JCPSLP Vol 17 No 3 2015

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JCPSLP Volume 17, Number 3 2015 171
Resource reviews
Cott, physical therapist and social gerontologist; Professor
Karen Whalley Hammell, occupational therapist; Professor
Jacinta Douglas, speech pathologist, and others well
known for their work on rehabilitation and goal setting such
as William Levack, Richard Siegert, and William Taylor. I
recommend this as a fascinating and thought-provoking
resource, which deserves to be read, discussed, and even
chewed over for a while to come.
Reference
MacLeod, R. & McPherson, K. M. (2007). Care and
compassion: Part of person-centred rehabilitation,
inappropriate response or a forgotten art? Disability and
Rehabilitation, 29 (20–21), 1589–1595.
Dwight, D. M. (2015). Here’s how to do therapy:
Hands-on core skills in speech-language pathology
(2nd ed.). San Diego, CA: Plural Publishing. ISBN: 978 1
59756 565 3; pp. 387; US$133.00; available from: http://
hands-on-core-skills-in-speech-language
Suze Leitão
Here’s How to Do Therapy is
the recently released second
edition of the practical text by
Debra M. Dwight. It is part of
the ‘Here’s How Series’ by
Plural Publishing – all written by
experienced clinicians – which
aims to teach clinical skills and
knowledge using therapy
vignettes and drawing on
evidence-based techniques.
The author states that this text was prompted by the
need to consider what speech pathology students need
to know about therapy and how to teach these concepts.
As such, this text is aimed at those involved in the clinical
education and clinical supervision of student speech
pathologists, as well as students themselves.
The book shifts focus between skills needed to teach
student clinicians and skills that clinicians need to use
with clients. It is founded upon principles of cooperative
learning, interactive learning and the use of critical incidents
in learning.
The early chapters introduce the therapeutic mindset and
interaction in therapy and also cover basic considerations
such as dress and grooming. Some of the information
presented in these chapters is clearly designed for the
American readership, such as the information on the
various US laws that impact on speech pathology services.
Chapter 4 provides a broad introduction to learning
theories; however, it does spend time discussing learning
styles such as visual, auditory and tactile/kinaesthetic
McPherson, K., Gibson, B. E., & Leplège, A. (2015).
Rethinking rehabilitation: Theory and practice. Boca
Raton, FL: CRC Press; ISBN 978 1 4822 4920 0; pp.
321. A$177.90 (hbk), A$140.95 (e-bk)
Deborah Hersh
As soon as I heard that this
book was due for publication, I
was keen to read it. I knew from
its title and who its editors were
that it would provide much food
for thought for academics,
students, and particularly
practitioners working in
rehabilitation. I had already read
a number of papers by
Professor Kathryn McPherson
and her colleagues (for example,
MacLeod & McPherson, 2007)
which had been insightful and provocative, and so I knew
this book would provide an interesting resource for those
wishing to explore their practice more deeply. In his
foreword to the book, Professor Derick Wade describes it
as “unusual” and suggests that the members of
rehabilitation teams each pick a chapter and then bring it
back for discussion to their colleagues. I agree. There is a
lot for rehabilitation professionals to chew over in this book.
Section 1, “Rethinking the past and re-envisioning the
future” has four chapters. The first explores the contribution
of theory to rehabilitation, not in terms of adopting a
single, all-encompassing theory, but rather a framework
of theories at multiple levels. The second uses a historical
perspective to provide a solid base for ideas about how
rehabilitation might continue to evolve and develop. The
third chapter challenges assumptions such as rehabilitation
aiming for a return to “normal” (a cultural and social
judgement), restoring quality of life (but then frequently
assessing for that only on the basis of physical abilities), or
focusing on independence without sufficient consideration
of interdependence. Chapter 4 considers children’s
rehabilitation and its relationship to “normal development”
and typical milestones. Section 2, “Philosophy in action”
contains five interesting chapters, which include new
understandings of the mind/brain/body relationship,
“therapeutic landscape” theory, the importance of social
relationships within rehabilitation, and the recovery of self-
identity. The final, third section, “Rethinking rehabilitation
delivery, research, teaching and policy” includes another
five chapters with creative ideas for improving rehabilitation,
including a focus on outcome measurement and
highlighting Indigenous perspectives (particularly a Mãori
perspective).
The editors of this book have invited prominent
international academics and practitioners from across
rehabilitation to contribute, for example, Professor Cheryl
Speech pathology resources