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ACQ
Volume 12, Number 2 2010
ACQ
uiring knowledge in speech, language and hearing
compared to other traditional clinical placements, in relation
to working with interdisciplinary students and the experiential
nature of the program (see Mathisen & Edmunds, 2009, for a
summary of the focus group notes).
Unpublished preliminary findings from an evaluation by
the Family Action Centre are consistent with the pilot study
data for speech pathology students. So far 15 student
volunteers have participated in focus groups discussing their
experiences during the camp and have been very positive
about what they learnt during the camps. In particular they
felt they had a greater understanding of the daily experience
for families with children with special needs and reported
that the SNUG program helped them to recognise the
importance and complexity of family-centred practice, as
illustrated by the following quotes:
Student 1: I guess I learned to take the whole family
approach and not just about the person in front of you. I
think that was the biggest thing I learned.
Student 2: I’ve got a few clients at the moment, at my
placement and they’ll come in with parents and say,
“‘Oh sorry, we’re just so busy, we didn’t get time to do
the homework [set by an allied health professional]”.
Before I was at the camp, I would just think, “Oh they
don’t care much or they’re just a bit lazy”, but you can
really see why people just don’t get the homework done.
It is worth noting that the families also appreciated the fact
that the camps are helping to produce therapists with greater
awareness of living with special needs. In particular, they
emphasised the importance of the camp providing students
with insights into family life when a child has special needs.
The SNUG volunteer role is both active and direct.
Research from other non-traditional placements has
suggested that an active role may facilitate experiential and
deep learning (Fieldhouse & Fedden, 2009; Healey, 2008).
It appears from the evidence regarding non-traditional
placements that there is potential for students to learn
valuable interpersonal and collaborative skills through their
roles as SNUG volunteers. These skills are seen to be
important in managing rapid change in healthcare service
delivery, and in particular in the speech pathology discipline
(McAllister, 2005).
The SNUG program is an example of students being
engaged in real-life experiences that enhance their
professional development as speech pathologists. Through
the camps, they are able to experience strength-based,
family-centred practice and gain valuable insights into the
lives of families living children with special needs. While
further research is needed into the benefits of SNUG for the
students’ future practice, the feedback to date suggests that
students feel they are gaining valuable experience through
the camps.
Summary
Practical experience in non-traditional settings such as
SNUG plays an important role in developing an integrated
understanding of practice known as deep learning
(Fieldhouse & Fedden, 2009). With the emerging awareness
and place of family-centred and strength-based practice in
speech pathology, practical student experience may facilitate
the development of the required skills and knowledge in
these areas.
References
Carter, B., Cummings, J., & Cooper, L. (2007). An
exploration of best practice in multi-agency working and the
a feeling of empowerment and an increased ability to access
services (Warmington, 2003).
Student involvement in SNUG
Consistent with the aims of SNUG, student volunteers from
a range of undergraduate degrees at The University of
Newcastle have the opportunity to interact with families while
assisting with the residential camp. Fifty-eight students have
volunteered over the first five camps and primarily come from
disciplines relating to children with special needs, including
speech pathology, occupational therapy, education and
nursing. These students receive specific training for
strength-based practice by the Family Action Centre staff
preceding the camp. Students also receive supervision
throughout the program from the two SNUG coordinators
and participate in group discussion where they reflect on
their experiences during the camps.
Throughout the camp, students work with families,
coordinators and other volunteer students to ensure the
program runs smoothly. They help facilitate activities for the
families, assist the children with special needs to participate in
camp activities, provide practical assistance (e.g., with meals),
help families attend medical appointments and generally
provide practical support to the families. Importantly, the
students also have many informal opportunities to get to
know family members, learn more about the roles of other
professions, and gain valuable insights into the reality of life
for families facing a range of challenges.
The student experience for SNUG program volunteers
may be considered non-traditional, as supervision is not
provided by clinicians from their own discipline. Formal
assessments are not incorporated for speech pathology
students, and the camp setting is not typical of clinical
placements, nor of a typical speech pathology setting. The
qualitative studies of non-traditional placements suggest that
they provide a greater opportunity for reflective practice and
evaluation to facilitate deep learning and the development of
a strong professional identity (Fieldhouse & Fedden, 2009;
Overton, Clark, & Thomas, 2009). Non-traditional settings
like SNUG may provide opportunities for skills such as
assertiveness, negotiation and collaboration to be continually
practised, and lead to a greater focus on the client rather
than the student’s own performance (Fieldhouse & Fedden,
2009; Overton et al., 2009).
As students from different disciplines work together in
a real setting with families, there is a great opportunity for
peer learning and the potential for students to develop an
awareness of different professional perspectives, marking the
way for an understanding and expectation of interdisciplinary
practice (Geller, Rhyne, Hansbarger, Borrego, VanLeit, &
Scaletti, 2002). Evidence from a systematic review suggests
that peer learning increases clinical skills and knowledge
(Secomb, 2008). As a result, it is now common for speech
pathology programs in Australia to place more than one
student with the one clinical educator (McAllister, 2005).
Future research
The SNUG program is in its infancy and so the benefits for
students are the subject of ongoing research. A pilot study
involving six speech pathology students investigated the
SNUG volunteer experience through focus group discussion
based on the first two camps conducted in 2009. Preliminary
results from these focus group discussions indicated that the
students reported a greater insight into the family’s
experience, increased confidence in working in the area of
special needs, and a greater sense of commitment and
compassion. Students highlighted the experience as unique,