Speech and Language therapists use of embedded counselling skills

Abstract

Background and aims: Research located in the educational and healthcare sector indicates that professionals working with children and young people may experience a range of situations that will require or benefit from the use of counselling skills to support the wellbeing of individuals and families they support. One of the professionals expected to support wellbeing are Speech and Language therapists (SLT), however there is a scarcity of research exploring SLTs perspectives on embedding counselling skills. Additionally, research has demonstrated that professionals embedding these skills may experience challenges to their own wellbeing, yet both areas remain neglected in the literature in the United Kingdom and internationally. This study therefore aimed to explore the perspectives of UK paediatric SLTs on the benefits and challenges of embedding counselling skills into their practice, as well as exploring if there is a personal impact to doing so. Methodology and methods: Located in a critical realist paradigm, this thesis used a phenomenological qualitative methodology to explore the perspectives of paediatric speech and language therapists working in the UK. Semi- structured interviews were conducted with 12 participants working in a range of paediatric settings including private and public services. Data were analysed using reflexive thematic analysis. Analysis: Three key themes were developed including: 1) The scientist practitioner, 2) The reflexive practitioner, 3) Influencers of SLT wellbeing. Discussion: The key findings from the thesis conclude that SLTs believe it is within their scope to provide mental health support and embed counselling skills, however the extent of this support and the benefits and challenges of doing so, seem to relate to the position they adopt to inform their practice. The scientist practitioner and reflexive practitioner perspectives were conceptualised in order to demonstrate the challenges and benefits of embedding counselling skills while practicing from these positions. The adoption of these positions appears to be influenced by an SLTs personal history, their attitudes and beliefs, their training and development as well as professional and personal experiences. The thesis also demonstrates that there may be a negative or positive personal impact on the SLT if they embed counselling skills and utilises an ecological approach to demonstrate the intrapersonal, interpersonal, and organizational factors that influence this. Limitations and implications for practice are discussed, alongside considerations for future research. Finally, the thesis suggests it is crucial for all SLTs to be competent in using counselling skills to support the wellbeing of the individuals and families they support, while also focusing on how to protect their own wellbeing to ensure a healthy workforce and reduce the risk of burnout.

Date of Award	31 Dec 2023
Original language	English
Awarding Institution	The University of Manchester
Supervisor	Terry Hanley (Supervisor) & Laura Winter (Supervisor)