JCPSLP Vol 17 No 3 2015

Resource reviews

Speech pathology resources

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:// www.proedaust.com.au/heres-how-to-do-therapy- hands-on-core-skills-in-speech-language Suze Leitão

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

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

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JCPSLP Volume 17, Number 3 2015

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