Personal Reflection

Patients with ASD may imitate what is being said to them with limited speech and may find it difficult to process what is going on around them and so are prone to feeling disorientated as well as being less proficient, frustrated or anxious therefore practitioner should avoid frustration and emphatic towards the patient (National institute of mental health, 2015)

There are several things that can be learned about Greek culture through the story of Prometheus. The myth of Prometheus is about the theft of fire. Some of the things that can be seen through this myth are the value of fire and why animal offerings were done.

On October 7, 2017, I shadowed a speech language pathologist at Trustpoint Rehabilitation Hospital. During this time, the therapist was working on the pediatric floor and was administering therapy to different patients every hour. The therapist treated a variety of patients with different needs and goals. Many of the patients had sustained an accidental injury that affected their daily living routines and quality of life.

Many would argue that the fundamental causes of World War 1 are, Militarism, Nationalism, Imperialism, and the System of Alliances. Over the years, historians have been trying to point out which cause is most important, however, a conclusion has yet to be made. The System of Alliances amid several nations is arguably the most significant contributor to the commencement of the first World War.

A key factor to most of the maladaptive behavior performed by individuals is the inability to get a message across for their wants and needs through language. A few of my clients were non-speaking when I first met them. Their way of communicating was by whining or directing their caregiver to the item he or she needed. Consequently, many of the client’s goals were focused on increasing communicative language. I was fortunate enough to be able to attend speech therapy with one of my clients. Being present in these therapies, I was able to learn certain techniques to increase language, as well as techniques for phonetics, to be able to understand the existing language the client had. On days the client did not have speech therapy, I implemented the programs into the in-home therapies to increase the exposure, in hopes for better results. I also utilized the skills I learned on the other non-speaking clients I worked with but, modified their usage to adapt to the necessity of each

Rogers, I felt that my knowledge of stuttering and its impacts definitely expanded. It was both revealing and somewhat heartbreaking to know that although school psychologists don’t work directly with kids who stutter, they can still notice the impact that it has on the child. Choosing childhood-onset fluency disorder for this interview was mostly influenced by my own experience with someone who stuttered as an adult. The person who stuttered was my high school science teacher and I vividly remember the first time people heard him speak. Kids would secretly tease him or interrupt him when he was speaking to “speed up” how long he was taking to make a point. Although I know it probably affected him a lot more when he was younger than it did then, I was still sensitive to his communication difficulties.

I learned that an important aspect of Speech-Language Pathology is providing clients with the ability to make choices. Individuals want the opportunity to express their feelings, concerns, and activities they want to take part in. Some individuals with communication

Harasym, J., Langevin, M., & Kully, D. (2015). Video self-modeling as a post-treatment fluency recovery strategy for adults. Journal of Fluency Disorders, 44, 32-45.

My experiences as a dance instructor for ballet classes have improved my teaching and communication skills. I found how to approach and share information with the students by explaining the steps on a level they could understand. A few of the children were autistic, requiring me to have extra patience and tailor the class to meet their specific needs. Some children were very young and scared because they did not know what the class would entail. I was able to comfort them and create a positive learning environment. Others were frustrated when they couldn't complete a combination, but I was able to encourage them and after a few classes of practice they accomplished the steps. I feel that those experiences were analogous to my observations of physician interactions with their patients during my internships. These patients came from various socioeconomic backgrounds, religious beliefs, and educational settings. Taking time to explain, the physicians ensured their patients understood the treatment plans. Through this education, the patients gained more control of their own health and were able to make well informed decisions to prevent and correct serious issues. Inspired by these experiences, I will apply similar techniques, educating my patients using clear and concise

The title of this book, “Goddesses, Whores, Wives, and Slaves” is written in order of the ranking of women. In classical antiquity, in some aspects, a whore had more freedom and rights than a married upper-class woman. This alone is evidence of the degree that women in classical antiquity were oppressed. Classical Greek Athenian women and Roman women had similarities in their life styles and expectations to become wives and mothers, but Roman women developed minor freedoms throughout the duration of the empire that Greek Athenian women did not possess. The only known exception to this are the women of Sparta, who had a unique level of freedom in the Greek world.

A humanistic concept of communication, including proper language and articulation skills, has fascinated mankind for centuries. Our ability to verbally relay thoughts, feelings, ideas, and information to one another proves to be a crucial aspect of social and interpersonal relationships. Regardless of any precautions we take regarding speech preservations at an early age, various speech, voice, or language disorders remain prevalent in society. I recently had the opportunity to participate in a speech/voice/language clinical observation and witness a therapy secession between two clinicians and a young child with a childhood onset fluency disorder. The patient, despite living with this disorder from birth, displayed little to no signs of orthodox stuttering characteristics; however, she portrayed various core

I grew up with a stutter. I wished I had embraced my speech impediment and allowed myself to promote the ways in which I am able to communicate effectively with people instead of dwelling on the difficulty I had in my speech. It was tough for me to speak in front of people throughout grade school, as I would try to get all my words out as clearly as possible even though it was difficult for me to do so. Instead of embracing my slight fallibility, I was ashamed and did not want to acknowledge that I had an impediment. I spoke little in public. As I progressed through high school and the early years of college, I made an effort to improve my speech by forcing myself to take advantage of speaking opportunities. Even as my speech improved, it was still uncomfortable for me to admit that I had an impediment. It was not until my junior year of college that I realized I could use my other refined capabilities in communications in order to connect with people. In lieu of my speaking, I capitalized on my written communication skills and it showed through creating health education materials, assisting show production at CNN, developing a communication for development media initiative in the Solomon Islands, and now currently as the Editor-in-Chief of the Yale Undergraduate Journal of Public Health. Consistent development in my writing ability allowed me to develop the confidence upon improving my

My interest in this field actually begins in my youth. As a child, my younger brother could not speak properly. I remember as an elementary school student helping other people understand my brother. In some respects,

. When they walk in and are greeted by the audiologist the patient needs to feel already they are in a safe environment. The patient should share their concerns freely and have an open, honest conversation with their clinician. Only once there is trust can growth happen. Patients have always felt at ease around me in the past and I plan to keep it as such. Having Luterman (1984) clearly state the importance of having an environment conducive to growth gave me something to focus on during my time in clinic. I can now go into the appointment with focusing on my ability to be empathetic and non-judgmental. I understand that the patient’s difficulty communicating affects their life and I want to work with them to change that, showing them that I care about them as a person, and helping them achieve their goals. The patient’s success is my success.

I also trained up my strong mind to accept anticipating failure in future as not every client show progressive chance within a short time. Language really heals. Therefore, along with therapists in the center, I played active roles in bridging the gap between people with disorders and their peers by encouraging clients to appreciate language by means of toys, singing, playing with their