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					                       THIRD ANNUAL CONFERENCE
                                 of the




               „Innovation, Creativity and Culture‟
  Vilnius Gediminas Technical University and Mykolas Romeris University
           Vilnius, Lithuania – European Capital of Culture 2009
                            22-23 October 2009

 Conference track: “Creativity and Innovation in University Culture”


 A CHALLENGE TO INNOVATION AND CREATIVITY AT
UNIVERSITY FERNANDO PESSOA (PORTO, PORTUGAL):
   ACTING UPON SPEECH-LANGUAGE DISORDERS
         AS A TECHNIQUE AND AS AN ART

       Alexandre Frey PINTO DE ALMEIDA, M.D., Ph.D.
             Associate Professor / Head of Department
                     Dep. of Speech Therapy
                     Health Sicences Faculty
                   University Fernando Pessoa
                        Porto / PORTUGAL
                        fpinto@ufp.edu.pt
University Fernando Pessoa is a Portuguese private foundational Higher
Education institution located in Porto, the 2001‟ European Capital of Culture.


                 UFP
University Fernando Pessoa - Porto, Portugal
Its motto is "nova et nove", which means in latin "making new things in a new
way".
University Fernando Pessoa is devised in three faculties (Health
Sciences, Human and Social Sciences, Science and Technology),
one School of Health Sciences and one autonomous unit (Ponte de
Lima College).
                                                      School of Health Sciences
                                                      Undergraduate Programs:

                                                      - Nursing

                                                      - Clinical Analyses and
                                                        Public Health

                                                      - Psychomotor Rehabilitation

                                                      - Physiotherapy
A detail of UFP Faculty of Health Sciences
(the entry of the Pedagogical Clinic of Odontology)   - Speech Therapy
                SPEECH THERAPY
     Portuguese framework for
     the professional definition
Speech Therapy

   «The Speech Therapist is responsible for the
 development of activities in the domain of
 prevention, assessment and treatment of human
 communication disorders, including not only all
 functions associated to verbal oral and written
 comprehension and expression, but also other
 forms of non verbal communication»

             (Dec.-law n.º 564/99, 21 of December 1999)
 TRADICIONAL CONCEPTIONS AND MODERN CONCEPTIONS OF SPEECH THERAPY
                                 THE UFP MODEL
  In Portugal, the model of Speech Therapy developed by UFP since 2002 helped
  to change social and professional conceptions of the role of speech therapists.
           TRADICIONAL CONCEPTIONS                                       MODERN CONCEPTIONS
Speech Therapy centred on verbal oral communication       Speech Therapy open to communication of every kind,
                                                          verbal or non verbal, oral or written, and also to
                                                          augmentative and alternative forms of communication
Speech Therapy having as main goal the treatment and      Speech Therapy open to normal communication as much
rehabilitation of communication disorders                 as to disturbed communication – including in its aims
                                                          screening, prevention, preparation, diagnosis, evaluation
                                                          and not only rehabilitation
Speech Therapy having as its proper object the clinical   Speech Therapy open to clinical approaches acting on
approach from the point of view of emission               emission or on the reception, and also on central
                                                          processing
Speech Therapy centred on a few techniques and            Speech Therapy involved with protocols of screening and
protocols of rehabilitation                               evaluation in the same way it is interested at protocols of
                                                          rehabilitation
Speech Therapist as a technician who helps medical        Speech Therapist as a technician able to do a functional
doctors in the therapeutic achievement                    diagnosis of communication disorders and to develop a
                                                          therapeutic plan and strategies in order to obtain an
                                                          adequate rehabilitation
Speech Therapist more interested in certain techniques    Speech Therapist interested in several techniques in
than in their corresponding foundations                   function of their corresponding foundations
Speech Therapist in the basis of a hierarchical pyramid   Cooperative model of the Speech Therapist, engaged in
having doctors at the top: ST as a final executor of a    an individualized approach of the patient within an
decision taken by someone else                            interdisciplinary team
Bologna Process compelled to a curricular reorganization centered on student
work and responsibility, and encouraged a new competence-based model for
pedagogical methods and techniques.
    UFP - BACHELOR IN SPEECH THERAPY
(approved by the Ministry since 2002 and recognized by the Professional
Association since 2003 as suitable for the formation of speech therapists)
OBJECTIVES
   Students should develop specific competences of
   ● Prevention
   ● Evaluation
   ● Treatment
   ● Scientific study
   of Human Communication Disorders, including
   - All the processes and functions inherents to expression and
  comprehension of oral and written language;
   - Other forms of non verbal and verbal communication (for instance, using
  structured symbols and gestures);
   - Other related functions, such as swallowing.
                 BACHELOR IN SPEECH THERAPY
            CURRICULAR ORGANIZATION AFTER BOLOGNA
1st-2d         Anatomophysiology I                         Anatomophysiology II
Semesters      Methods / Techniques of Communication       Biophysics and Biomecanics
               English Language I                          English Language II
               Biostatystics and Epidemiology              Psycholinguistics and Language
               Basic Gestures in Health                    Development
               Theories of Language and                    General Microbiology
               Communication                               Observation Training
3d-4th         Phonetics and Phonology                     Neurosciences and Neurolinguistics
Semesters      Biochemistry                                Applied Otorhynolaryngology
               Politic Organization of Portugal and EU     Communication and Language in Children
               Voice, Orofacial Motricity and Swallowing   Neurology and Neuromotor Pathologies
               Applied Psychology                          Ethics and Professional Deontology
               Applied Psychopathology                     Integration Training
5th-6th        Audiology                                   Alternative / Augmentative Communication
Semesters      Communication and Language in Adults        Foreign Language
               Applied Psychopedagogy                      Psychomotricity
               Methods and Techniques of Evaluation        Early Intervention in Neonatology and
               and Intervention in Speech Therapy          Pediatrics
               Construction and Validation of              Graduation Project
               Instruments                                 Clinical Learning II
               Clinical Learning I                         Professional Training I
               Professional Training I
7th semester   Professional Training II
A Pedagogical Clinic of Speech Therapy was provided within UFP in order to
ensure students‟ supervised clinical practices in real and authentic situations –
a pioneer project, completely new in Portugal and rare even in Europe, where
comparable units are yet quite hard to find.
This kind of assistance is offered to the academic community itself, but there
are also two mobile units of an Ambulatory Project of Oral and Public Health
that offer many screening services to the surrounding community in different
clinical valences, thus contributing to the signalling of patients and draining
a part of them to the Pedagogical Clinics of the University, including the one
of Speech Therapy.
More recently, a Master in Speech Therapy and a Doctorate in Language
Development and Disorders were created, and the Pedagogical Clinic is also the
place for the main part of the corresponding research.

               MASTER IN SPEECH THERAPY
      OBJECTIVES
         Students should develop specific competences of this post-
         graduate level, such as:

         ● Administration of Health Units
         ● Intervention in the Community
         ● Scientific Research
         ● Education and Formation
         ● Training Orientation and Supervision
         ● Improvement of Basic Knowledge
         ● Specialization in two main Domains:
           – Language in the Child
           – Language in the Adult
              CURRICULAR ORGANIZATION OF THE MASTER IN SPEECH THERAPY

1st        Administration of Health Services
Semester   Speech Therapy in Educative Contexts
           Psycholinguistics and Neurolinguistics
           Functional Neurology and Speech Therapy
           Research Methods
           Applied Phonetics
2d         Specialization in Language in the Child           Specialization in Language in the Adult
Semester   Communication and Swallowing in the               Voice and Dysphonias
           Preverbal Period                                  Communication and Interaction
           Disorders of Oral Language in the Child           Gerontology and Speech Therapy
           Autism Spectrum Disorders                         Acquired Disorders of Communication and
           Speech Therapy in Multideficiency                 Language
           Disorders of Written Language in the Child        Speech Therapy and Neuromotor Pathology
3th        Hearing Processing and Speech Therapy             Professional Voice
Semester   Expressive Therapies                              Phonostomatology
           Orofacial Motricity and Swallowing in the Child   Expressive Therapies
           Speech Therapy and Neuromotor Pathology           Neurogenic and Oropharyngeal Dysphagia
           Clinical Cases, Orientation and Supervision of    Clinical Cases, Orientation and Supervision of
           Professional Training                             Professional Training
4th        Project / Dissertation
Semester
            DOCTORATE IN
 LANGUAGE DEVELOPMENT AND DISORDERS
OBJECTIVES
 Students should develop knowledge and competences
 allowing them to deal with problems of language, either
 concerning its development, either its disorders.
 The doctorate provides two differentiation areas:
  ● Psycho and Neurolinguistic Development
  ● Language Disorders.
 These specialities fall within the general scope of the thesis
 to be developped, corresponding to main areas in which the
 teaching staff has been involved, engaged in projects of
 national and international research, and resulting in a very
 considerable number of scientific papers and "products"
 such as new diagnostic, therapeutic and educational
 approaches.
                   CURRICULAR ORGANIZATION OF THE
           DOCTORATE IN LANGUAGE DEVELOPMENT AND DISORDERS

Curricular Part (Doctorate Course)
  1st    Research Methods
Semester Language and Verbal Communication
         Paralanguage and Non Verbal Communication
         Language Processing
         Brain and Language
  2d     Language Development
Semester Language Disorders in Educative Contexts
         Language Disorders in Clinical Contexts

Doctorate Thesis
RESEARCH GROUPS
Advisors work several lines of research in labs of different Faculties and different University
institutions, such as screening mobile units of the Ambulatory Project of Oral and Public Health,
Pessoainhas kindergarden, Pedagogical Clinic of Speech Therapy, and others – where students
can obtain data and some kind of support.
    UFP is the Portuguese Higher Learning institution with more publications in
this field.
   Cadernos de Comunicação e Linguagem (“Notebooks of Communication
and Language”), for instance, is a periodical publication of UFP Press (1
volume, several numbers each year) which presents not only the best works of
UFP researchers and students, but also those of other national and foreign
prestigiated institutions (works in English and French are welcome!).
A large interdisciplinary team with six speech therapists, two psychologists and
three doctors acting in different domains provide most part of the clinical work
with patients, which are sometimes examined and treated in cooperation with
professionals from other Pedagogical Clinics of the University.
For some patients, this kind of approach is unique in the town and even in the
country. University Fernando Pessoa do it with no more taxes than public
hospitals, and accomplishes in this way very important tasks of academic
extension and social engagement with health and social problems of its
surrounding community and the town in general.
A large swiming-pool provides new contexts for the approach of
some selected patients (e.g. autists)
                       UFP
           SPEECH THERAPY AFTER BOLOGNA
Curricular changes
    - A continuous debate on Bologna objectives was carried
 out with other national and foreign Higher Learning institutions
 (e.g. Speech Therapy working group within the Group
 implementing Bologna in the country as a whole, according with
 CPLOL definition of skills, etc.)
   - An attentive internal reflexion was made, since 2002 (when
 the Bachelor in Speech Therapy started), about Bologna
 objectives, in order to set up common criteria in that field
       • The obtention of a national consensus among Higher
 Education institutions about the main goals for the formation
 of speech therapists
      • The construction of a common space for European
 Higher Education institutions, allowing the effective mobility of
 students
                       UFP
           SPEECH THERAPY AFTER BOLOGNA
Curricular changes (cont.)
     • Not forgeting the aim of building up a common space for
  Lusophone Higher Education institutions (together with other
  countries speaking Portuguese): Fortaleza Declaration, 2004
        Fev. 2003 (UFP, Porto, Portugal): I Luso-Brazilian Symposium of
        Speech Therapy / Phonoaudiology and Lusophony
        Fev. 2005 (UFP, Porto, Portugal): II Luso-Brazilian Symposium of
        Speech Therapy / Audiophonology after Bologna
        Fev. 2007 (UFP, Porto, Portugal): III Luso-Brazilian Symposium of
        Speech Therapy / Contexts of Audiophonology
        Aug. 2009 (UMESP & UFP, S. Bernardo do Campo, SP Brazil): IV
        Luso-Brazilian Symposium of Speech Therapy • I Luso-Brazilian
        Symposium for Health

     • A model of Competence Based Learning (centered on
  student‟s work)
Some UFP events in the area of Speech Therapy
                       UFP
       SPEECH THERAPY AFTER BOLOGNA
Curricular changes (cont.)
Consequently, the weight of certain components was reinforced:
- Experimental work
    ● Skills in research methodologies and experimentation developped in
 each curricular unit
    ● Specific curricular units conceived to reinforce such skills, e.g.
 “Construction and Validation of Instruments” (5th semester), “Project of
 Graduation” (6th semester) - both recently introduced in the curricular
 organization
    ● Scientific articles written in response to the “Call for Papers” of a
 periodical publication of UFP Press in this area - with a good structure and
 respecting the Editorial Rules of UFP and its Manual for Monographs (in
 several moments along graduate and pos-graduate programs)
    ● Experiences in the classroom: a part of daily academic activities
 since the 1st semester (for instance, in the matter of “Theories of Language
 and Communication”)
                     UFP
         SPEECH THERAPY AFTER BOLOGNA
Curricular changes (cont.)
The reinforcement of certain components (cont.)
- Work of Project
    A whole work to develop, but also a curricular unit (with specific formation
 on research and presentation of scientific works). In the end, there is a
 presentation, discussion with the jury and defense.


- Work within an interdisciplinary team
     Speech Therapy is based on different scientific domains: biomedical
 sciences, language, behaviour and educational sciences. Teachers are then
 asked to integrate knowledges coming from many different areas, supporting
 this practice on the Pedagogical Clinic of Speech Therapy. This one
 articulates clinical activities of speech therapists with those of psychologues,
 psychomotricists and doctors of different specialities.
                         UFP
             SPEECH THERAPY AFTER BOLOGNA
 Curricular changes (conclusion)




Speech therapy in UFP: theoretical, practical, contact, project, experimental and training
components in the curricular organization pre and post-Bologna (comparing both plans).
One can see the reinforcement of experimental components (practical courses, training…), leading
to an increased ratio between experimental and theoretical courses (results from the Working
Group for the study of the Concretization of Bologna in UFP).
                                        UFP

                     SPEECH THERAPY AFTER BOLOGNA

Pedagogical Clinic of Speech Therapy
-   Clinical practice
    • Supervised clinical practice and training along the Bac. in Speech Therapy
    • Training orientation and supervision during the Master in Speech Therapy

-   Assistencial work
    • Academic community
    • Surrounding population
    • Cases refered by the staff or by accredited / partner institutions

-   Scientific research
    • Bachelor (individual works and group works, Project of Graduation)
    • Master (individual works and group works, Master Dissertation)
    • Doctorate (individual works and group works, PhD Thesis)
                                   UFP

                   SPEECH THERAPY AFTER BOLOGNA

UFP: Directions for Scientific Research in Speech Therapy
-   Hearing and Equillibrium

-   Phonation and Speech

-   Oral Language and Communication

-   Written Language and Communication

-   Non Verbal Communication

-   Swallowing and Stomatognatic Functions

-   Epidemiology and Community Intervention
                   UFP
       SPEECH THERAPY AFTER BOLOGNA
More success!
 - A good predefinition of expected competences for each
 curricular unit (coordination work)
 - Recovery and stimulus to the participation in the classroom
 (more control upon presences, more learning opportunities)
 - Debate of the most important notions
 - Tutorial sessions to inform, to discuss and orient works, to
 indicate sources and references, to give access to materials,
 train selected techniques, reinforce some competences, obtain
 counselling, provide remediation of certain deficits, and a
 second chance if necessary
 - Frequent practical works for training of most important skills
 - A continuous evaluation as the general rule; formative Vs.
 summative, auto Vs. hetero-evaluation
                UFP
    SPEECH THERAPY AFTER BOLOGNA
More success!
 - More extra-curricular work (events, PASOP, screenings outside,
 etc.): considered as relevant in the scope of certain curricular units
 and as a Supplement to Diploma
 - Validation of competences acquired elsewhere (more than one
 itinerary to obtain competences)
 - Project methodology: a specific curricular unit
 - Publication of the best works
 - New chances by means of the internationalization of the
 institution: training, orientation and supervision received from other
 national and foreign institutions who set bilateral agreements (e.g.
 UNIMESP), formal exchange programs (Erasmus, Alban, Erasmus
 Mundus…); participation in NETQUES, the CPLOL proposal for
 Academic Networks to the European Commission (“Network for
 Tuning Standards & Quality of Educational programmes for Speech
 Language Therapy in Europe”)
                           UFP
         SPEECH THERAPY AFTER BOLOGNA
The professional focus of learning
 - Observation training (2d semester): by means of an unidirectional mirror,
placed between contiguous cabinets in the Pedagogical Clinic of Speech
Therapy (observers follow real consultations in an authentic context of clinical
work)
- Integration training (4th semester): students observe different contexts of
work of speech therapists
 - Clinical Learning I and II (5th and 6th semesters): supervised clinical
practices in the Pedagogical Clinic of Speech Therapy (students consult,
make clinical registers, organize clinical files, reports and forwards);
screenings supported by PASOP; projects and partnerships with other
centers, providing new working contexts (e.g. advertisements about the
profession of speech therapist to the population served by PASOP,
assessment of communication skills of students of Journalism who are acting
in the TV lab of the UFP for reports, newscasts, etc.)
 - Professionalizing training (6th and 7th semesters): screenings within the
population who seeks the services of the Pedagogical Clinic of Speech
Therapy (in order to obtain a convenient selection of patients); seminars and
case discussions; supervised clinical practices in authentic contexts of
clinical work (being oriented in training centres and supervised by the training
coordinator of the department of Speech Therapy)
                       UFP
           SPEECH THERAPY AFTER BOLOGNA
 The professional focus of learning (cont.)
   - Psychopedagogy: this curricular unit prepares students to
integrate interdisciplinary teams acting in kindergardens, schools and
centers dealing with individuals who have special learning and
educational needs
   - New careers and innovative areas: students are stimulated to
develop their academic works in new and challenging domains, and
originality is welcome!
   - Master: providing competences of orientation and supervision of
clinical work and training (clinical practices in the Pedagogical Clinic
of Speech Therapy)
   - Stimulating, on one hand, a personalized approach and the
perfect adaptation of the therapist to the limits and remaining
capacities of his client, and, on the other hand, the construction of
his own instruments and techniques when necessary, the
formation provided by University Fernando Pessoa is not quite only a
matter of applied sciences and techniques, it is also the practice of a
clinical art.
The professional focus of learning (conclusion)
 - To learn how to learn, that‟s the main competence!
The End

				
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