What is it about?
This article details an exploratory study around how racially/ethnically minoritized school-based speech-language pathologists build therapeutic relationships with their students from various cultural/ethnic and language backgrounds. The study highlights the importance of cultural humility, a commitment to lifelong learning, self-reflection, building mutually beneficial partnerships, redressing power imbalances, and holding institutions accountable for equity and inclusion.
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Why is it important?
There are no existing studies on therapeutic relationships with attention to the race/ethnicity of the clients or clinicians. This work is incredibly significant in the field of speech-language pathology, that is largely White, female, and monolingual, because it depicts the real, authentic experiences of school-based SLPs of color. Any SLP or educational, regardless of background, can learn from their stories and apply the strategies detailed to enhance their relationships with students.
Perspectives
The study described in this article was my dissertation study. It was a labor writing my dissertation/conducting the study during the COVID-19 pandemic, and even more of a labor reducing the nearly 300 page manuscript into a 40 page journal article. I am most proud that the authentic voices of the SLP participants resound throughout the paper. I am honored to contribute a work that may serve as a affirmative "mirror" to fellow SLPs of color and "window" to White SLPs.
R. Danielle Scott
Northeastern University
Read the Original
This page is a summary of: Keepin' It Real With Relationships: Cultural Humility and Therapeutic Relationships With Culturally/Linguistically Diverse Students, Perspectives of the ASHA Special Interest Groups, September 2024, American Speech-Language-Hearing Association (ASHA),
DOI: 10.1044/2024_persp-23-00301.
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