The South African 'helping' profession of Speech and Hearing Therapy (SHT) is unable to train sufficient numbers of Black African First-Language (BAFL) speaking graduates to support claims of equity in service provision to the population as a whole. The first part of this study presents a model of professional development that argues for the profession's epistemological foundations to be significantly implicated in creating a training programme that is both structurally racist and resistant to fundamental change. Set against this, however, is the socio-political context of South Africa that is demanding educative parity. This study, therefore, attempts a re-problematisation of the professional curriculum by firstly re-locating the research approach away from the problematic epistemological foundations of the discipline, and secondly, by introducing the historically marginalised voice in professional curriculum debates: A BAFL-speaking student who has experienced significant difficulty in negotiating the professional curriculum. This life-history study is, therefore, aimed at revealing a student's interpretations of her training through the lens of her past life experiences. Nolwazi's story points to a fundamental difference in conceptualising the nature of 'help' or 'care', from that of her professional training programme. As a result, and while claiming that the rational, objective discourse of the training programme teaches separation of therapist from client, she experiences significant alienation from the teaching and learning process. On the basis of her analysis offering a significant resonance to the arguments put forward in developing the current model of professional training, an alternative model of curriculum process for a therapeutic discipline is presented. Realistically, however, it is suggested that a curriculum founded on 'care' will not supersede that based upon 'separation' - because of the interests served in maintaining the latter. It is concluded that the professional training programme will be able to resist change to its epistemological foundations, and that issues of inequity will become obsolete, once South African schools are able to provide a sufficient pool of BAFL speaking students who have been educated to accept western rationality as the legitimate basis for the expression of a health profession's 'care.' / Thesis (Ph.D.) - University of Durban-Westville, 2002.

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Submitted by PPGE PPGE (pgedu@ufba.br) on 2017-08-16T17:49:16Z No. of bitstreams: 1 DISSERTAÇÃO- PATRÍCIA LAPA.pdf: 1850842 bytes, checksum: c1b79e1502840678facd753e4fea7481 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2017-08-18T11:38:39Z (GMT) No. of bitstreams: 1 DISSERTAÇÃO- PATRÍCIA LAPA.pdf: 1850842 bytes, checksum: c1b79e1502840678facd753e4fea7481 (MD5) / Made available in DSpace on 2017-08-18T11:38:39Z (GMT). No. of bitstreams: 1 DISSERTAÇÃO- PATRÍCIA LAPA.pdf: 1850842 bytes, checksum: c1b79e1502840678facd753e4fea7481 (MD5) / A Reforma Psiquiátrica configura-se como movimento social nascido em meados dos anos setenta que coloca em debate os aspectos terapêuticos destinados aos indivíduos em situação de sofrimento psíquico e aponta para a construção de novos saberes e práticas sociais em diversas dimensões da realidade. Tendo em vista a dimensão teórica e técnica de enfrentamentos para a desconstrução do ideário da loucura, este trabalho busca entender, através da análise do currículo de Fonoaudiologia de uma universidade federal localizada no estado da Bahia, quais as possibilidades e potencialidades dentro dos componentes curriculares dessa disciplina favorecem a sensibilização e formação teórica técnica do graduando em Fonoaudiologia para as especificidades da atuação no campo da saúde mental coletiva. Para isso foi analisado o projeto pedagógico do curso de Fonoaudiologia, juntamente com as Diretrizes Curriculares Nacionais para esse curso. Os resultados apontam para a necessidade de se levar em conta os princípios e diretrizes do cuidado ampliado e psicossocial na formação do estudante de Fonoaudiologia. Além disso, é importante considerar a potencialidade dentro dos componentes curriculares de caráter prático desta graduação para a formação do Fonoaudiólogo, tendo em vista o desenvolvimento de competências e habilidades para atuação no campo da saúde mental e saúde coletiva. / ABSTRACT The psychiatric reform appears as a social movement born in the mid-seventies that puts under discussion the therapeutic aspects for individuals in psychological distress situation and points to the construction of new knowledge and social practices in different dimensions of reality. Given the theoretical dimension and fighting technique to the deconstruction of the crazy ideas, this work seeks to understand, through the Speech Therapy curriculum analysis of a federal university located in the state of Bahia, the possibilities and potentials within the curricular components that discipline promote awareness and technical theoretical training majoring in Speech to the specifics of the operation in the field of public mental health. For this, the pedagogical project of the course of speech therapy was analyzed, along with the National Curriculum Guidelines for this course. The results point to the need to take into account the principles and guidelines of the expanded and psychosocial care in the formation of speech therapy student. Moreover, it is important to consider the potential within the practical character of curriculum components of this graduation to the formation of speech therapist in order to develop skills and abilities to work in the field of mental health and public health.

The major goal of supervisors in the area of Speech Pathology is to help student clinicians improve efficiency and effectiveness in attaining a therapeutic goal. This study was designed to provide systemic feedback of recorded data to student clinicians to determine the effect of a particular supervisory instrument on the future performance of inexperienced clinicians. The subjects for this study were six beginning student clinicians in Speech Pathology at Portland State University, two of which were randomly selected to represent the control group. All of the clinicians were observed for a randomly selected consecutive five-minute period from each of six management sessions. During these observations a content analysis was made of the interactions between the clinicians and their clients. The Analysis of Behavior of the Clinician (ABC) System, developed by Schubert and Miner (1971) was used to record interactions on a three-second interval schedule. The observation sessions for the control group coincided in time with the experimental group’s observation sessions, though no feedback was given to the control clinicians and they were unaware that tracking was done.