work appropriately with others
To be able to maintain appropriate records
To be able to draw on appropriate knowledge and skills to inform practice
To reflect on an evaluate their own practice and that of their peers
To manage a small caseload
To be able to assure the quality of their practice
Teaching contributions
Dr Janet Webster is a Lecturer on this module. Their teaching contribution is 10 percent. They teach in semester 1
Miss Lucinda Somersett is a Other Staff on this module. Their teaching contribution is 5 percent. They teach in semester 1
Ms Helen Raffell is a Module Leader on this module. Their teaching contribution is 10 percent. They teach in semester 1&2
Assessments
Assessment 1 is Oral Examination 1. Its duration is 65. It takes place in semester 2. Its contribution to the overall grade is 25 percent
Assessment 2 is Written Examination 1. Its duration is 150. It takes place in semester 2. Its contribution to the overall grade is 25 percent
Clinical and Professional Education III: Extended
Module code
The module code is SPE3057
Module aims
This module allows students to build on the knowledge and skills they developed in Clinical and Professional Education III. The module has the following aims:
To enable students to understand the professional role and responsibilities of a speech and language therapist
To provide clinical practice that will allow students to demonstrate professionalism and their adherence to the HCPC guidance on Guidance on Conduct and Ethics for Students.
To provide clinical practice than will enable students to experience and understand the role of the speech and language therapist across a range of client groups and in a range of therapeutic contexts.
To provide clinical practice that will allow students to implement, under supervision, a case-based management approach, applying theory of assessment and intervention to client management.
In relation to HCPC Standards of Proficiency, this module provides opportunities for students to demonstrate that they can practise safely and effectively within their scope of practice (1), practise within legal and ethical boundaries of their profession (2), look after health and wellbeing, seeking appropriate support where necessary (3), practise as an autonomous professional, exercising their own professional judgement (4), recognise the impact of culture, equality and diversity on practice and practise in a non-discriminatory and inclusive manner (5), understand the importance of and maintain confidentiality (6), communicate effectively (7), work appropriately with others (8), maintain records appropriately (9), be able to reflect and review practice (10), assure the quality of their practice (11), draw on appropriate knowledge and skills to inform practice (13), establish and maintain a safe practice environment (14). This requires an understanding of the issues as well as the need to demonstrate the skills. The specific standards included within the taught elements of this module are: 1.3, 2.4, 3.1-3.4, 5.7, 6.1, 6.2.
Within this final placement, there is a focus on the transition from student speech and language therapist to newly qualified practitioner, with increased consideration of caseload management, prioritisation and service provision issues. There is a continued focus on developing reflective skills so that they are able to reflect on and review practice (10), with additional opportunities to reflect on multi-professional practice. The clinical practice within external placements allows students to work with a greater range of client groups in varied settings and to practise the skill-based competencies covered within the Standards; these are assessed within the clinical evaluation report (see mapping document) and include: 1.1, 1.2, 2.1, 2.2, 2.5-2.7, 2.9, 2.10, 4.1, 4.3, 4.4-4.7, 5.1, 6, 6.3, 7.1, 7.4-7.9, 8.1, 8.2, 8.4, 8.5, 8.10-8.12, 9.1-9.3, 10.1, 10.2, 11.1-11.5, 13.1-13.7, 13.12-13.14, 13.16, 13.17, 14.1-14.5.
Intended Knowledge Outcomes
To understand the professional responsibility of a student speech and language therapist in relation to scope of practise, fitness to practise, legal and ethical boundaries, confidentiality and maintaining a safe practice environment.
To apply theory to assessment selection and the interpretation of assessment data
To critically question and compare assessment and intervention techniques
To apply theory to plan intervention, which is appropriate to the client
To apply theory to evaluate the effectiveness of intervention.
To understand the role of other professionals involved in the management of clients with communication and/or swallowing difficulties.
To understand issues related to service prioritisation
To understand principles underpinning evidence based practice, quality management and outcome measurement
Intended Skill Outcomes
The students will demonstrate the skills:
To practise safely and effectively within their scope of practise, within legal and ethical boundaries, in a non-discriminatory manner and in a safe practice environment
To maintain confidentiality
To be able to communicate effectively
To be able to work appropriately with others
To be able to maintain appropriate records
To be able to draw on appropriate knowledge and skills to inform practice
To reflect on an evaluate their own practice and that of their peers
To manage a small caseload
To be able to assure the quality of their practice
Teaching contributions
Ms Helen Raffell is a Module Leader on this module. Their teaching contribution is 5 percent. They teach in semester 3
Dr Carol Moxam is a Lecturer on this module. Their teaching contribution is 5 percent. They teach in semester 3
Assessments
Research Methods in Practice III
Module code
The module code is SPE3056
Module aims
This module builds on previous Research Methods in Practice modules and aims to develop more advanced statistical analytical skills, working towards development of a research proposal.
This course builds on that in the two previous years and sets you up for your dissertation. It extends your knowledge of research design, parametric statistics and introduces you to analysis of variance, regressions, odd ratio and effect sizes. It develops your understanding of applied qualitative methods, including thematic and framework analysis in a clinical context.
In relation to HCPC Standards of Proficiency, this module builds on knowledge in Research Methods in Practice I and II, focusing specifically on: 2.1 maintain high standards of personal and professional conduct 2.7 understand the importance of and be able to obtain valid consent, which is voluntary, informed has due regard to capacity, is propotionate to the circumstances and is appropriately documented 6.5 recognise that the concepts of confidentiality and informed consent extend to all mediums, including illustrative clinical records such as photography, video and audio recordings and digital platforms 12.2 demonstrate awareness of the principles and applications of scientific enquiry, including the evaluation of treatment efficacy and the research process 13.8 recognise a range of research methodologies relevant to their role 13.9 recognise the value of research to the critical evaluation of practice 13.10 critically evaluate research and other evidence to inform their own practice
This module considers these standards in relation to the development of a specific research proposal but allows application to other aspects of clinical practice e.g. quality assurance, evaluation of treatment.
Intended Knowledge Outcomes
(a) Knowledge of the principles underlying experimental design, the relevant statistical procedures and their application to clinical practice (b) Key methodological and statistical issues relevant to practice within the health and educational systems in the UK (c) Qualitative methods and their potential application to clinical questions (d) Knowledge of how to set up and organise their dissertation
Intended Skill Outcomes
(a) Ability to create an experimental design to address a specific hypothesis. (b) Ability to prepare data ready for a statistical analysis (c) Ability to understand qualitative methods and the different types of questions that these allows a researcher to ask relative to quantitative methods. (d) Ability to use a range of statistical techniques to analyse data (ANOVA and regression) using appropriate statistical software (e.g. SPSS) (e) Ability to develop a dissertation project in collaboration with their supervisor.
Teaching contributions
Dr Laurence White is a Module Leader on this module. Their teaching contribution is 16 percent. They teach in semester 2
Dr Christos Salis is a Lecturer on this module. Their teaching contribution is 8 percent. They teach in semester 2
Dr Nick Riches is a Lecturer on this module. Their teaching contribution is 8 percent. They teach in semester 2
Teaching Assistant is a Teaching Assistant on this module. Their teaching contribution is 68 percent. They teach in semester 2
Assessments
Assessment 1 is Digital Examination 1. Its duration is 90. It takes place in semester 2. Its contribution to the overall grade is 100 percent
Linguistics and Phonetics I
Module code
The module code is SPE1053
Module aims
Module covers aspects of syntax, semantics, psycholinguistics & phonetics.
Linguistics component teaches students how to analyse language structure (syntax), how meaning is expressed through language (semantics), and how meaning is mapped onto structure. The syntax component of the course is based on descriptive model of adult English Grammar (the Cambridge Grammar of English), and this forms the basis of grammatical analysis which is used to analyse clinical data in stage 2. Student also made aware of dialectal variation in syntactic patterns.
Phonetics component aims to provide students with introduction to study of phonetics. It is devoted to learning about the human vocal mechanism, the sounds it can produce, how those sounds can be classified, they form the phonological systems of various languages. The unit then investigates varieties within English and how different groups of speakers use sounds differently, in different social contexts. A central aim is to look at how phonetics plays an important role when assessing, treating people with communication difficulties. The online resources offered to students during the module ensure that they can refer to them throughout the programme, beyond in order to keep transcription skills uptodate.
In relation to HCPC Standards of Proficiency, module addresses aspects of the following standards (in some cases when combined with other modules):
7.3 understand the characteristics and consequences of verbal and non-verbal communication and recognise how these can be affected by difference of any kind, including, but not limited to, protected characteristics, intersectional experiences and cultural differences 12.1 understand the structure and function of the human body, together with knowledge of physical and mental health, disease, impairment and dysfunction relevant to their profession 12.7 understand linguistics and phonetics, psycholinguistics, sociolinguistics and all levels of typical processing and the differences for individuals whose home language is not English 12.10 understand sociology in relation to the practice of speech and language therapy, including its application to educational, health and workplace settings and within multi-cultural contexts 13.13 administer, record, score and interpret a range of published and self generated assessment tools to describe and analyse service users’ abilities and needs using, where appropriate, phonetic transcription, linguistic analysis, instrumental analysis and psycholinguistic assessment 13.14 apply knowledge of communication impairment, linguistics, phonetics, psychology and biomedical sciences to the identification, assessment and differential diagnosis of a range of communication and swallowing impairments
In relation to the RCSLT curriculum guidelines, this modules covers aspects related to 4.4.1 with a focus on phonetics and clinical applications, general linguistics and clinical applications and psycholinguistics.
Intended Knowledge Outcomes
Linguistics:
Understand main concepts and components of semantics, and how meaning is expressed via surface form.
Demonstrate an awareness of main grammatical constituents of English;
Describe clause, phrase and word structure in English, bearing in mind dialectal variation
Understand grammatical “rules”, e.g. rules of question formation
Understand how words and morphemes are stored in the mind
Understand models of sentence production and comprehension
Phonetics:
Understand the principal processes underlying the production of speech sounds (not exclusively those of English)
Define key technical terms in phonetics and phonology
Identify and describe the conventions established for classifying and transcribing speech sounds
Identify the factors which govern variability in speech production (contextual, inter-/intra-speaker, connected speech processes)
Analyse spoken utterances by providing a detailed account of the laryngeal and supralaryngeal articulations involved and by taking variability into account
Carry out a quantitative analysis of certain aspects of ongoing phonological variation in a short corpus of spoken English
Compare phonetic and phonological analyses of speech and discuss the ways in which a phonetic analysis can inform a phonological account
Discuss the implications of both types of analysis for assessment of disordered speech
Intended Skill Outcomes
Linguistics
describe the main grammatical constituents of English
analyse English sentences in terms of their clause, phrase and word structure
identify which grammatical rules have been broken in ungrammatical sentences, bearing in mind dialectal variation.
identify tense aspect and voice in a range of sentences
label the thematic roles in sentences
identify areas of breakdown in language production from common speech errors
identify sources of difficulty in sentence comprehension
identify dialect-based differences in grammatical phenomena
Phonetics
Develop a basic ability to listen objectively to speech and to transcribe speech sounds accurately using the IPA transcription conventions
Develop a basic ability to distinguish and produce a wide variety of IPA sounds including those relevant for varieties of English
Identify aspects of variability that are relevant for different varieties of English
Design material for data elicitation
Record, observe, and analyse natural and lab speech
Write a concise report involving the presentation of quantitative data
Work with a team on a project involving analysis of linguistic data and subsequent reporting of results
Teaching contributions
Professor Ghada Khattab is a Lecturer on this module. Their teaching contribution is 16 percent. They teach in semester 1&2
Dr Nick Riches is a Lecturer on this module. Their teaching contribution is 40 percent. They teach in semester 1&2
Student teaching assistant is a Teaching Assistant on this module. Their teaching contribution is 16 percent. They teach in semester 1&2
Dr Cong Zhang is a Module Leader on this module. Their teaching contribution is 28 percent. They teach in semester 1&2
Assessments
Assessment 1 is Digital Examination 1. Its duration is 30. It takes place in semester 1. Its contribution to the overall grade is 20 percent
Assessment 2 is Digital Examination 2. Its duration is 120. It takes place in semester 2. Its contribution to the overall grade is 80 percent
Research Methods in Practice I
Module code
The module code is SPE1051
Module aims
This module aims to provide an introduction to research methods and statistical analysis.
The module is taken by both BSc and IM students. The BSc students will combine this course with the Research Methods in Practice module in Year 2, enabling students to understand the application of research methods to the clinical contexts in which they will be working using evidence-based principles. The IM students will combine years 1 and 2 with more advanced study leading to the dissertation in years 3 and 4. Throughout the course, learning is cumulative, one year building on another, with concepts recurring and developing over the course.
The main objective of this course is to help you understand the principles of experimental design and provide you with an introduction to statistics. We hope that after you complete this course you will be able to understand how a diverse range of research methods are employed to collect data, to analyse data systematically, to describe data faithfully, to formulate hypotheses and use data to evaluate those hypotheses.
The concepts, knowledge and skills this module introduces are also fundamental to just about every other module you will follow: you will need material from this module for your child study, for all your clinical placement case studies and case presentations throughout your programme. You will need to have learned all the material to make sense of the psychology modules, child development modules, and speech language pathology modules. Every article you read, test you evaluate, treatment you plan, diagnosis you propose, prognosis you make, essay you write will require recourse to concepts, facts and techniques which you will start to learn about in this module.
The module will be delivered as a mixture of lectures, lab sessions and participation in research studies.
For students studying the clinical programmes (BSc Speech & Language Therapy and Masters of Speech & Language Sciences), the HCPC Standards of Proficiency are of relevance. 13.9 recognise the value of research to the critical evaluation of practice 13.8 recognise a range of research methodologies relevant to their role 13.10 critically evaluate research and other evidence to inform their own practice
Intended Knowledge Outcomes
(a) Knowledge of the principles underlying experimental design (b) Knowledge of experimental and observational designs exploring differences between groups and relationships between variables, including (i) conceptual foundations (ii) knowledge of when it is appropriate to use differenet designs, and (iii) potential pitfalls. (c) knowledge of the principles underlying statistical analysis including knowledge of when it is appropriate to use different statistical analyses
Intended Skill Outcomes
(a) Ability to create an experimental design to address a specific hypothesis (b) Ability to prepare data ready for a statistical analysis (c) Ability to use a range of statistical techniques to analyse data (non parametric and parametric statistics using within and between group design) using appropriate statistical software (e.g. SPSS)
Teaching contributions
Dr Vic Knowland is a Module Leader on this module. Their teaching contribution is 100 percent. They teach in semester 1
Assessments
Assessment 1 is Digital Examination 1. Its duration is 120. It takes place in semester 1. Its contribution to the overall grade is 100 percent
Speech and Language Pathology III - B: Disorders of voice; motor speech and dementia
Module code
The module code is SPE3054
Module aims
This module equips students with knowledge base that underpins clinical management of progressive cognitive-communication impairments that are predominantly prevalent in older adults, motor speech disorders (in progressive and non-progressive aetiologies),as well as voice disorders& head/neck cancer. Across these disorders specific aims are as follows:
• To be able to use knowledge of speech & language therapy to assess, work with people with acquired speech & language impairments, acquired cognitive impairments, voice impairments
• To be able to evaluate the effects of communication difficulties on psychosocial wellbeing of service users affected by these disorders, their families & carers
• To be able to apply knowledge of communication impairment, linguistics, phonetics, psychology & medical sciences to the identification, assessment & differential diagnosis of acquired speech, language & cognitive impairments as well as voice disorders
• To identify the range of communication impairments that could occur in various types of dementia, motor speech disorders, voice & oropharyngeal surgery
• To contrast different management approaches for mitigating communication impairments in disorders addressed in this module
• To formulate assessment & treatment plans for addressing communication impairments in progressive cognitive-communication disorders, motor speech disorders as well as voice&other structural abnormalities of the vocal tract
• To evaluate effectiveness of treatment plan at different levels of description & impact
• To prepare students to work effectively with clients, their families and other members of the multi-disciplinary team in the assessment, care,& management of adults with these disorders, across different stages of the conditions, including palliative & end of life.
HCPC Standards of Proficiency (SoPs) this modules addresses:
2.7 understand the importance of and be able to obtain valid consent, which is voluntary, informed has due regard to capacity, is proportionate to the circumstances and is appropriately documented
2.8 understand the importance of capacity in the context of delivering care and treatment
5.1 respond appropriately to the needs of all different groups and individuals in practice, recognising that this can be affected by difference of any kind including, but not limited to protected characteristics, intersectional experiences and cultural differences
5.5 recognise the characteristics and consequences of barriers to inclusion, including for socially isolated groups
5.6 actively challenge these barriers, supporting the implementation of change wherever possible
5.7 recognise the regard to equality, diversity and inclusion needs to be embedded in the application of all HCPC standards, across all areas of practice
7.9 recognise the possible contribution of social, psychological and medical factors to service users’ communication difficulties and swallowing status
8.13 understand the role of the speech and language therapist in taking the lead responsibility on speech and language, communication and swallowing within a multi-professional forum
8.14 recognise that the need to work with others includes health, social care and educational professionals
8.15 recognise the importance of working in partnership with service users and their families
12.1 understand the structure and function of the human body, together with knowledge of physical and mental health, disease, impairment and dysfunction relevant to their profession
12.11 understand therapeutic contexts, models and processes relevant to the practice of speech and language therapy
12.12 understand developmental and acquired disorders of speech, language, communication and swallowing
Additionally, SOPs 13.15, 13.16, 13.17, 13.19 and 15.3 are addressed.
Intended Knowledge Outcomes
Progressive cognitive-communication disorders
• Recognise the value of cognitive ageing research and its implications for language pathology • Describe the cognitive-communication changes in healthy older adults and adults with dementia • Interpret profiles of diverse cognitive testing methods • Compare the cognitive-communication changes in normal ageing and dementia to the cognitive-communication impairments in other clinical populations • Evaluate different theoretical accounts of cognitive changes in healthy older adults and dementia • Evaluate intervention approaches pertaining to the clinical management of dementia • Evaluate the impact of progressive cognitive-communication disorders on psychological and social wellbeing
Motor speech disorders
• Develop understanding of theory of speech motor control that result in changes in speech motor control in progressive and non-progressive aetiologies • Understand how surface descriptive features of different motor speech disorders relate to different underlying aetiologies • Apply theoretically informed assessment and outcome methods for motor speech disorders • Apply theoretical models to practical rationales for key interventions • Appraise the evidence-base for speech and language therapy interventions for people with motor speech disorders • Evaluate the impact of motor speech disorders on psychological and social wellbeing
Voice, Head & Neck
• Appraise different assessment frameworks for evaluating voice disorders • Apply strategies and options for therapeutic intervention and management of voice disorders • Evaluate the impact of voice disorders on psychological and social wellbeing • Discuss the principles and procedures underpinning the diagnosis of oral and pharyngeal cancer • Understand the relationship between anatomical changes following different types of oral and pharyngeal cancer and their implications for spoken communication and swallowing • Evaluate the principles, advantages and disadvantages of post-laryngectomy management options, including oesophageal voice, artificial larynx, and surgical voice restoration • Evaluate the impact of oral and pharyngeal cancer on psychological and social wellbeing, including palliative care
Intended Skill Outcomes
Progressive cognitive-communication disorders
• Identify the key cognitive factors that affect communication in dementia • Appraise the complexities of differentially diagnosing cognitive-communication disorders in the presence of related multiple impairments
Motor speech disorders
• Identify the perceptual characteristics of a range of motor speech disorders • Construct, apply and evaluate management plans for the treatment of motor speech disorders
Voice, Head & Neck
• Recognise the features and properties abnormal voice in relation to different aetiologies • Construct, apply and evaluate management plans for the treatment of voice disorders • Discuss the impact of oral and pharyngeal cancers on speech and swallowing • Explain the role of the speech and language therapist with reference to multidisciplinary team working on the management of individuals with voice disorders • Explain the role of the speech and language therapist with reference to multidisciplinary team working on the management of individuals with oral and pharyngeal cancers • Evaluate the principal methods for enhancing post-surgery spoken communication • Construct, apply and evaluate management plans for improving post-surgery spoken communication
Teaching contributions
Dr Christos Salis is a Module Leader on this module. Their teaching contribution is 10 percent. They teach in semester 2
Dr Fiona Menger is a Lecturer on this module. Their teaching contribution is 30 percent. They teach in semester 2
Assessments
Assessment 1 is Written Examination 1. Its duration is 90. It takes place in semester 2. Its contribution to the overall grade is 34 percent
Assessment 2 is Written Examination 2. Its duration is 90. It takes place in semester 2. Its contribution to the overall grade is 33 percent
Brain and Behaviour across the Lifespan III: Neuropsychology and Psychiatric Disorders
Module code
The module code is SPE3055
Module aims
To provide background knowledge about acquired neurological disorders in children and adults that can result in speech or language impairments
To enhance understanding of the cognitive communication changes that occur in healthy older adults and individuals with various types of dementia
To understand the nature of acquired neuropsychiatric impairments and how these are assessed and how these impact on speech and language performance and therapy.
To gain an understanding of different psychological disorders, their aetiologies and their effects on communication and intervention outcomes.
To understand the impact of communication disorders on psychological and social wellbeing.
In relation to HCPC Standards of Proficiency, this module addresses aspects of the following standards but is not the only module to do so: 2.10 understand and apply policies and guidance relevant to their relevant profession and scope of practice 7.9 recognise the possible contribution of social, psychological and medical factors to service users’ communication difficulties and swallowing status 8.2 recognise the principles and practices of other health and care professionals and systems and how they interact with their profession 8.5 identify anxiety and stress in service users, carers, and colleagues, adapting their practice and providing support where appropriate 12.9 understand psychology as relevant to lifespan development and change, typical and impaired communication and psychological and social wellbeing 13.3 analyse and critically evaluate the information collected 13.14 apply knowledge of communication impairment, linguistics, phonetics, psychology and biomedical sciences to the identification, assessment and differential diagnosis of a range of communication and swallowing impairments 13.17 evaluate the effects of communication difficulties and swallowing status on the psychosocial wellbeing of service users, their families and carers. 15.2 understand how social, economic and environmental factors (wider determinants of health) can influence a person's health and wellbeing
Intended Knowledge Outcomes
Understanding of clinical neurology and neuropsychology relevant to speech and language therapy clinical practice
Understanding of different theoretical perspectives taken from neuro-biology, neuropsychology, experimental psychology
Understanding of the possible stages of the grieving process
Understanding of psychosocial impact of neurological/neuropsychological impairment on quality of life and wellbeing
Familiarity with psychological/psychiatric disorders
Understanding of the role of cognitive therapy in the management of mental health difficulties
Understanding of the effects of psychological and psychiatric disorders on communication
Understanding of the cognitive communication changes in healthy older adults and adults with dementia
Intended Skill Outcomes
Define cognitive ageing and its consequences for language processing
Compare the cognitive communication changes in normal ageing and dementia to the cognitive communication imairments in other clinical populations
Recognise presenting signs and symptoms of neurological and neuropsychological disorders
Identify signs of mental health difficulties in the context of speech and language therapy
Consider mental health difficulties in the delivery of speech and language therapy services
Teaching contributions
Dr Laurence White is a Module Leader on this module. Their teaching contribution is 40 percent. They teach in semester 1
Dr Faye Smith is a Lecturer on this module. Their teaching contribution is 25 percent. They teach in semester 1
Assessments
Assessment 1 is Digital Examination 1. Its duration is 90. It takes place in semester 1. Its contribution to the overall grade is 75 percent
Anatomy & Physiology for Speech and Language
Module code
The module code is SPE1050
Module aims
This module aims to develop a sound understanding of the topic areas which provide the necessary underpinning for speech and language therapy practice. It includes relevant learning and teaching relating to anatomy and physiology, neuroanatomy and neurophysiology. It provides the student with core knowledge essential for understanding clinical concepts relating to speech and language disorders that will be encountered later in the course and by a practising speech and language therapist.
For students studying the clinical programmes (BSc Speech & Language Therapy and Master of Speech & Language Sciences), the HCPC Standards of Proficiency are of relevance. This module addresses the following standards:
12.1 understand the structure and function of the human body, together with knowledge of physical and mental health, disease, impairment and dysfunction relevant to their profession
12.8 understand biomedical and medical sciences as relevant to the development and maintenance of communication and swallowing
In relation to the RCSLT curriculum guidance, this module covers aspects related to 4.4.3 Biological and medical sciences, including general anatomy & physiology and biological processes with specific relevance for speech and language therapy.
Intended Knowledge Outcomes
By the end of this module students should be able to:
describe the normal structure of the head, neck, thorax and nervous system relevant to an understanding of speech and language.
demonstrate the location of key structures in the head, neck and thorax relevant to an understanding of speech and language.
understand the anatomical basis of speech production and its neural control
understand the anatomical basis of how some of the commoner pathologies of the head, neck, thorax and nervous system may affect speech perception and production and its motor control.
Understand respiratory function and its control with respect to speech
Understand the core concepts of physiological organisation at the cell and system levels.
Understand the nervous system with respect to vision, hearing and speech perception
Understand neural communication, muscle contraction
Understand the cardiovascular system: the determinants of blood flow, control of circulation, cerebral circulation.
Intended Skill Outcomes
By the end of this module students should be able to:
have an ability to appraise the anatomical basis of organic speech and language disorders.
have an ability to locate, in the living, key structures of the head and neck relevant to the production of speech and language
communicate clearly about subject matter of the module in writing.
Teaching contributions
Dr Kai Alter is a Module Leader on this module. Their teaching contribution is 49 percent. They teach in semester 1
Dr Meenakshi Swamy is a Lecturer on this module. Their teaching contribution is 49 percent. They teach in semester 1&2
Dr Christos Salis is a Lecturer on this module. Their teaching contribution is 2 percent. They teach in semester 1&2
Assessments
Assessment 1 is Written Examination 1. Its duration is 60. It takes place in semester 1. Its contribution to the overall grade is 30 percent
Assessment 2 is Written Examination 2. Its duration is 120. It takes place in semester 2. Its contribution to the overall grade is 70 percent
Introduction to Speech and Language Pathology
Module code
The module code is SPE1054
Module aims
The aims of this module are to provide an introduction to:
Models of health and disability within society
Key developmental and acquired disorders of speech, language and communication
The wider effects of speech, language and communication (including participation in education and employment, effects on wellbeing)
The value of studying clients with communication difficulties in terms of increasing our understanding of normal development and variation and normal speech and language processing.
There will be opportunities to observe clients with communication difficulties, with both live/direct observation and use of video resources. There will also be opportunities to meet with service users.
For students studying the clinical programmes (BSc Speech & Language Therapy and Masters of Speech & Language Sciences), the HCPC Standards of Proficiency are of relevance. The primary focus of this module is 12.12 with students taught foundation knowledge that helps them to understand developmental and acquired impairments of speech, language and communication. Swallowing impairments are not considered in this module. The module contributes to the students’ understanding of the sociology of health and disability, building the foundations for the application of the knowledge to speech and language therapy (12.10). The module also aims to increase students’ awareness of the psychosocial consequences of communication difficulties, giving them an increased understanding of what they need to evaluate when they work with clients and their families (7.9, 13.17). Again the effects of swallowing difficulties are not considered.
Intended Knowledge Outcomes
To be able to describe the ICF and to understand its importance in classifying, describing and understanding disorders of speech, language and communication
To be able to define key disorders impacting speech, language and communication in both children and adult
To understand the wider consequences of speech, language and communication difficulties in key developmental and acquired disorders
To understand how the study of speech, language and communication difficulties can inform our knowledge about normal development and language processing.
Intended Skill Outcomes
To be able to observe and describe the features of key speech, language and communication difficulties
Teaching contributions
Ms Helen Raffell is a Lecturer on this module. Their teaching contribution is 10 percent. They teach in semester 1&2
Internal clinical staff is a Other Staff on this module. Their teaching contribution is 20 percent. They teach in semester 1&2
Mrs Linda Jose is a Module Leader on this module. Their teaching contribution is 50 percent. They teach in semester 1&2
External clinical staff is a Visiting Professional on this module. Their teaching contribution is 20 percent. They teach in semester 1&2
Assessments
Assessment 1 is Oral Presentation 1. Its duration is 15. It takes place in semester 1. Its contribution to the overall grade is 50 percent
Clinical and Professional Education I
Module code
The module code is SPE1055
Module aims
This module provides an introduction to Clinical and Professional Education II and Speech and Language Pathology II.
To enable the student to have a basic understanding of the professional role and responsibilities of a student speech and language therapist, with a specific focus on fitness to practice, information governance, confidentiality and safeguarding.
To provide an introduction to models of reflection and reflective writing
To provide an introduction to problem solving and practical opportunities to apply problem solving to non-clinical problems within groups
To provide an overview of stages of clinical intervention as captured within the Case Based Problem Solving(CBPS) approach
In relation to HCPC Standards of Proficiency, this module provides initial opportunities for students to have key background teaching on: (1) scope of practice - 1.3; (2) Practice within legal and ethical boundaries of profession - 2.3, 2.4, 2.5; (3) Look after their health and wellbeing, seeking appropriate support when necessary - 3.1, 3.2, 3.4; (4) practise as autonomous professional, exercising professional judgement - 4.8; (5) Recognise impact of culture, equality, diversity on practice & practice non-discriminatory & inclusive manner - 5.3, 5.7; (6) Understand the importance of and maintain confidentiality - 6.1, 6.3; (8) work appropriately with others 8.2, 8.3; (10) able to reflect on and review practice - 10.11; (12) understand key concepts of the knowledge base relevant to profession - 12.3, 12.4.
These aspects are reinforced in later Clinical and Professional Education modules where students can demonstrate these things in practice. There is a primary focus on developing reflective skills so that they can reflect on and review practice (10.1); the focus of this module is on reflection on non-clinical scenarios. There are opportunities to be involved in and reflect on working with others in a group so that students understand their possible role, allowing them to be able to work appropriately with others. The introduction to the stages of clinical intervention helps the students to understand the therapeutic contexts, models and processed relevant to the practice of speech and language therapy (12.11) and consider diversity of client cultural background, including awareness of cultural groups, protected characteristics and social class (12.3)
Intended Knowledge Outcomes
To understand the professional responsibility of a student speech and language therapist in relation to scope of practise, fitness to practise, legal and ethical boundaries, confidentiality and maintaining a safe practice environment.
To understand theories and models of reflection and the importance of reflection in clinical practice
To understand principles underpinning reflective writing
To understand principles involved in problem solving
To describe the stages involved in clinical management
To understand the importance of information gathering in clinical management and be able to identify how different types of information can be obtained
Intended Skill Outcomes
To be able to reflect on everyday activities and work within a group
To be able to work effectively with peers
Teaching contributions
Mrs Linda Jose is a Lecturer on this module. Their teaching contribution is 5 percent. They teach in semester 1
Dr Carol Moxam is a Module Leader on this module. Their teaching contribution is 80 percent. They teach in semester 2
Miss Stephanie Wakefield is a Lecturer on this module. Their teaching contribution is 10 percent. They teach in semester 2
Assessments
Brain and Behaviour Across the Lifespan I: Introduction to Psychology and Social Interaction
Module code
The module code is SPE1056
Module aims
To give an overview of psychological and sociological factors affecting communication across the lifespan, through 2 strands:
Introduction to Psychology:
To introduce foundation concepts from cognitive and developmental psychology
To explore and evaluate different psychological theories relating to development
To understand important cognitive changes across the lifespan
To develop reporting skills and practice through writing essays, observational reports and logs, and giving presentations.
Social Interaction, Contexts and the Sociology of Communication Impairment:
To provide a practical introduction to the theories of how we perceive ourselves and others and how this influences our interpretation of behaviour and situations, particularly in relation to clinical practice.
To consider the influence of social contexts on behaviour and the role of demographic and cultural factors.
To consider cognitive and psychosocial consequences of ageing and disability.
To provide students with the opportunity to observe, analyse and evaluate interactions between individuals and groups, considering the importance of the environmental context and the respective roles and power balance of the individuals.
In addition, students develop their academic skills through this module, including essay writing, critical appraisal oral presentations, debating and report writing.
Intended Knowledge Outcomes
In relation to the RCSLT curriculum guidance, this module provides opportunities for students to develop a sound understanding of psychology covering many aspects related to 4.4.2, including: theoretical frameworks in psychology, psychological development and change and applications of social and cultural factors to speech and language therapy practice. It also incorporates sociolinguistics (4.4.1) and genetics (4.4.3).
This module contributes to the key graduate capabilities around advanced communication skills (4.2.1A).
Intended Skill Outcomes
Intended Skills Outcomes Write well-structured academic essays and reports, and to cite sources and reference appropriately. Contribute to oral presentations shared with the rest of the group . Critically evaluate psychological theories and theories of language acquisition in both essay and class debate formats . Working independently and in groups with others. Ability to observe, analyse and evaluate interactions between individuals and groups Ability to reflect on relevant concepts in social psychology and sociology, and apply these to clinical
Understanding of the development of cognition across the lifespan. Appreciation of the role of genetics and the environment in typical development and in communication impairment. Understanding of the nature and degree of individual differences in developmental pathways with respect to intelligence, personality and temperament, and speech, language and communication Understanding theories of development and language acquisition. Knowledge of the cognitive, sociological and psychological consequences of aging. A working knowledge of theories of self-perception, other perception, personality and interactions. Appreciation of the influence of social contexts and the factors that influence interaction within those contexts. Understanding of the theories of group formation and performance and decision-making in groups.
Teaching contributions
Dr Faye Smith is a Module Leader on this module. Their teaching contribution is 100 percent. They teach in semester 1&2
Assessments
Brain and Behaviour Across the Lifespan I: Introduction to Psychology and Social Interaction
Module code
The module code is SPE1056
Module aims
To give an overview of psychological and sociological factors affecting communication across the lifespan, through 2 strands:
Introduction to Psychology:
To introduce foundation concepts from cognitive and developmental psychology
To explore and evaluate different psychological theories relating to development
To understand important cognitive changes across the lifespan
To develop reporting skills and practice through writing essays, observational reports and logs, and giving presentations.
Social Interaction, Contexts and the Sociology of Communication Impairment:
To provide a practical introduction to the theories of how we perceive ourselves and others and how this influences our interpretation of behaviour and situations, particularly in relation to clinical practice.
To consider the influence of social contexts on behaviour and the role of demographic and cultural factors.
To consider cognitive and psychosocial consequences of ageing and disability.
To provide students with the opportunity to observe, analyse and evaluate interactions between individuals and groups, considering the importance of the environmental context and the respective roles and power balance of the individuals.
In addition, students develop their academic skills through this module, including essay writing, critical appraisal oral presentations, debating and report writing.
Intended Knowledge Outcomes
In relation to the RCSLT curriculum guidance, this module provides opportunities for students to develop a sound understanding of psychology covering many aspects related to 4.4.2, including: theoretical frameworks in psychology, psychological development and change and applications of social and cultural factors to speech and language therapy practice. It also incorporates sociolinguistics (4.4.1) and genetics (4.4.3).
This module contributes to the key graduate capabilities around advanced communication skills (4.2.1A).
Intended Skill Outcomes
Intended Skills Outcomes Write well-structured academic essays and reports, and to cite sources and reference appropriately. Contribute to oral presentations shared with the rest of the group . Critically evaluate psychological theories and theories of language acquisition in both essay and class debate formats . Working independently and in groups with others. Ability to observe, analyse and evaluate interactions between individuals and groups Ability to reflect on relevant concepts in social psychology and sociology, and apply these to clinical
Understanding of the development of cognition across the lifespan. Appreciation of the role of genetics and the environment in typical development and in communication impairment. Understanding of the nature and degree of individual differences in developmental pathways with respect to intelligence, personality and temperament, and speech, language and communication Understanding theories of development and language acquisition. Knowledge of the cognitive, sociological and psychological consequences of aging. A working knowledge of theories of self-perception, other perception, personality and interactions. Appreciation of the influence of social contexts and the factors that influence interaction within those contexts. Understanding of the theories of group formation and performance and decision-making in groups.
Teaching contributions
Dr Faye Smith is a Module Leader on this module. Their teaching contribution is 100 percent. They teach in semester 1&2
Assessments
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