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110 JCPSLP Volume 17, Number 2 2015 Journal of Clinical Practice in Speech-Language Pathology
part of this book (Part V) is dedicated to the teaching of the
constructivist counselling framework.
The structure of this book makes it engaging and user-
friendly. An outline is provided at the beginning of each
part to highlight what the proceeding chapters are about,
as well as conclusions at the end of each chapter. The use
of case studies, transcripts of counselling sessions and
“toolbox” information ensures an enjoyable, informative and
clinically valuable read. The case studies and transcripts
help to demonstrate how theory translates into practice,
which students could find particularly useful. The passion of
both authors for this topic is evident through their engaging,
descriptive writing style.
References
DiLollo, A., & Neimeyer, R.A. (2014). Counseling in
speech-language pathology and audiology: Reconstructing
personal narratives. San Diego, CA: Plural Publishing, Inc.
The Speech Pathology Association of Australia. (2003).
Scope of practice in speech pathology. Melbourne: Author.
narrative perspective. This approach focuses on “the client
as the expert and each client’s personal narrative” (DiLollo
& Neimeyer, 2014, p. viii) – a fitting framework for speech
pathologists.
The authors of this book have many years of clinical
and research experience (DiLollo is a qualified speech
pathologist originating from Perth). The book is arranged
into five parts, together consisting of 26 chapters. Part I
aims to orientate readers to the idea of counselling, while
addressing common myths in regards to counselling in
clinical practice. Part II provides information on theoretical
frameworks of counselling, while Part III details the
process of counselling. In Part III, a chapter is dedicated to
understanding the constructivist-narrative approach, and
includes a summary of key points (a nice touch to ensure
thorough understanding). Part IV is termed “Clinician’s
Toolbox” and contains chapters on creative tools to
assist counselling interactions, such as: drawing, self-
characterisation and play therapy, to name a few. The final
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