Abstract: Collaboration within the school setting is paramount to student success. This course will examine the skills needed to be a confident collaborator with your school teams. What are your strengths? How do you determine those strengths? Play to those strengths? And how do you have successful interprofessional collaboration success stories?
Description: Collaborative, interprofessional practice is only successful when we know our personal and professional strengths and challenges, and can adapt to a variety of communication styles we find ourselves required to interact with on a daily basis. We must also understand and be in tune with our personal biases, our personal and professional expectations, and how we can successfully adapt to current climates, situations, and learning environments, placing student needs above all else. This course will examine a variety of ways to turn our personal and professional self-discovery into positive outcomes for collaborative relationships, where our efforts can be solely focused on the students we serve, and how to provide quality collaborative efforts on their behalf in order to produce meaningful work we can be both proud of and excited about doing.
Presentation Format & Methods: Power Point Interactive session with group activity Group Q and A session
Supporting Research: Reference 1: ● Ringer, Judy (2019). Turn Enemies into Allies: The Art of Peace in the Workplace. Career Press.
Supporting Research: Reference 2: ● Headlee, C. (2017). We Need to Talk: How to Have Conversations That Matter. HarperCollings Publishers. New York.
Supporting Research: Reference 3: Ainsworth, S. (1964). The speech clinician in public schools: “Participant” or “separatist”? ASHA, 12, 495-503.
Supporting Research: Reference 4: Ehren, B. J. (2000). Maintaining a therapeutic focus and sharing responsibility for student success: Keys to in-class speech-language services. Language, Speech and Hearing in the Schools, 31(3), 219-229.
Supporting Research: Reference 5: Pfeiffer, D., Pavelko, S. L., Hahs-Vaughn, D. L., & Dudding, C. (2019). A National Survey of Speech-Language Pathologists’ Engagement in Interprofessional Collaborative Practice in Schools: Identifying Predictive Factors and Barriers to Implementation. Language, Speech, and Hearing Services in the Schools. https://doi.org/10.1044.2019_LSHSS-18-0100 .
Learning Objectives:
1) List two components needed to be a chameleon communicator
2) Describe two key components used when getting someone to say “yes”.
3) Identify 4 key areas of emotional intelligence required to be a good collaborator.