Implementing Strength-Based Dialogue to Reframe Clinical Education and Community Engagement

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dc.contributor.authorMills, Monique T.
dc.date.accessioned2023-07-10T16:15:13Z
dc.date.available2023-07-10T16:15:13Z
dc.date.issued2023
dc.description.abstractPurpose: Healthcare professionals want to solve problems. When health disparities are observed, the solution often rests on expanding access to clinical services. But what are the varied paths that persons with communication disorders might take to access speech, language, and hearing care? Where are these paths successful and where does a well-intended initiative have an absent or limited effect in altering disparities? Multiple, complex factors affect access to healthcare in underserved communities. However, current practice tends to frame the goals and metrics of outreach programs in terms of access to healthcare services, which risks privileging the perspective of the providers who want to increase the volume of services accessed over the voices of the community members for whom access to healthcare is only part of the larger course of their lives. Solutions that do not reflect those community strengths outside the service provision framework likely yield minimal impact on quality of life, since the community members are less likely to fully embrace the solution. Method: In this clinical forum, we describe a community-informed strengths-based framework for clinicians and clinical researchers whose work is designed to reach underserved communities by employing mutual trust, empathy, active listening, and patient-centered care planning. Through case scenarios we exemplify key tenets of the framework. Conclusion: The community-informed strengths-based framework detailed in this clinical forum supports a paradigm shift from a biomedically-informed strengths-based framework to a model of healthcare service provision that focuses on individual or community strengths. Eliciting guidance from those receiving care and framing the totality of encounters in terms of the process of responding to community strengths can build a collaborative and sustainable path forward toward achieving health goals. Keywords: strengths-based service delivery, health outcomes, developmental language disorder, cognitive decline, community health workers, clinical educationen_US
dc.description.departmentCommunication Sciences and Disordersen_US
dc.identifierhttps://perspectives.pubs.asha.org/en_US
dc.identifier.citation2023 Perspectives of the ASHA Special Interest Groups. This is a post-print version of a published paper that is available at: https://perspectives.pubs.asha.org/. Recommended citation: Mills, Monique T. "Implementing Strength-Based Dialogue to Reframe Clinical Education and Community Engagement." Perspectives of the ASHA Special Interest Groups (2023). doi: https://perspectives.pubs.asha.org/. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.en_US
dc.identifier.orcid0000-0003-2357-8318en_US
dc.identifier.urihttps://hdl.handle.net/10657/14964
dc.language.isoen_USen_US
dc.publisherPerspectives of the ASHA Special Interest Groupsen_US
dc.subjectStrengths-based service deliveryen_US
dc.subjectHealth outcomesen_US
dc.subjectClinical educationen_US
dc.subjectCommunication disordersen_US
dc.subjectCommunity health workersen_US
dc.titleImplementing Strength-Based Dialogue to Reframe Clinical Education and Community Engagementen_US
dc.typeArticleen_US

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