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Communication Skills and Communicative Autonomy of Prelinguistic Deaf and Hard-of-Hearing Children:Application of a Video Feedback Intervention
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Communication Skills and Communicative Autonomy of Prelinguistic Deaf and Hard-of-Hearing Children: Application of a Video Feedback Intervention
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In: Front Psychol (2020)
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Communication skills and communicative autonomy of prelinguistic deaf and hard-of-hearing children : application of a video feedback intervention
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Sustainable development goals for speech-language pathology education and practice
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Assessing children’s speech using picture-naming: The influence of differing phonological variables on some speech outcomes ...
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Assessing children’s speech using picture-naming: The influence of differing phonological variables on some speech outcomes ...
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Assessing children’s speech using picture-naming: the influence of differing phonological variables on some speech outcomes
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Supporting communication development in the early years: A practitioner's perspective
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The relationship between the underlying representation and surface form of multisyllabic words
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In: School of Health and Human Sciences (2014)
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Making a complex family centred intervention-based research fully inclusive and data driven : an exploratory study using single cases
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Video feedback intervention: a case series in the context of childhood hearing impairment
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Video feedback intervention : a case series in the context of childhood hearing impairment
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“I’m thrilled that you see that”: Guiding parents to see success in interactions with children with deafness and autistic spectrum disorder
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A Moment of Transformative Learning:Creating a Disorientating Dilemma for a Health Care Student Using Video Feedback
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Abstract:
This study describes a moment during clinical supervision when a student speech and language therapist reported that she had a moment of illumination that changed her trajectory from failing her clinical placement to passing it. The student's self-report of the moment is provided. The clinical supervision was conducted using video feedback where the student watched successful edited clips of herself interacting with a patient in the university clinic. The clinical supervision where the moment of illumination occurred was recorded and two short extracts of this moment were analysed for evidence of a transformative process using Mezirow's theory. The content of the student's speech during the moment of illumination followed the steps and sequence of the transformative learning model. An analysis of the way the speech sounded showed that the moment was characterised by slow speech rate and flat monotonous pitch in both speakers and preceded by the educator modelling stopping and thinking. The use of video footage in student clinical supervision may be used with differential effect. Footage of strengths may be an effective trigger for disorientation and especially when feelings of failure or weakness are most prominent. The way the discussion of the video footage is led by the clinical educator may also support deep reflection.
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URL: https://doi.org/10.1177/1541344613480562 https://eprints.lancs.ac.uk/id/eprint/126851/
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Video feedback intervention: a case series in the context of childhood hearing impairment
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