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158 ACQ Volume 11, Number 3 2009 ACQuiring knowledge in speech, language and hearing
• engaging in public health advocacy regarding the
importance of oral language competence (Snow, 2009;
Snow & Powell, 2004);
• providing speech-language therapy to improve behaviour
and socialisation (Gilmour et al., 2004; Girolametto, Steig
Pearce, & Weitzman, 1996; Robertson & Weismer, 1999);
• participating in and providing support for restorative
justice programs enhancing parental knowledge about
child and youth development;
• enhancing nurturing, attachment, and early bonding
between children and caregivers (Australian Research
Alliance for Children & Youth, 2008); and
• developing, facilitating, and participating in promotion,
early intervention and prevention programs concentrating
on the communication problems, particularly in neglected
and maltreated children (Snow, 2009; Sylvestre, Payette,
& Tribble, 2002).
Some ideas for acting locally include:
• input at clinical reviews (case discussions) and
participation in working parties and focus groups;
• development of resources in your workplace (e.g., visual
plans);
• provision of professional development to colleagues
and community settings, e.g., Children’s Court clinic,
correctional facilities, Department of Justice, Disability
Forensic Assessment & Treatment Service, Regional
Mental Health Services, Victoria Police, Victorian Institute
of Forensic Mental Health, and Youth Justice;
• undertaking research and postgraduate study;
• participating in policy writing and development;
• presenting at relevant conferences, e.g., Forensic
Psychology, Australian & NZ Association of Psychiatry,
Psychology & Law, and Forensic Disabilities; and
• lobbying to local members of parliament for increased
funding to this area.
Hopefully, in time, awareness will be increased, more
research done, and policies changed so that we may, one
day, see the communication-impaired juvenile offender in
a police interview room or legal proceeding not only with
their lawyer but also with their speech pathologist, sitting
by to provide them with the prompts and cues required
to maximise communicative effectiveness and the client’s
subsequent fair participation in the legal system’s processes.
References
Australian Research Alliance for Children & Youth. (2008).
Submission to the Australian Government’s Australia 2020
Summit.
Summit-ARACY_Submission-Childrens_needs_should_top_
the_national_agenda.pdf
Baltaxe, C. A. M. & Simmons, J. Q. (1988).
Communication deficits in preschool children with psychiatric
disorders. Seminars in Speech and Language, 9, 81–90.
Benner, G. J., Nelson J. R., Epstein M. H. (2002).
Language skills of children with EBD: A literature review.
Journal of Emotional and Behavioral Disorders, 10 (1), 43–59.
Cantwell, D. P., & Baker, L. (1991). Psychiatric and
developmental disorders in children with communication
disorders. Washington, DC: American Psychiatric Press.
Charter of Human Rights and Responsibilities Act
2006. Section 25:
consol_act/cohrara2006433/s25.html ; entire Act: http://
PubStatbook.nsf/f932b66241ecf1b7ca256e92000e23be/54
D73763EF9DCA36CA2571B6002428B0/$FILE/06-043a.pdf
Victorian Equal Opportunity & Human Rights Commission
(2009) states:
Human rights are the foundation for freedom, justice,
peace and respect, and are an essential part of any
democratic and inclusive society that respects the rule
of law, human dignity and equality … Human rights are
about recognising and respecting the dignity of other
people,
which includes the right to a fair trial. Unfortunately, many
mental health and legal professionals are unaware that their
client has a communication disorder and/or do not have
access to speech pathology support to ensure their client
can fully participate in trial proceedings.
In Section 25 (‘Rights in criminal proceedings’) Part (2),
the Charter of Human Rights and Responsibilities Act 2006
states:
A person with a criminal offence is entitled without
discrimination to the following minimum guarantees:
a) to be informed promptly and in detail of the nature
and reason for the charge in a language or, if
necessary, a type of communication that he or she
speaks or understands; and
b) to have adequate time and facilities to prepare his
or her defence and to communicate with a lawyer or
adviser chosen by him or her; and
c) …to have the free assistance of assistants and
specialised communication tools and technology if
he or she has communication or speech difficulties
that require such assistance.
Providing this support to the clients who need it will not
occur if the professionals working with them are not aware of
their difficulties and need for support. Therefore, it seems fair
to suggest that the human rights of many juvenile offenders
and mental health clients are being violated unintentionally.
This is a good reason for professionals in the mental health
and forensic areas to consider speech pathology input for
their clients. However, concerned professionals need
professional development and education in this area. Due to
their specialisation in understanding communication
impairment, its consequences and appropriate intervention,
speech pathologists are in a prime position to take on the
role of educating professionals in the areas of forensic and
mental health and advocating for the clients within these
settings.
Speech pathologists can take on many roles in mental
health and forensic settings. These include:
• routinely screening for language impairments in clients
presenting with behavioural, emotional, and psychiatric
problems (Fujiki et al., 2004; Snow, 2008);
• providing consultation to professional teams regarding
a child’s communication skills and developmental level,
to help inform appropriate diagnoses and management
(e.g., visual prompts, social stories, simple language)
(Gallagher, 1999; Russo, 2004; Toppelberg & Shapiro,
2000; Westerlund, Bergkvist, Lagerberg, & Sundelin,
2002; Zadeh et al., 2007);
• providing opportunities for and facilitating social
connections for children and families (Australian Research
Alliance for Children & Youth, 2008);
• enhancing resilience of children and families, and their
ability to problem-solve and cope (Australian Research
Alliance for Children & Youth, 2008);
• facilitating treatment that targets social skills training (e.g.,
social skills groups), language of feelings, and self-talk
(Giddan & Milling, 1999; Gilmour et al., 2004);