The 2009 ASHA Board of Directors and Lemke and Dublinske prepared a document - Designing ASHA’s Future: Trends for the Association and the Professions - for the SLP profession. One of the future “trends” I was most interested in related to Generation Y, or the Millennial generation (born between 1982 and 2002).
In 2011, ASHA surveyed the professions’ impression of Generation Y with the question “What has your experience with members of generation Y led you to believe about their future involvement in Association volunteer roles compared to that of other generations?” (ASHA, 2011). Most respondents, 68%, agreed it would be more challenging to engage this group of individuals; however, the article compared the results to a 2007 survey which showed:
“Respondents reported the generation to believe more strongly in the importance of volunteering…[the challenge] will be in finding meaningful and substantive ways to involve these less experienced but eager young professionals” (p. 4).
**Waves** I’m an “eager young professional” ASHA – I am ready to be captivated **
So what was the consensus solution to address the issue? ASHA’s strategic objectives to address future issues included:
- Develop and implement programs that engage members in ASHA activities,
- Increase targeted events for new members only in the profession three to five years.
- Public relations with members and STUDENTS
- Customize programs and products for the targeted audience
There hasn’t been a week during this first year as an SLP that I haven’t turned to pages in this book with an unmistakable urge to hunt down the authors and hug them forever.
Secord, W. A., Boyce, S. E., Donahue, J. S., Fox, R. A., & Shine, R. E. (2007). Eliciting sounds: Techniques and strategies for clinicians [spiral bound]. Clifton Park, NY: Thomson Delmar Learning.
It runs about $50-$70. When I first bought this book, it didn’t feel important. It was almost like a leaflet you might pick up at a doctor’s office. Like an adult “Highlights Magazine”, except more expensive. Now days, it holds an esteemed place of honor in my top right hand drawer. Easily accessible. Always nearby. I would pay $100 for this gem.
I’m hoping this book is a standard required reading source in SLP grad school. If not, then buy it. You won’t regret it.
That is all for now. I’m cold…in Alaska…breaking news, huh?
In related news:
4 years of an undergraduate degree followed by 2 years getting a Master’s degree, all you really think about is that first payday when you start your Clinical Fellowship. Something about being paid for the work you are doing – it rights the soul. All those sleepless nights studying, worrying, writing, reading – ugh! If I had been paid for the work I invested in my education, let’s just say you could all come stay with me on my own Alaskan homestead.
Now, some honesty…
This isn’t a post with answers. This is a post with questions. Questions to add to the already mounting questions other SLP Graduate school hopefuls have after filling out an avalanche of applications.
People applying to SLP Graduate Programs across the country have to do the following, in general:
- Locate an accredited university with a Master’s degree in Speech-Language Pathology
- Find the Communication Sciences and Disorders (or SLP) tab/link/website/hidden portal to the underworld
- See the requirements for applications – 3+ letters of recommendation, resume, letter of intent, essay, application form, all your money (approx $3.8 million per school…approximately).
- Find the application portal. (All these portals, you would think we are getting somewhere. But no, you stay in one place waiting for their call)
- Submit application requirements.
- Wait for what seems like eternity. Usually 1-4 months.
- Receive rejection or acceptance email/letter/pigeon – Rejoice! or Weep in a pool of tears.
In the January 2014 publication of the ASHA Leader, there was a post entitled “Student’s Say: Craft a Stand-Out Application” As far as my Google search of “ASHA + SLP grad school applications” took me, this is one of the first of it’s kind for ASHA. I’ve been blogging about these same issues for over 2 years. Giving similar hints, tips, and advice the author, Carol Polovoy, offered up.
What I particularly appreciate about this post is that she was able to interview and get recent statistics from SLP grad schools. For instance, she reported “Montclair (N.J.) State University, for example, received 541 speech-language pathology program applications and accepted 38 (7 percent) for the 2011–2012 year.” 7%!!!!??? Woah. That’s depressing. But then she followed with another recent statistic, saying ”The University of Pittsburgh…received 339 applications for 2011– 2012, and offered admission to 94 (27.7 percent).” 27.7% is WAY better than 7%.
I’ve never claimed to be an expert, but in 2012 I wrote a post on the chances of getting admitted into an SLP graduate school. I collected my numbers from the Council of Academic Programs in Communication Sciences and Disorders (CAPCSD). I’ve also written several other posts – here and here and here and here – about the application process. It’s now 2014. The process has only gotten tougher and more competitive. People are interested in the field of Speech-Language Pathology. Applicants are frustrated, tired, and worn down by the process of applying and the potential rejection.
ASHA, I appreciate the post and the thoroughness the author went through to get the information. Now…what’s next? Are there any more posts planned on this topic? Because there are so many questions from students. They need answers, and not from me. My blog is only popular because these issues aren’t being addressed elsewhere. I hope ASHA has more posts like this.. real, heart felt, and research based.
I can’t be the only one blabbering on about the SLP grad school trenches. Let’s see what happens.
Ready. Set. Search!!
Are you graduating in 2014 with your Master’s degree in Speech-Language Pathology or Communication Sciences and Disorders? Yes? Well get cracking on the job hunt. It’s not too early. Searching for a CF position is like Christmas Eve for SLP grad students. At least, it was for me. So, I’m going to share in the excitement for others looking for a Clinical Fellowship position the year they graduate.
When I started writing this post, I had wanted to share all my grand ideas for searching in all types of job prospects. Yet, I have no experience outside applying to schools and hospitals. I haven’t pursued any other job prospects. So for now, this post is limited to searching for a position in schools and hospitals because that’s my experience. If you are interested in private practice, home health, SNFs, or contract companies – contact me directly via my Contact form; I am 100% sure I know someone who can help you.
You guys….today marks two quarters of my first year as a Speech-Language Pathologist. That’s pretty much half way. 10 blog posts ago I was complaining about tests and exams. Now, I’m complaining about too many progress notes and not enough hours in the day. Nothing quite like it – and I love it.
I was talking to my Clinical Fellowship mentor/supervisor yesterday about when she was doing my next observation, and she apologized that she might not make it over before Christmas break. I was so flustered about finishing evaluations and progress notes, that I honestly forgot she was supposed to come. This wonderful woman has made herself available to me at any time. She’s set things aside to come and observe me. I am just thankful to have her time via phone/email, much less her making time to come see me.
I write all that to say, finding a Clinical Fellowship mentor, ideally, should be like a fond Christmas memory. You can always call on that memory to feel better, to calm down, to reminisce that life isn’t always this crazy. Christmas for me was about being with family who made you feel comfortable and reminded me that people are looking out for you. That’s what my mentor has been for me, whether she knows it or not. Often times, a CF mentor is selected for you or maybe have more than one. I would like to share my thoughts on the qualities a great CF mentor should have: Read the rest of this entry
Hot off the presses from the International Journal of Language & Communication Disorders. I want to share my thoughts on a recent article entitled Impact of placement type on the development of clinical competency in speech-language pathology students.
The thing I enjoyed most about this article was how they described their “aim”. In summary, they wanted to see how the placement type for SLP students impacted the competency levels as they progressed through the program. I often wondered how I can be just as competent as my classmate when we observed different SLPs and were placed in very different settings. Yet many of us felt equally confident. This article helped shed some light on why different experiences can result in the same clinical competency. Here’s a quick look at the highlights I discuss below:
- Caseload, setting, and placement intensity may impact clinical competence for soon-t0-be SLPs
- Caseload appeared to be the most significant variable impacting an increase in clinical knowledge
- No matter the setting, every placement provided opportunities for growth as a future SLP