Clinical Speech & Language Studies (Scholarly Publications) http://hdl.handle.net/2262/232 2013-05-19T20:57:59Z 2013-05-19T20:57:59Z LEAHY, MARGARET M http://hdl.handle.net/2262/63818 2012-06-19T13:47:56Z 2012-01-01T00:00:00Z

Title: Witnessing Stories: Definitional Ceremonies in Narrative Therapy with Adults who Stutter Author: LEAHY, MARGARET M Abstract: Background: Narrative therapy (White & Epston, 1990) was developed as an approach to counselling, as a response to the power relations that influence people's lives. Its use with people who stutter has been documented. A basic tenet of narrative therapy is that the dominant problem-saturated narrative is challenged by externalizing the problem, in due course facilitating development of an alternative narrative. Within this process, the definitional ceremony involving outsider witnesses is a key procedure used to influence change. Aims: This paper describes definitional ceremonies, and their application within a narrative approach to therapy for stuttering. The analysis of a specific definitional ceremony is presented, leading to an exploration of identity as a public and social achievement. Methods: A definitional ceremony involving a woman who stutters and family members was recorded and analysed using two methods: interpretative phenomenological analysis and Heideggerian hermeneutic phenomenological analysis. Details of the clinical application of definitional ceremonies with this client are described. Results and Conclusions: Results from both methods of analysis were found to be similar. Notable results include the fact that the stuttering per se was not presented as the problem; rather, the impact of stuttering, especially the experience of bullying, was a dominant theme. This paper shows how definitional ceremonies can open opportunities for clients to present themselves in a preferred way, forming the basis for a new story and re-vised identity. Emerging themes can be identified for reflection and discussion with the client for therapeutic benefit. Description: IN_PRESS

2012-01-01T00:00:00Z MC TIERNAN, KATHLEEN http://hdl.handle.net/2262/60452 2011-11-02T14:05:02Z 2004-01-01T00:00:00Z

Title: Student perceptions of the advantages and disadvantages of problem based learning. Author: MC TIERNAN, KATHLEEN Abstract: A higher education puts a woman in control of herself and that lasts a lifetime. According to DeMott (1990), the resource most widely used as a tool for upward mobility is education. However, for many women, the opportunity to pursue a second or third level education does not present itself at age appropriate times. There are many issues related to the educational choices women make in late adolescence and throughout their lifespan. This paper endeavours to investigate and make proposals based on findings which could contribute to the understanding of the psychosocial backdrop to the choices women make regarding education both in late adolescence and in midlife. This paper will report demographic information, women’s reasons for discontinuing formal education and women’s reasons for returning to education. It will also explore women’s perceptions of personal goals in their early twenties. Correlations of independent variables will also be reported to identify links between socioeconomic factors and the pursuit of educational goals. Description: PUBLISHED

2004-01-01T00:00:00Z MC TIERNAN, KATHLEEN WALSH, IRENE PATRICIA LEAHY, MARGARET M http://hdl.handle.net/2262/60451 2011-11-02T13:46:01Z 2007-01-01T00:00:00Z

Title: Examining students' clinical skills: Assessment of the 'unseen' client in a speech and language therapy clinic Author: MC TIERNAN, KATHLEEN; WALSH, IRENE PATRICIA; LEAHY, MARGARET M Editor: G. O'Neill, S. Huntley-Moore, and P. Race Abstract: Towards the end of their undergraduate careers, speech and language therapy stu- dents are expected to have developed an advanced level of clinical expertise, in the assessment, diagnosis and management of a wide range of communication disorders in children and adults. At the beginning of their final 30-day block placement, students have completed approximately 400 hours of supervised clinical work, and they are in the final stages of acquiring the knowledge and skills necessary to become practitioner scientists. Description: PUBLISHED

2007-01-01T00:00:00Z MC TIERNAN, KATHLEEN SMITH, MARTINE MARY WALSH, IRENE PATRICIA http://hdl.handle.net/2262/60450 2011-11-02T13:39:00Z 2007-01-01T00:00:00Z

Title: The 'triple jump' assessment in problem based learning: An evaluative method used in the appraisal of both knowledge acquisition and problem solving skills Author: MC TIERNAN, KATHLEEN; SMITH, MARTINE MARY; WALSH, IRENE PATRICIA Editor: G. O'Neill, S. Huntley-Moore, and P. Race Abstract: Learning and evaluation are inextricably linked, and students who are active participants in their own learning should be active participants in the assessment of their acquired knowledge (Rangachari, 2002). The triple jump is a type of assessment that evaluates the students’ ability to organize information, to formulate hypotheses, to identify individual learning issues, and to reformulate a case using newly acquired information. The ‘triple jump’ (or three stage) assessment is a method of evaluation used in problem based learning (PBL) curricula. PBL encourages independent learning and gives students practice in tackling puzzling situations and defining their own gaps in understanding. In the context of professional courses, such as, speech and language studies, relevant problems are presented to the students, which mirror ‘real life’ clinical situations. PBL is a way of learning which encourages a deeper understanding of the material rather than superficial coverage. Description: PUBLISHED; Dublin

2007-01-01T00:00:00Z LEAHY, MARGARET M http://hdl.handle.net/2262/54926 2012-01-11T14:09:21Z 2011-01-01T00:00:00Z

Title: EDUCATION OF EUROPEAN FLUENCY SPECIALISTS The European Clinical Specialization on Fluency Disorders (ECSF) Author: LEAHY, MARGARET M Abstract: The European Clinical Specialization on Fluency Disorders (ECSF) project consists of one-year post-qualification fluency specialization training and a harmonized graduate fluency program. It was developed by eight European universities/colleges to provide the means whereby graduates would meet comparable standards of competence to practice in the field of fluency disorders. In this paper we describe criteria that guided the consortium in their decision making process to create an optimal learning environment for participants. A review of the first completed course cycle, with 23 international participants, is discussed. Description: PUBLISHED

2011-01-01T00:00:00Z