Presentation Title

Multidimensional Pedagogical Model for Educating Students & CF in Gender Diverse Voice & Communication Modification

Speaker Credentials

Associate Professor

Speaker Credentials

SLP.D.

College

Dr. Pallavi Patel College of Health Care Sciences, Health Science

Location

Nova Southeastern University, Davie, Florida, USA

Format

Poster

Start Date

21-2-2020 8:30 AM

End Date

21-2-2020 4:00 PM

Abstract

Objective. We propose a multidimensional pedagogical model and subsequent study for academic and clinical training of graduate students and clinical fellows interested in delivering voice and communication services to transgender individuals. Background. The World Professional Association for Transgender Health Organization addresses the importance of voice modification services in transgender women. Voice is the transitioning feature with which transgender women are least satisfied. Methods. The model comprises of nine educational experiences through various modalities and dimension of participation. The experiences include university classroom, university clinic, community conferences, and community outreach. The students write a research paper, evaluate and/or treat a transgender client, attend a Q&A session with a panel of transgender clients, attend and/or present at university and community transgender forums and conferences. Results. Voice Disorders is a required course in ASHA accredited Master’s programs. A lecture on transgender voice and communication modification may be included; however, students may not meet the standards of clinical, cultural, and collaborative competence to serve the population adequately. Other researchers recognized the need for students to learn about interprofessional collaboration when providing services to transgender persons. SLP and mental health faculty partnered to provide educational programs on gender diversity to students. This forum, where transgender clients engaged students in the classroom, allowed students to learn about voice modification and cultural diversity. Conclusion. In the future, we see value in adding a simulation training to our model including best practices in collaboration, cultural competencies, and case studies from intake to discharge. Grants. None.

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Feb 21st, 8:30 AM Feb 21st, 4:00 PM

Multidimensional Pedagogical Model for Educating Students & CF in Gender Diverse Voice & Communication Modification

Nova Southeastern University, Davie, Florida, USA

Objective. We propose a multidimensional pedagogical model and subsequent study for academic and clinical training of graduate students and clinical fellows interested in delivering voice and communication services to transgender individuals. Background. The World Professional Association for Transgender Health Organization addresses the importance of voice modification services in transgender women. Voice is the transitioning feature with which transgender women are least satisfied. Methods. The model comprises of nine educational experiences through various modalities and dimension of participation. The experiences include university classroom, university clinic, community conferences, and community outreach. The students write a research paper, evaluate and/or treat a transgender client, attend a Q&A session with a panel of transgender clients, attend and/or present at university and community transgender forums and conferences. Results. Voice Disorders is a required course in ASHA accredited Master’s programs. A lecture on transgender voice and communication modification may be included; however, students may not meet the standards of clinical, cultural, and collaborative competence to serve the population adequately. Other researchers recognized the need for students to learn about interprofessional collaboration when providing services to transgender persons. SLP and mental health faculty partnered to provide educational programs on gender diversity to students. This forum, where transgender clients engaged students in the classroom, allowed students to learn about voice modification and cultural diversity. Conclusion. In the future, we see value in adding a simulation training to our model including best practices in collaboration, cultural competencies, and case studies from intake to discharge. Grants. None.