Podcasts about persp

Ukrainos ir Lietuvos parlamentarų susitikime nedalyvaus „Nemuno aušros“ atstovai. Konservatoriaus Žygimanto Pavilionio teigimu, Remigijaus Žemaitaičio partijos nepageidavo patys ukrainiečiai. Ukrainos ambasados Lietuvoje atstovai teigia, kad pats Seimas sudarė tokią delegatų grupę.Minint Motiejaus Kazimiero Sarbievijaus ir Baroko literatūros metus, Kaune Ąžuolyno bibliotekos lankytojams - išskirtinė galimybė - pasitelkus virtualią realybę pavartyti vienintelį pasaulyje išlikusį Sarbievijaus leidinį „Odė palaimintajam Stanislovui Kostkai“.Į Lietuvą atvyko kylanti NBA krepšinio lygos žvaigždė Matas Buzelis. Dėl žaidimo rinktinėje šią vasarą abejojantis Čikagos „Bulls“ krepšininkas teigia, jog dėl rinktinės nieko nežino, o jos vadovas Linas Kleiza sako, kad Buzelis už Lietuvą žais, tačiau neaišku kada.Perspėjame, kad artimiausiomis naktimis numatomos stiprios šalnos.Ved. Andrius Kavaliauskas

„Įsilaužimas Baltijos mieste“ – tai mokslinės fantastikos ir kiberpanko stiliaus veiksmo detektyvas, komedija bei mistinis garso serialas, nukeliantis klausytoją į Baltijos miestą, tolimos distopinės ateities metropolį kažkur dabartinės Lietuvos teritorijoje. Serialas sugretina tolimos ateities transhumanistines idėjas, žmogaus ir technologijų simbiozę, dirbtinio intelekto etikos, sąmonės ir duomenų jautrumo temas kartu su žmogaus laimės, meilės, laisvės ir tikrojo savęs paieška.7 serija. Perspėjimas. Vizitas pogrindžio implantų klinikoje priveda prie netikėto posūkio. (S)Kūrybinė komanda: Karolis Balčius, Eglė Jarmolavičiūtė, Rasa Kregždaitė, Vakarė Leonavičienė, Edvardas Guželis, Giedrė Račkaitė, Jonas Šarkus, Inesa Paliulytė.Iliustracijos autorė Ugnė Glinskytė.

Europos šalių lyderiai šiandien renkasi Londone į specialų susirinkimą, kur bus tariamasi dėl saugumo žemyne ir paramos Ukrainai. Tiek šalių lyderiai, tiek NATO generalinis sekretorius išreiškė viltį, kad Ukrainos prezidentui Volodymyrui Zelenskiui pavyks pataisyti santykius su Jungtinių Valstijų prezidentu Donaldu Trumpu.Sapnų inkubacija vadinama sapnų turinio kontrolė, nors skamba magiškai, yra mokslo nagrinėjamas būdas, kuris gali padėti ieškantiems kūrybingų sprendimų. Kaip įgalinti sapnus, naujame „Miego DNR“ epizode pasakoja neuromokslininkė Laura Bojarskaitė.Į LRT kreipėsi klausytojas, teigdamas, kad dirbdamas pagal individualią veiklą ir patyręs stuburo traumą, iš „Sodros“ negauna ligos išmokos. Socialinės ir darbo apsaugos ministerija primena, kad ligos išmokas iš karto gauna tik tie asmenys, kurie socialinio draudimo įmokas moka kas mėnesį, o mokantiems įmokas metų pabaigoje ligos išmokų tenka laukti.Prieš 25 metus Kuršių nerija buvo įtraukta į UNESCO Pasaulio paveldo sąrašą kaip kultūrinio kraštovaizdžio vertybė. Tačiau dėl Rusijoje, Kaliningrado srityje, planuojamų statybos darbų, ši teritorija gali netekti šio statuso.Svorio numesti siekiantys žmonės griebiasi įvairiausių metodų – vieni stropiai stebi savo mitybą, užsiima sportu, o kiti ieško stebuklingų tablečių bei preparatų, kurie padėtų svorį numesti be didesnių pastangų. Žiniasklaida skelbia, kad Jungtinėje Karalystėje daugiau nei 80 žmonių mirčių yra siejama su diabetui gydyti bei svoriui mažinti skirtų preparatų naudojimu.Ved. Paulius Selezniovas.

Ieškai galimybių augti? Pabandyk Oxylabs! Kur? Čia -> https://bit.ly/3QxMELa Vaikystėje Armin Meiwes pasaką „Jonukas ir Grytutė“ laikė receptų knyga, o lėles – žaliava žmogienos šašlykui. Kaimynai sutarė, kad nors Arminas - malonus, jis neabejotinai keistokas tipas. Po valdingos mamos padu augo nuolankus ir užsidaręs vyras. Tačiau Arminas turėjo paslaptį. Daug jų. 20 tūkst. žmonių mirtis vaizduojančių nuotraukų, žudynių kambarys bei nenumaldomas alkis žmogienos pagalba išspręsti vaikystės traumas. Viskas buvo tik fantazija, tačiau į žinutes įslydo Bernd Brandes su kvietimu „suvalgyk mane“. Pristatome jums pirmąją istorijos dalį apie Rotenburgo kanibalą bei jo valingą auką. Perspėjame: gali raižyti skrandį, todėl patartina epizodo neryti nekramčius. Iliustracija: @tinymischiefs Muzika: InspectorJ, tams_kp, Jay_You, ERH, klankbeeld

Buvę Jungtinių Amerikos valstijų kariuomenės vadai tikina, kad po Trumpo pareiškimų apie Ukrainą ir Zelenskį – Lietuvos saugumo situacija nesikeičia. Vilniuje vykstantis dešimtasis saugumo forumas apžvelgia regiono saugumo situaciją.Rygoje viešėjęs premjeras Gintautas Paluckas teigia, kad artimiausiu metu kartu su Šiaurės ir Baltijos šalių kolegomis ketina vykti į Jungtines Amerikos Valstijas. Taip Ministras pirmininkas kalbėjo Europoje vykstant diskusijoms dėl JAV prezidento Donaldo Trumpo planuojamų taikos derybų su Rusija, kuriose, kaip baiminasi žemyno sostinės, nedalyvaus nei Ukraina, nei Europos Sąjunga.Šaltuoju metų laiku intensyviau pradėjus šildyti namus, ypač padidėjo gaisrų rizika individualiuose namuose. Kokių prevencinių priemonių reikėtų imtis siekiant sumažinti gaisrų šaltuoju metų laiku?LRT tarybai inicijavus visuomeninio transliuotojo turinio auditą, jos nariai šįvakar tai aptaria su LRT žurnalistais. Auditu tikrinama, kaip kurdami turinį žurnalistai laikosi politinio neutralumo principų.Pagerbti Gražiausių lietuviškų įmonių pavadinimų konkurso laureatai.Lietuvoje senjorai jau mokosi naudotis dirbtiniu intelektu ir pritaiko šią technologiją kasdieniame gyvenime, bet skaitmeninė atskirtis vis dar išlieka iššūkiu. Kokia senjorų ateitis technologijų pasaulyje?Ved. Madona Lučkaitė

Kino filmuose dažnai esame girdėjė sulaikomam asmeniui teisėsaugos pareigūno ištariamą frazę: „Turite teisę tylėti. Viskas, ką pasakysite, bus panaudota prieš jus teisme“. – Tokiu būdu jau sulaikymo momentu yra patariama neduoti jokių paaiškinimų ar parodymų (taip pat ir parodymų prieš save). Ar tokią frazę turėtume išgirsti ir Lietuvoje, kaip elgtis ir kiek bendrauti su praeigūnais? Komentuoja advokatų profesinės bendrijos „Constat“ advokatas Aleksandras Vancevičius.Mykolo Romerio universitetas išleido monografiją „Lietuvos teisininkas Mykolas Romeris“. Monografijos autorė, šio universiteto Viešosios teisės instituto profesorė dr. Ieva Deviatnikovaitė, atskleidžia teisininko profesinį kelią nuo advokato padėjėjo iki Tarptautinio Teismo teisėjo Hagoje ir Universiteto rektoriaus pareigų. Kadangi Mykolas Romeris buvo aukščiausių teisės ir mokslo institucijų pareigūnu, jam buvo lemta tapti ir įvairiausių istorinių įvykių liudininku. Savo patirtį ir išgyvenimus teisininkas aprašė dienoraščiuose, kurių yra beveik 15 tūkstančių puslapių. Šie dienoraščiai leidžia sužinoti dalykus, kurių niekada nebūtų galima įskaityti jokiuose oficialiuose protokoluose ar dokumentuose: apie tai, kaip realiai veikė Valstybės Taryba, su kokiomis problemomis susidūrė to meto teisėjai, advokatai, prokurorai, valstybės tarnautojai, kaip sprendimus priimdavo Tarptautinis Teismas, Lietuvos valstybės vadovas, ministrai, kaip buvo kuriami Lietuvos teismai, formuojamas Lietuvos mokslas. Apie naująją monografiją , apie vieną iškiliausių teisninkų Mykolą Romerį pokalbis su Mykolo Romerio universiteto Viešosios teisės instituto profesore dr. Ieva Deviatnikovaite.Ved. Artūras Matusas

Send us a textSeries: Mystical TheologyEpisode 28: Augustine's Essentialism and the Essence–Energies Distinction of Basil the Great, Part 9 of Augustine of Hippo: An Orthodox Perspective, Dr. C. VeniaminIn Part 9 of our presentations on Augustine of Hippo a comparison is made between the theological approach of Augustine and Basil the Great vis-a-vis the doctrine of the Holy Trinity, based on our reading of Augustine's De Trinitate Book IX, and of Basil's Epistles 2 and 234. A brief explanation of what is meant by the “substance and attributes” distinction is also given. Other themes touched upon are included in the Timestamps.Q&As available in The Professor's BlogRecommended background reading: Christopher Veniamin, ed., Saint Gregory Palamas: The Homilies (Dalton PA: 2022); The Orthodox Understanding of Salvation: "Theosis" in Scripture and Tradition (2016); The Transfiguration of Christ in Greek Patristic Literature (2022); and Metropolitan Hierotheos Vlachos, Empirical Dogmatics of the Orthodox Catholic Church: According to the Spoken Teaching of Father John Romanides, Vol. 1 (2012), Vol. 2 (repr. ed. 2020).Further bibliography may be found in our "Scholar's Corner" webpage.Join the Mount Thabor Academy Podcasts and help us to bring podcasts on Orthodox theology and the spiritual life to the wider community. Support the showDr. Christopher VeniaminSupport The Mount Thabor Academyhttps://www.buzzsprout.com/2232462/support The Professor's BlogFurther bibliography may be found in our Scholar's Corner.THE MOUNT THABOR ACADEMYPrint Books by MOUNT THABOR PUBLISHING eBooks Amazon Google Apple KoboB&NMembershipsJoin our Academy on Patreon: Membership TiersYouTube Membership LevelsContact us: ...

Send us a textSeries: Mystical TheologyEpisode 27: Further Reading & Commentary, Reading De Trinitate Book IX, Part 8 of Augustine of Hippo: An Orthodox Perspective, Dr. C. VeniaminIn Part 8 of “Augustine of Hippo: An Orthodox Perspective”, Episode 27 of our series in “Mystical Theology”, we continue our reading and commentary on Book IX of St. Augustine's De Trinitate; and in so doing we delve into Augustine's theological presuppositions. Other themes broached in this episode are listed in the Timestamps below.Q&As available in The Professor's BlogRecommended background reading: Christopher Veniamin, ed., Saint Gregory Palamas: The Homilies (Dalton PA: 2022); The Orthodox Understanding of Salvation: "Theosis" in Scripture and Tradition (2016); The Transfiguration of Christ in Greek Patristic Literature (2022); and Metropolitan Hierotheos Vlachos, Empirical Dogmatics of the Orthodox Catholic Church: According to the Spoken Teaching of Father John Romanides, Vol. 1 (2012), Vol. 2 (repr. ed. 2020).Further bibliography may be found in our "Scholar's Corner" webpage.Join the Mount Thabor Academy and help us to bring podcasts on Orthodox theology and the spiritual life to the wider community. Support the showDr. Christopher VeniaminSupport The Mount Thabor Academyhttps://www.buzzsprout.com/2232462/support The Professor's BlogFurther bibliography may be found in our Scholar's Corner.THE MOUNT THABOR ACADEMYPrint Books by MOUNT THABOR PUBLISHING eBooks Amazon Google Apple KoboB&NMembershipsJoin our Academy on Patreon: Membership TiersYouTube Membership LevelsContact us: ...

Series: Mystical TheologyEpisode 26: Reading & Commentary, Reading De Trinitate Book IX, Part 7 of Augustine of Hippo: An Orthodox Perspective, Dr. C. VeniaminIn Part 7 of “Augustine of Hippo: An Orthodox Perspective”, Episode 26 of our series in “Mystical Theology”, we continue our reading and commentary on Book IX of St. Augustine's De Trinitate; and in so doing we touch on such key questions as, “What is theology?” and “Who is a theologian?”. Other themes broached in this episode are listed in the Timestamps below.Q&As available in The Professor's BlogRecommended background reading: Christopher Veniamin, ed., Saint Gregory Palamas: The Homilies (Dalton PA: 2022); The Orthodox Understanding of Salvation: "Theosis" in Scripture and Tradition (2016); The Transfiguration of Christ in Greek Patristic Literature (2022); and Metropolitan Hierotheos Vlachos, Empirical Dogmatics of the Orthodox Catholic Church: According to the Spoken Teaching of Father John Romanides, Vol. 1 (2012), Vol. 2 (repr. ed. 2020).Further bibliography may be found in our "Scholar's Corner" webpage.Support the showDr. Christopher VeniaminSupport The Mount Thabor Academyhttps://www.buzzsprout.com/2232462/support The Professor's BlogFurther bibliography may be found in our Scholar's Corner.THE MOUNT THABOR ACADEMYPrint Books by MOUNT THABOR PUBLISHING eBooks Amazon Google Apple KoboB&NMembershipsJoin our Academy on Patreon: Membership TiersYouTube Membership LevelsContact us: ...

In this episode you will:  Learn about how the Aphasia-Friendly Reading Approach was developed. Hear about the importance of actively engaging care partners in therapy through this storytelling approach. Learn the importance of celebrating stories and how to host your own version of a Waffle Night.   Katie Strong: Welcome to the Aphasia Access Aphasia Conversations Podcast. I'm Katie Strong, a  member of the Aphasia Access Podcast Working Group. I'm also a faculty member at Central Michigan University where I lead the Strong Story Lab. Aphasia Access strives to provide members with information, inspiration, and ideas that support their aphasia care through a variety of educational materials and resources. I'm today's host for an episode that will feature Harold Regier and Dr. Erin O'Bryan. We'll be talking about the Aphasia-Friendly Reading Approach that Harold developed for his wife, Rosella, who had aphasia and how Dr. O'Bryan took this approach into the lab to refine it for clinicians to use in sessions. Before we dive into the conversation, let me share a few details about our guests. First a bit about Harold. Harold R. Regier, B.S. Ed., BDiv. Theol., is a retired minister with a career path in programs addressing social justice issues. In retirement, his spouse, Rosella, had a stroke resulting in aphasia. His passion shifted to becoming an aphasia care partner focused on helping to recover language and communication skills. He is the author of “A Decade of Aphasia Therapy,” subtitled “Aphasia-Friendly Reading: A Technique for Oral Communication,” published in 2021.  Our second guest is Dr. Erin O'Bryan. Erin is an Assistant Professor in the Department of Communication Sciences and Disorders at Wichita State University, in Wichita, Kansas. Her major research, teaching, and clinical interests focus on helping people with aphasia communicate through scripts, stories, and phrases and teaching students and care partners how to support communication. Dr. O'Bryan directs the Wichita Adult Language Lab whose current projects focus on supported storytelling and Melodic Intonation Therapy. Welcome Harold and Erin. I'm looking forward to our conversation today. Erin O'Bryan: Thank you, Katie! I've been listening to Aphasia Access Podcasts for years, and so many of my heroes have been interviewed in this series. It is really an honor that you invited Harold and I to be on the podcast today! Katie Strong: I am so excited for our listeners to hear about how the Aphasia-Friendly Reading Approach was developed and expanded. This work is near and dear to my heart – particularly in this unique way of developing and telling stories. I feel compelled to disclose to our listeners that I am grateful to have been involved in this work as it was refined for clinical environments. So, I am going to come right out and say, this is my bias. Harold, I'm a big fan of yours and the Aphasia Friendly Reading Approach and of you Erin for how you brought this approach into the lab and studied it so that clinicians can use this approach. So, now let's get started! Harold, can you share a bit with us about how the Aphasia-Friendly Reading Approach came to be? Harold Reiger: Sure. Thank you so much, Dr. Strong, for the privilege of being here to share just a bit of our story. You know, Rosella and I would have celebrated our 65th wedding anniversary if she had stayed with us just a few weeks longer. We had a very long and very happy marriage. She used to kid me, “We've been together so long we know what the other person will say before he or she says it.” Well, actually, aphasia kind of shattered that theory. But maybe there was a little bit of that was true. Well, anyway, Rosella was a retired public-school teacher with part of her career also involving children's curriculum development. She led many workshops, was a storyteller, and was a frequent guest speaker. Communication and broad coalitions were a strong suit for her. So, aphasia, loss of language was a huge loss for her. Perhaps that sets the stage for working so hard to restore some major storytelling. But I'm sure this is the same kind of feeling that every person who is a care partner with the person with aphasia has. How did we discover a technique for storytelling through oral reading? Really, I think I just stumbled into it. The cues came from Rosella. She could say many words. She had a strong voice, but she did not put words together in a way that made it possible for a listener to understand what she meant to communicate. So, I was highly motivated, wishing there was a way to help her tell her stories. Looking back, I now can see three of what I call ‘indicators' that led me to the technique that I eventually called Aphasia-Friendly Reading. They were painting, reading, and church liturgy. So let me explain. Indicator number one, completely on her own, Rosella began to paint. Just shy of two years after her stroke, Rosella began to paint. She painted for four years. She painted 250 paintings. The choice of her subjects were all hers. Objects, scenery, flowers, roadside sightings, trips and vacations, past memories. And yes, stories, family stories, stories that she didn't have words to tell, but she could tell them with a brush. She gave every picture a title or caption, signed it, and dated it. And somehow she found those one, two, or three words to intelligibly, that is accurately, identify the picture that she had just painted. But after four years of painting those pictures, she put her paintbrush down, never to pick it up again. And yet I kept remembering that she was able to identify pictures accurately using those few words to explain what it was that she was telling with her pictures. But then indicator number two came, reading periodicals and books. She underlined periodicals with many circles, much underlining. For a long time, Rosella delved through as many as 40 or 50 books per month. She turned every page, but did she understand what she was reading? Frankly, I often wondered and doubted it. One day, Rosella was reading orally beside me, and I pressed my iPhone video button. Listen to just a few seconds of that reading. And while you listen, think of two questions. Could you understand what she was reading? What was the story that she was trying to tell? And secondly, do you think that Rosella was understanding what she was reading? So listen to that clip. Excerpt of Rosella reading from a book. You heard Rosella reading the story of she and her sister, Anna Grace, requesting radio station KNEX out of McPherson, Kansas to surprise their mother by playing it for her birthday. It was a song that the girls knew that their mother loved. And you heard her read those words, “I love those dear hearts and gentle people.” And then as she continued reading the lyrics of that song, she exclaimed, “Oh, Harold”, which was her way of saying how excited she was to recall that particular story. Now, that explanation, of course, was not in the book. Then there was a third indicator that I recognized, and that was liturgical reading. One day in church we were reading a call to worship displayed on the screen. We were reading responsibly with the leader reading the first line and the congregation reading the second line. I glanced to my side and was surprised to see Rosella reading with the congregation. Maybe it was only the first three or four words of the line, but she read these words accurately. A light went on in my mind. Might this be a hint of how to help Rosella participate in oral reading? Short sentences read with a co-reader who read every other line and written in an easy to follow format? And so I adapted various psalms into very short lines formatted for us to read responsively. I read the first line, she read the second. The result was amazing success. Let me just illustrate by us reading just a very short psalm for you. This is Psalm 150 that Rosella and I will read together. H: Praise the Lord! R: Praise God in his sanctuary. H: Praise God in his mighty firmament. R: Praise Him for his mighty deeds. H: Praise the Lord for his greatness. R: Praise him with the trumpet. H: Praise him with the lute and harp. R: Praise him with the dance. My thought then was, could we try to write other stories and read them in what I began to call Aphasia-Friendly Reading format and style? And so, I began in earnest to try to write other stories. Short sentences, familiar words, larger font. Each line considered a sentence, even if it was only one word. Label the first line H for Harold and the second indented line R for Rosella. As I started reading and continued to read every other line, this could set the tone, the rhythm, and the pattern for saying every word clearly. I thought it was time to try. And then I began to wonder, is there a setting that we could read stories to others? Could we create an audience in some way? When COVID hit, of course, I could not see Rosella in person anymore, for an entire year we were separated. And the only contact we had was FaceTime telephone calls. And those were really a disaster because we found it very difficult to communicate with each other when Roselle was not able to understand me and I wasn't able to understand her, except when we read Aphasia-Friendly stories. And so, I wrote many stories during that year. And we read those stories then as our connection during our FaceTime calls. And somehow we were able to survive COVID. But it was after COVID then that we were able to again get back together occasionally. And I would bring her back to my apartment. And there I would invite friends, usually a couple or two individuals to come over and I would serve waffles. I'm not a kitchen person, but I could make waffles. So, we'd have a simple meal, a simple supper that we could visit with each other and talk about anything that we would like. And Rosella almost always simply said, “I remember exactly”. Because as others told stories that she was familiar with, she could comment that way. Otherwise, her conversation skills were not there. So that was our first hour that we would spend together simply informally visiting with each other. And the second hour that we spent together, we would go to what I would call “my theater,” our living room with a 50-inch television. And there we could read Aphasia-Friendly stories. I would stream the story to the television set. I would have them formatted so that there would be an H for Harold, an R for Rosella, and we would read the story so that the folks who were listening and watching could see the story as well as hear the story. And if we made any mistakes, they could make the corrections in their own mind. There was a way that she was able to, again, participate. It's worth telling. But there was one waffle evening when she turned to me, and said, “China”. I knew she had a story in mind, but her look said, “you tell it. I can't do it.” And so, I did. It was a story about a cracked tea cup And so I decided certainly next Waffle Night we need to let her help tell that story of the cracked tea cup. Here is that story. Cracked Tea Cup. H: This is as story of a cracked tea cup. R: Harold and I were youth sponsors. H: Rose was one of the youth. R: Winifred was her mother. H: She invited me to her home. R: “Thank you,” she said. H: “Thank you for being Rose's sponsor.” R: We visited. H: Before leaving, she said R: “Let me pray for you.” H: It was a pray of blessing… R: …for our work in Mississippi. H: Then she added, R: “Wait!” H: “I have something for you.” R: She got a tea cup. H: Erland brought it to me from China. R: It's cracked. H: Put it in your china cupboard. R: You'll never use it. H: “But you'll remember be when you see it.” R: Sixty years are gone. H: This tea cup is still in my china cupboard. R: And I remember Winifred. H: It reminds me R: Of the grace, H: Of the affirmation, R: Of blessing, H: Of the seminary president's wife.   And so those Waffle Nights became the favorite parts of our week when we could spend time with friends and Rosella could be part of the conversation by reading stories together with me. Katie Strong: So beautiful! This is really just a fabulous way of having such a natural thing, a shared meal, a celebration to share stories. And it sounds like everybody enjoyed Waffle Nights. So, thank you for sharing, Harold. Erin, I was wondering if come into the conversation a bit more and tell us how you got involved with Harold and the Aphasia-Friendly Reading Approach? Erin O'Bryan: Thank you, Katie. Even though I've heard Harold's story so many times, I still get teary every time I hear him talk about their year of not being able to see each other during COVID and the Waffle Nights that were just so wonderful. So, I met Harold in 2019 when I first became an Assistant Professor after 10 years of working as an SLP in healthcare. And Wichita State already had a weekly aphasia group, and I couldn't wait to meet the members. So, I went to aphasia group and there I met all of the care partners in the observation room and Harold showed me a video of him and Rosella reading a story together. I had been watching Rosella in the aphasia group and I'd seen that most of her utterances were short one- to two-word phrases and that much of her communication was nonverbal. But then in the video, she was reading full sentences aloud, taking turns with Harold. And what really struck me was that she was so motivated and happy to read the story. I was so impressed. Harold asked me, “Do you think that other people with aphasia could benefit from doing this?” So many thoughts were running through my mind as we were having this conversation. Earlier in 2019, I had visited Audrey Holland, who was one of my mentors when I was in grad school at University of Arizona. And we'd actually set up this meeting through an online Scrabble chat. She invited me to her home. Katie Strong: How very ‘Audrey'. Erin O'Bryan: Yes, it was lovely. And I got to visit her with all her kitty cats. So, I asked her advice because I was applying for an Assistant Professor position after 10 years of working in health care. And I remember that she was so excited about her speechpathology.com video series and the related book that she was working on with Roberta Elman that she liked to call the Social Imperative of the LPAA, which I believe is the subtitle of that book. And Katie, I think you were a part of both the video series and the book. Katie Strong: I was, yes. Erin O'Bryan:  Well, Audrey just loved that. She was so excited about that, and she told me to learn everything I could about the LPAA. And she said, “I must join Aphasia Access.” She said, “that's where all the important work is happening.” So that year I listened to loads of Aphasia Access podcasts, and I got very familiar with the Chapey and Colleagues LPAA Values chapter. So then as I'm sitting there talking to Harold, I'm thinking about the LPAA value, everyone affected by aphasia is entitled to service. So, I mean, who is affected more than a spouse? So definitely I was thinking about having the care partner being involved seemed like a wonderful thing. And I was also thinking that Harold and Rosella's approach shared so many similarities with Script Training, which I have loved and have been using in healthcare care since grad school. And there also are similarities with ORLA and Multiple Oral Rereading. And all of these are evidence-based treatment approaches. So, I felt pretty confident that Aphasia-Friendly Reading could be a very valuable intervention. So, I said to Harold, “I'd like to try using your approach with other people with aphasia and their care partners in our clinic”. And Harold was happy for us to try it. Katie Strong: I love that. I love that. And just for our listeners, we'll put some links and references in the show notes for some of the approaches like ORLA and Script Training that Erin has mentioned in addition to Harold's book and some other some other resources too. Erin O'Bryan: Yes, thank you, Katie. Those are all wonderful resources for people to be looking at. So, my grad students and I started a pilot study with a woman with aphasia and her husband. And they were actually friends of Harold and Rosella's from their aphasia group. We use the pseudonyms Cora and Dave when we describe them in our papers. It became clear that we needed to make a few adaptations to Harold's approach for use in the clinic. For one thing, I wanted the person with aphasia to have the largest role in selecting the story topic and deciding what she wanted to say. For our first session, we asked Cora and Dave to bring ideas for a story that Cora wanted to tell. And we also suggested they consider bringing some related photos. In our first session, Cora, Dave, my grad student, Addison, and I all sat around the table and together we brainstormed about the story. Cora wanted it to be about a Caribbean cruise that she and Dave had gone on. She brought photos from that trip. Dave helped with supplying names and information about places that Cora wanted to talk about. Places from their shore excursions, such as having their picture taken with a donkey in St. Thomas and visiting the Bomba Shack on the island of Tortola. We got Cora's feedback on every line that was proposed, fine-tuning the story until Cora liked every line. And we also adjusted some of the lines to make them easier for her to say. So once Cora and Dave were happy with the story, we helped them practice during our sessions, one hour per week with my grad student, Addison and I at the clinic. And we gave a printout of the story and a practice log to record notes about their home practice. In this first pilot project, Cora and Dave practiced their story for eight sessions until Cora said she was ready to plan their story sharing celebration. Then they shared their story with their friends in aphasia group. And the clinicians and the other people with aphasia in the room were just amazed. And other people in the aphasia group said, “I want to do that!” So, after two people with aphasia and their care partners did Aphasia-Friendly Reading projects, I wrote a manuscript reporting the pilot results. And Katie, I had seen online that you were an editor of Perspectives at the time. So, I emailed you my manuscript and asked if it was appropriate for Perspectives. And you emailed me back and said, “let's meet online and talk about it.” I was so delighted that you were interested in my project. You suggested that I consider exploring the value of the intervention by interviewing the participants. And I didn't know anything about qualitative research. But, Katie, you helped me write great interview questions for the care partners. And you helped me learn thematic analysis so we could find the themes in the care partner's quotes. And so, after learning from you, I have come to love the thematic analysis process. I really think it leads to deep listening. What we learned from the interviews is that the care partners felt empowered by being included in the intervention and the care partners really valued the collaborative nature of the storytelling project and especially that the intervention was so different than the previous therapy experiences that they had had because it was person-centered, it was fun, and they got to share their story with other people in their lives. So, then the three of us, Harold, Katie, and I wrote our first article about Aphasia-Friendly Reading and it's published in Aphasiology and the title is, “I wasn't just sitting there”: Empowering care partners through the Aphasia-Friendly Reading Approach. And then in 2023, the three of us went to Boston and presented it at ASHA. Katie Strong: Thanks for sharing that, Erin. You know, I think the experience of the care partners saying that therapy was fun important to note. And Harold has mentioned that Rosella thought it was fun, and the other participants thought it was fun. And I guess I just want to bring home that hard work can, can still be fun or therapy can be fun. And especially when it comes from the person with aphasia and their care partners. The topics are generated by the client and care partner. They're sharing things that are really important to them that have happened in their past. I love it. Erin O'Bryan: And one of the care partners even said that they learned better when it was fun. Katie Strong: I love it. Fantastic. Erin, I was wondering if you could share some tips for clinicians who might be listening that are thinking about how they might be able to incorporate this Aphasia-Friendly Reading Approach into their practice. Erin O'Bryan: Thank you for asking, Katie. So, in the past year, you and I have been talking about how we want to make it as easy as possible for clinicians to use our storytelling approaches in regular clinical settings, outside of research. And we really want clinicians to realize that it takes almost no time to prep for a person-centered storytelling session. You just have to go into the session ready to actively listen to what the person with aphasia wants to say. I love the acronym PULSE that you and Barbara Shadden wrote about in your paper, The Power of Story and Identity Renegotiation. And then in our paper, we reviewed PULSE again. So just for our listeners, I'm going to go through it real quickly because I think these are great things for clinicians to keep in mind. The P in pulse is for partnerships, partnering with the person with aphasia. And in the case of Aphasia-Friendly Reading, the clinician partnering with the care partner also. The U in pulse is for uniqueness. So, the clinician should be prepared to help the person with aphasia tell their unique story. The L is for listening. The clinician needs to learn how to really listen. And S is for supporting the person with aphasia in telling their stories. For example, using communication ramps in Supported Conversation for Adults with Aphasia strategies to support communication. And then finally, the E impulse is for explore. So as a clinician, be ready to go off-road with your client to explore the story that they want to share. And as a clinician, know that it's okay, even it's great for you to do that. Katie Strong: I love that. I love that. Erin, I guess that leads us into sharing that we do have a paper that came out in 2024 called Person Centered Stories on the Main Stage in Intervention, which highlights examples from three different story projects, including Aphasia-Friendly Reading. So, we'll link that to the show notes as well. Erin O'Bryan: Yes, and this year at ASHA 2024, Katie, you and I are going to be also giving a talk about this work called Elevating Person-Centered Stories to the Main Stage in Aphasia Intervention. And we are looking forward to presenting this work hopefully to an audience of clinicians. Katie Strong: Yes, yes, we hope to see folks in Seattle for sure. Well, I want to bring back both Harold and Erin into this conversation. And I think one of the things that I've recognized through this collaboration that you and Harold and Rosella and later on I got to be a part of is that we really are all better together. And I was hoping each of you could take a moment to share how this work has changed your thinking or maybe some ideas about sharing with others about what you've learned from this collaboration. Harold Regier: Well, for me, one of the things that I think I really learned from this is that we care partners need the therapist and the therapist needs us care partners. And there are more ways in which we can work together than perhaps sometimes we have done it when we have just been sitting there. And so, I really, I'm so pleased to be able to feel that that we care partners are more involved or can be more involved in the whole therapy process than what so often we have been. But I think that one of the things that the therapist needs to help us understand is when is it appropriate for us to be part of the process and when it is not appropriate for us to be part of the part process. It's not a matter of us being there all the time and sometimes being in the way. So, I think that kind of very frank candid conversation with us would help us understand that. And I certainly understood better that that the role of the care partner in terms of helping the person with aphasia be able to communicate better is very different from the role of the therapist. I never tried to be the person who was the teacher, trying to let Rosella know how she should do better and how we might be able to improve our reading. We just did it and it came out the way it came out. But then when I see how Erin was working with other clients and the persons with aphasia and the family members together identified the stories that they were interested in putting together, and the therapist helped put that together into words that they then could repeat or share together and in a storyline, that that is the place where I think we can be so much more collaborative with the therapist in a process like that. So I just always was telling myself, “Don't be a therapist. Don't be a teacher. Don't try to say, well, you can do better than that. Just simply do what is natural.” And then I wish that the therapist would take the other role and really work hard to help the person with aphasia do better with their reading and their performance. We didn't do our reading for production. We did it for fun, as you were saying earlier. And then we did it because we wanted to share that fun and that experience with others. And that was so very, very satisfying for us. Those are some of the thoughts that have come to me in terms of the relationship between therapist and care partner. Katie Strong: Thanks Harold. Yeah, Erin, any thoughts? Erin O'Bryan: I've learned so much from this collaboration. From Harold, I learned what a difference it makes when a care partner puts so much time and thought into supporting their partner with aphasia's communication and her quality of life. Also I've seen how much Harold has done and I hope that me you know as a busy professor stopping and taking the time to tell him that I saw so much value in what he was doing at home with Rosella reading those videos together. I hope that this helped him realize that it was valuable to share. And I'm thrilled to say that Harold has been going around the state of Kansas giving talks about aphasia at colleges and senior living facilities. He's doing so much and I love to see that. And from collaborating with you, Katie, I've learned the importance of making the story sharing a really beautiful celebration honoring the person with aphasia and you know bringing special things like favorite food treats, beverages, flowers, and especially inviting the people that are important to the person with aphasia. We've now had five or six story sharing celebrations. It seems like everyone is more beautiful than the last. I've learned so much about that. And I've also learned that qualitative research helps me capture the meaningfulness of these projects and the meaningfulness as we're working with people with aphasia and that this research can be so fun and rewarding. Katie Strong: I love that. I love that. As I was listening to you, Erin, respond to Harold, it just sounds like together we can validate one another. The work that you're doing, you were doing with Rosella, Harold is very validating and then Erin bringing it into the lab to test it out and it's all beautiful. It's, it really is. And I guess as I reflect on this thought about what I've learned is to reiterate, Erin, something you said, that listening to family members or care partners and the ideas that they have to engage their loved ones in communication activities are so powerful and taking that time even if you are busy to listen and think and validate and see how that connects to the existing evidence-based literature. I think is really powerful. But I also think that there's this collaboration and the combination of care partners and clinicians and researchers. And of course, the person with aphasia at the center of all of that, making a powerful team to develop innovative methods of storytelling is really one of my big takeaways from all of this. Erin O'Bryan: Yes, that's wonderful. Harold Regier: I would like to give kudos to the therapists who worked with Rosella over the many, many years. Ten years of aphasia therapy, four of which were one-on-one, six of which were part of a support therapy group. Those therapists were such relational people, such encouraging people, and also knew the techniques that work in therapy. So, I wanted to say that those years were very, very meaningful, very, very helpful, and helped us with the day-to-day kind of living with hope, with the expectations that things can continue to get better. Katie Strong: Thank you, Harold. Yeah. Erin, any other thoughts as we wrap this up today? Erin O'Bryan: Well, I just wanted to say that I would never recommend that all intervention involve the care partner because I understand that it's good for the person with aphasia to get one-on-one time with the clinician. But don't forget that that care partner is often with the person with aphasia almost 24/7 and we may only see them one or two hours a week. So, it's so important that we do more to really educate the care partner about how to acknowledge the competence of the person with aphasia and really how to support their communication. So that's why I really want us to do more with in involving the care partner and in intervention. So, I'll get off my soapbox. Thank you, Katie, for letting us share about this project that I love. Katie Strong: I'm so delighted that we could have this time together today. Harold, thank you for your generosity and sharing your ideas and Rosella's stories with us and this beautiful work of Aphasia-Friendly Reading and Erin for your work in the lab and bringing it to the clinic. On behalf of Aphasia Access, thank you for listening. For references and resources mentioned in today's show, please see our show notes. They're available on our website, www.aphasiaaccess.org. There you can also become a member of our organization, browse our growing library of materials, and find out about the Aphasia Access Academy. If you have an idea for a future podcast episode, email us at info@aphasiaaccess.org. For Aphasia Access Conversations, I'm Katie Strong. Thanks again for your ongoing support of Aphasia Access. Contact information for Guests – Harold Regier hrregier@cox.net  Erin O'Bryan, PhD., CCC-SLP erin.obryan@wichita.edu  Resources Aphasia Institute's Introduction to Supported Conversation for Adults with Aphasia (SCA™) eLearning. https://www.aphasia.ca/health-care-providers/education-training/online-options/ Chapey, R., Duchan, J. F., Elman, R. J., Garcia, L. J., Kagan, A., Lyon, J. G., & Simmons-Mackie, N. (2000).Life Participation Approach to Aphasia: A statement of values for the future. The ASHA Leader, 5(3). https://doi.org/10.1044/leader.FTR.05032000.4 Cherney, L. R. (2010). Oral reading for language in aphasia: Impact of aphasia severity oncross-modal outcomes in chronic nonfluent aphasia. Seminars in Speech and Language, 31, 42–51. https://doi.org/10.1055/s-0029-1244952 Cherney, L. Babbitt, E., Oldani, J., & Semik, P. (2005). Efficacy of repeated choral reading for individuals with chronic nonfluent aphasia. [Clinical Aphasiology Paper]  http://aphasiology.pitt.edu/1548/  Kaye, R., & Cherney, L. R. (2016). Script templates: A practical approach to script training in aphasia. Topics in Language Disorders, 36(2), 136–153. https://doi.org/10.1097/2FTLD.0000000000000086 O'Bryan, E. L., Regier, H. R., & Strong, K. A. (2023). “I wasn't just sitting there”: Empowering care partners through the Aphasia-Friendly Reading approach. Aphasiology. https://doi.org/10.1080/02687038.2023.2272956 O'Bryan, E. L., & Strong, K. A. (2024). Person-centered stories on the main stage in intervention: Case examples from the My Story Project, Aphasia! This Is Our World, and Aphasia-Friendly Reading. Perspectives of the ASHA Special Interest Groups. https://pubs.asha.org/doi/10.1044/2024_PERSP-23-00272 Regier, H. (2021). A Decade of Aphasia Therapy: Aphasia-Friendly Reading: A Technique for Oral Communication. Independently published Available on Amazon Strong, K. A. & Shadden, B. B. (2020). Stories at the Heart of Life Participation: Both the Telling and Listening Matter. Chapter 5. In A. L. Holland & R. J. Elman (Eds.) Neurogenic communication disorders and the Life Participation Approach: The social imperative in supporting individuals and families (pp. 105-130) Plural Publishing. Strong, K. A & Shadden, B. B. (2020). The power of story in identity renegotiation: Clinical approaches to supporting persons living with aphasia. ASHA Perspectives, SIG 2, 5, 371-383. https://pubs.asha.org/doi/pdf/10.1044/2019_PERSP-19-00145 Youmans, G., Holland, A., Munoz, M. L., & Bourgeois, M. (2005). Script training and automaticity in two individuals with aphasia. Aphasiology, 19(3/4/5), 435–450. https://doi.org/10.1080/02687030444000877

Pabėgti iš Rytų Berlyno, pasislėpus amerikietiškos ginkluotės dėžėje. Toks kažkada mamos puoselėtas planas įkvėpė Bavarijos žurnalistą sukurti šešių dalių audioserialą. Minint 35-ąsias Berlyno sienos griūties metines, laidoje „10-12“ kalbėsime, kokį pėdsaką ji paliko žmonių gyvenimuose.Ne tik karo lauke, bet ir kasdieniame gyvenime, nors dronų poreikis sparčiai auga, juos pilotuoti gebančių - trūksta. Kaip sprendžiami kylantys iššūkiai?Priimta nauja ES Miesto nuotekų valymo direktyva. Ja siekiama apsaugoti aplinką nuo neigiamo miesto nuotekų ir biologiškai skaidžių gamybinių nuotekų. Tačiau vaistų gamintojus vienijančios asociacijos tvirtina, kad direktyva priimta neatlikus išsamaus poveikio vertinimo, o joje numatytos nuostatos gali itin neigiamai atsiliepti farmacijos sektoriui: brangs būtiniausi ir kiti vaistai, taip pat ims jų trūkti.Vilniaus rajone ūkį ,,Geltoni botai“ kuria Ina Grecka su šeima. Kol kas šeima gyvena tarp miesto ir kaimo, bet didžiausia svajonė yra ir toliau puoselėti jau įkurtą vynuogyną ir uogų ūkį. Moteris sako, kad vynuogyne tenka taikytis prie besikeičiančio klimato ir galimų rizikų. Vynuogyne Vilniaus rajone lankėsi ir Iną Grecką kalbino LRT Radijo žurnalistė Rūta Simanavičienė.„Auksinio proto“ atrankos žaidimas.

Is PECS out as an AAC tool for autistic kids? Today, we're diving into a hot topic in the world of autism and communication: the Picture Exchange Communication System, or PECS. Over the years, PECS has been widely used as a way for autistic children to communicate, but as new research and insights have emerged, there's been a lot of conversation—some of it controversial—around its effectiveness and limitations. In this episode, I'm thrilled to be joined by two speech-language pathologists, Paulina Elias, and Amanda Blackwell, from Natural Communication, who share their invaluable expertise on PECS and the bigger picture of AAC (Augmentative and Alternative Communication) for autistic children. We explore how PECS started, what it offers, and why more and more professionals are moving toward more flexible, child-led communication methods that honor autonomy and individuality. You'll hear us discuss everything from the importance of giving kids the freedom to say ‘no' to strategies that empower communication beyond requests. Plus, we talk about the pitfalls of hand-over-hand prompting and the emerging preference for tools that grow with a child's communication needs. If you're an educator, parent, or anyone working with autistic children, this episode will give you new perspectives on PECS, AAC, and the role of true connection in supporting autistic communication. Get ready for a thought-provoking discussion that might change the way you think about communication support! Watch on YouTube: https://youtu.be/Tu4rKeAM0dc Bios:  Paulina Elias, M.Cl.Sc., SLP Reg. CASLPO Paulina is a multilingual speech language pathologist (SLP) living in Canada. Although she works with people of different ages and communicative needs, she has a special interest in the areas of multilingualism, gestalt language development, and autism. Paulina enjoys collaborating directly with families and interdisciplinary teams in each person's native language. At this time, Paulina offers international consults virtually, and evaluation and intervention services in Ontario, Canada. She regularly presents internationally on the topics of multilingualism, gestalt language development, and AAC. Dr. Amanda Blackwell, EdD, SLPD, CCC-SLP Dr. Amanda is passionate about communication in all forms. She has had the opportunity to learn from a variety of people from diverse cultural backgrounds as she has lived and worked full time as a bilingual (English/Spanish) SLP in Guatemala since 2013. Dr. Blackwell teaches postgraduate courses in autism and AAC at Minot State University and Saint Mary's College, and mentors SLPD students in their capstone research projects through the MGH Institute of Health Professions and Rocky Mountain University. She loves to travel around the world (with recent trips to Spain, Argentina, Ecuador, Mexico, Paraguay, Honduras, and Sri Lanka) to collaborate with professionals in presentations, workshops, research, and autism identification (ADOS-2). Topics Covered: Podcast features Paulina and Amanda from Natural Communication discussing updates in PECS and AAC. Paulina is a multilingual speech-language pathologist from Guatemala; Amanda is a U.S. speech-language pathologist with 11 years in Guatemala, focusing on autism and AAC. Both advocate for accessible information in multiple languages, especially Spanish, and are expanding to French and Portuguese. PECS, created in 1985, is a structured communication system based on ABA principles, mainly for requests. Criticism of PECS includes its rigidity and lack of fostering true communication skills beyond requests. Hand-over-hand prompting is discouraged due to autonomy concerns; hand-under-hand is recommended for better control. Communication books should enable autonomous communication, including the ability to protest or reject. Building relationships and trust with clients is essential for effective communication and learning. The podcast calls for a shift from traditional methods like PECS to more flexible, multimodal communication strategies. Natural Communication provides resources in English and Spanish, including a crash course on Gestalt language development, and engages in research and workshops to enhance AAC practices. Listeners are encouraged to explore free printable communication boards and resources to support AAC implementation. Connect With Paulina & Amanda: Our English website (for free resources, our parent and professional courses, professional development events, and individual consultations info): www.naturalcommunication.com Our Spanish website (for free resources, our parent and professional courses, professional development events, and individual consultations info): www.comunicacion-natural.com Our socials: @natural.communication (English) and @comunicacionnatural (Spanish) Instagram: https://www.instagram.com/natural.communication/ and https://www.instagram.com/comunicacionnatural Resources Mentioned: ASHA Journal Article: https://pubs.asha.org/doi/10.1044/2023_PERSP-23-00098 Playground AAC board: https://www.prc-saltillo.com/articles/playground-core-communication-boards-from-prc-saltillo?mode=view PRC Saltillo core: https://saltillo.com/chatcorner/content/29 GRID core board: https://thinksmartbox.com/news/low-tech-super-core-resources/ Avaz core board: https://avazapp.com/avaz-aac-coreboards/ Assistiveware core boards in different languages: https://www.assistiveware.com/learn-aac/quick-communication-boards Project Core boards: https://www.project-core.com/communication-systems/ Smarty Symbols Core: https://smartysymbols.com/free-core-board-download/ You may also be interested in these supports: Visual Support Starter Set  Visual Supports Facebook Group Autism Little Learners on Instagram Autism Little Learners on Facebook Submit a question for the Q&A episodes.  Ask me anything and tune in to see if your question is featured on the show!

Trečiadienio dieną Pietų, Rytų ir Vidurio Lietuvoje numatoma labai smarki audra: daug kur bus perkūnija, vietomis smarkus lietus, kruša, škvalas. Meteorologas G. Valaika pataria: trečiadienio popietę ir vakare pasilikti namuose. Laikytis visų saugumo prevencijos reikalavimų, užsidaryti langus ir nepalikti automobilių po medžiais.

Po susitikimo su Lietuvoje viešinčiu Ukrainos vyriausybės vadovu premjerė Ingrida Šimonytė sako, kad Lietuvos parama Kyjivui yra nepajudinama ir Lietuva nėra pavargusi šalies remti. Pasak premjerės, artimiausiu metu Lietuva Ukrainai nupirks lietuviškų dronų, kurie frontą turėtų pasiekti dar šiemet. Taip pat pradedama vystyti Ukrainos karių reabilitacijos programa.Naujausia visuomenės apklausa siunčia perspėjimą valdžioje esantiems konservatoriams. „Lietuvos ryto“ užsakymu atliktos bendrovės “Vilmorus“ apklausos duomenimis, Tėvynės sąjungos - Lietuvos krikščionių demokratų partijos reitingas per mėnesį smuko kone 4-iais procentais, iki 7,4-ųjų procento. Partijų rikiuotėje konservatoriai dabar ketvirti. Pirmoje vietoje socialdemokratai ( +1,3) . Į antrą vietą šoktelėjo Lietuvos valstiečių ir žaliųjų sąjunga (+1,2). Treti rikiuojasi Demokratų sąjunga „Vardan Lietuvos“.Kauno apygardos teismas buvusį Lazdijų rajono savivaldybės narį Valdą Žičką pripažino kaltu dėl piktnaudžiavimo kanceliarinėmis lėšomis, jam skirta 10 tūkst. eurų bauda ketvirtadienį pranešė Specialiųjų tyrimų tarnyba. Anot STT, Žička pripažintas kaltu dėl dokumentų suklastojimo ir disponavimo suklastotu dokumentu, turto pasisavinimo ir piktnaudžiavimo. Teismas jam skyrė galutinę 10 000 eurų baudą ir 5 metams atėmė teisę būti išrinktam ir paskirtam į valstybės ar savivaldybių institucijų ir įstaigų, įmonių ar nevalstybinių organizacijų renkamas ar skiriamas pareigas. Ar toks teismo sprendimas sukurs naują precedentą?Kitą savaitę į Lietuvą turėjo atvykti Sakartvelo prezidentė Salomė Zurabišvili. Tačiau surengti vizito jai neleido Vyriausybė. Priežastis – proeuropietiškų pažiūrų prezidentės pasisakymai prieštarauja Sakartvelo užsienio politikos kursui.Ar pasiteisino sprendimas įvesti tarpinius vienuoliktokų patikrinimus?Ved. Andrius Kavaliauskas

Paulina Elias y Dra. Amanda Blackwell son las SLPs detrás de Comunicación Natural (@comunicacionnatural), una plataforma de con cursos de formación sobre la Adquisición Natural del Lenguaje.   En este episodio hablamos sobre el desarrollo gestáltico del lenguaje y sobre como los autistas nos están enseñando a entender el mundo de una manera diferente. Nuestras invitadas comparan el desarrollo analítico del lenguaje (esa adquisición normativa) con el desarrollo gestáltico del lenguaje y describen las etapas de ese desarrollo gestáltico.  Pueden encontrar su artículo por aquí: https://pubs.asha.org/doi/10.1044/2023_PERSP-23-00098 

Visą savaitę didelė dalis Lietuvos gyventojų vargsta išvažiuodami iš kiemų ar keliaudami pėsčiomis dėl storos sniego dangos. Prisnigo tiek daug, kad draudikai įspėja – daugiau nei dvidešimties centimetrų sniego danga ant pastatų stogų graso gyventojų turtui ir praeivių sveikatai.Neramumai Raudonojoje jūroje energijos kainų kol kas nepaveikė, tačiau konfliktui užsitęsus, pirmiausia tai paveiktų naftos kainą. Kodėl Lietuva jaučiasi rami?Į LRT kreipėsi vilnietis, prieš ketverius metus vedęs Baltarusijos pilietę. Anot vyro, sausio pradžioje Lietuvos pareigūnai jo žmonai nebepratęsė leidimo gyventi šalyje ir, anot vyro nepaaiškinę tokio sprendimo, liepė skubiai išvykti į Baltarusiją.Sukčiai toliau siautėja. Visai neseniai Kėdainiuose sukčiai išviliojo pinigus iš vienišos senjorės. Ji neteko visą gyvenimą taupytų pinigų. Tiesa, į policiją kreiptis neplanuoja. Taip rašo Kėdainių laikraštis „Rinkos aikštė“. Kiek jūs susiduriate su sukčiais, ar su jais susidūrę kreipiatės į policiją?Taivano prezidento rinkimus laimėjo kandidatas, kurį Kinija vadina grėsme taikai dėl jo pareiškimų apie Taivano nepriklausomybę. Analitikai prognozuoja, kad Pekinas gali imtis trijų pagrindinių taktikų, siekdamas užkirsti kelią Taivano nepriklausomybės siekiui: karinių veiksmų , ekonominio spaudimo ir Taivano visuomenės susiskaldymo didinimo.Ved. Rūta Kupetytė

Samuelis jiems tarė: „Viešpats ir Jo pateptasis yra šiandien liudytojai, kad jūs neradote nieko mano rankoje“. Jie atsakė: „Liudytojai“. 1 Sam 12, 5

Alytaus miesto savivaldybės administracija informuoja, kad  šių metų  lapkričio 16 d. 11 val. 52 min. bus atliekamas gyventojų perspėjimo ir informavimo sistemos techninis patikrinimas, kurio metu  nuo 11 val. 52 min. Alytaus mieste ir visoje šalies teritorijoje bus įjungiamos sirenos garsiniu signalu „Perspėjimo sistemos patikrinimas“, taip pat gyventojams per Gyventojų perspėjimo ir informavimo sistemą (GPIS) į mobiliuosius telefonus bus siunčiami pranešimai. Sirenoms nustojus  kaukti, 11 val. 55 min. per Lietuvos radijo ir televizijos programas, regionines ir vietines radijo programas gyventojams bus skelbiama informacija ir rekomendacijos.

#Tiekžinių Trečiadienį (rugsėjo 20 d.) Tiek žinių vedėjas Timūras pasakoja apie Ukrainos laimėjimus, sprogimus Kryme ir degantį Sočių, Zelenskio kalbą Jungtinėse Tautose, paliaubas Kalnų Karabache ir Celofano pasižadėjimą.  ✅ Svarbiausios dienos naujienos kiekvieną pirmadienį-ketvirtadienį čia ir „Laisvės TV“ YouTube kanale: https://youtu.be/OK1W6xReaV8

#TiekŽinių Ketvirtadienį (rugpjūčio 3 d.) po atostogų sugrižęs Tiek žinių vedėjas Timūras pasakoja apie nesibaigiančias rusijos atakas Kyjivui ir Ukrainos atsaką, Nausėdos vizitą Lenkijoje ir prie sienos priartėjusią wagner grėsmę bei dar vieną Trump teismą.  ✅ Svarbiausios dienos naujienos kiekvieną pirmadienį-ketvirtadienį čia ir „Laisvės TV“ YouTube kanale: https://youtu.be/m6yfDAkFUVM

Minint 32-ąsias Medininkų žudynių metines, Prezidentas Gitanas Nausėda sako, kad „Wagner“ buvimas Baltarusijoje kelia rimtą grėsmę, neatmetant galimų provokacijų tiek prieš Lietuvą, tiek prieš Lenkiją, tiek prieš Latviją.Valstybės duomenų agentūra paskelbė Lietuvos ekonomikos rezultatus antrą šių metų ketvirtį.Rusijos ir Baltarusijos sportininkai vis dažniau grįžta į tarptautines varžybas. Gali būti, kad kaip neutralūs sportininkai jie kausis ir Paryžiaus olimpinėse žaidynėse.Pranešama, kad kitą savaitę, Ukraina ir Jungtinės Valstijos pradės dvišales derybas dėl saugumo garantijų. O šią savaitę taikos derybas dėl Ukrainos surengs Saudo Arabija.Lietuvoje, siekiant uždrausti auginti kailinius žvėrelius, LRT radijas išsiaiškino, kad didesnė dalis tuo užsiimančių įmonių dirba nuostolingai. Tokias finansines ataskaitas institucijoms teikia patys žvėrelių augintojai.Ved. Andrius Kavaliauskas

Lesley Edwards-Gaither, Ph.D., CCC-SLP, is an Assistant Professor at Metropolitan State University-Denver, Department of Speech, Language, Hearing Sciences. Her areas of research include the intersections of culture, communication, and technology. Lesley teaches undergraduate and graduate courses focusing on assessment, cultural-linguistic diversity, introduction to human communication disorders, and a speech-language pathology assistant pre-certification course. In addition to teaching, she is an independent eLearning consultant developing hybrid and online courses and educating students and SLPs on telepractice technology. She recently co-authored the textbook, Telepractice: A Clinical Guide for Speech-Language Pathologists with Melissa Jakubowitz. Links: MSU Denver SLHS Department: https://www.msudenver.edu/speech-language-hearing-sciences/ Viewpoint Telepractice 2025 article: https://doi.org/10.1044/2022_PERSP-22-00095 You can listen to this episode wherever you stream podcasts and at www.3cdigitalmedianetwork.com/telepractice-today-podcast    

Welcome to the Aphasia Access Aphasia Conversations Podcast. I'm Katie Strong and I'm a member of the Aphasia Access Podcast Working Group. I'm also a faculty member at Central Michigan University where I lead the Strong Story Lab. Aphasia Access strives to provide members with information, inspiration, and ideas that support their aphasia care through a variety of educational materials and resources. I'm today's host for an episode that will feature Dr. Sabine Corsten. We'll be talking about her work which focuses on supporting people with aphasia in reconstructing their narrative identity. Before we get into the conversation, let me first tell you a bit about our guest.   Dr. Corsten, Professor of Therapy and Rehabilitation Sciences (Speech Therapy), employed at the Catholic University of Applied Sciences, Mainz, Germany, has focused her research on participatory and quality of life-oriented interventions for aphasia and in old age.  Her research explores how identity changes after having aphasia. She has led the development of the biographical narrative approach 'narraktiv' in Germany. She is currently involved in the development of digital solutions to support peer biography work and social networking in aphasia and in old age. The app, BaSeTaLK, to support biography work in senior citizen facilities to improve quality of life and communication was awarded the Digital Health Award by Novartis. She has presented her work at international conferences and has published internationally. Dr. Corsten has been a visiting researcher at the Centre of Research Excellence in Aphasia Recovery and Rehabilitation at La Trobe University in Melbourne and at the University of Queensland in Brisbane.   In this episode you will: Learn about how identity and narrative are connected to quality of life. Hear about the development of the Biographic Narrative Approach. Learn about how an app, BaSeTaLK, was used for older adults in nursing home populations to improve their quality of life. Hear about how parking lot conversation in Philadelphia led to an international working group on narrative identity and that that group's vision is to train students and clinicians in gaining competence in narrative identity work.   Katie Strong: Welcome. I can't tell you how excited I am to have this conversation with you today.   Sabine Corsten: Yes, thank you for the invitation. I feel really honored to be invited. So yeah, I'm really excited too and I'm looking forward to our discussion today.   Katie Strong: Fantastic. As we get started, could you tell our listeners exactly what is meant by ‘narrative identity'? And why this is so important for our work with people who have chronic communication disabilities such as aphasia?   Sabine Corsten: Thank you for this first question because I really think it's important to have a clear concept of identity and narrative identity to understand the biographic narrative approach and similar approaches like your approach about storytelling. And also, I think narrative identity is kind of a key objective in improving quality of life, so it's really necessary to understand it. When we started our work, we looked at sociocultural theories and we found that identity is constantly transformed through, for example, social interaction with other people. So, this means identity is renegotiated in dialogue with others. Therefore, you need narrative competencies, which means the competencies to talk about oneself and intersubjective exchange. So, I think these social interactions are necessary to interpret and integrate important life events in your life story.   Important life events can be very positive things like a wedding, but also negative things like having a serious illness. And so, these processes to interpret and integrate these life events are crucial for optimal identity development and for psychological well-being. This means these kinds of life stories or life narratives facilitate the process of understanding what happens to you and your life, and they help you to make sense of these crucial or critical life events like a stroke, for example. By this, the sense of identity can be restored, or you can find a renewed meaning to life. And now, you can have this bridge to quality of life, because quality of life seems to depend on meaningfulness and optimal identity development gives this meaningfulness to your life. So, this is very closely connected.   Maybe to sum it up, identity development or identity work can be seen as an ongoing process that forms a connection between the past, the present, and the future, and also between different roles you have in life as somebody in a professional role or in a family role. It also connects different life areas. And this narrative character of identity means the medium to do this narration is telling about yourself so that you can connect these different times in your life and areas. And also, I think this is really important, it gives you a feeling of coherence so that you recognize yourself as the same person over time, despite changes in your life and your roles. So, you have the impression of continuity and the feeling of agency that you are able to make decisions and to act.   That was a long explanation about identity. Now looking at aphasia as a chronic communication disability and as a really critical life event, especially asked for this identity work. However, the really necessary competencies, the narrative competencies are limited. So, the intensity and the length of the conversations are limited. And you can say, yeah, aphasia is a biographical disruption, so it disrupts everyday life routines, disrupts aims and perspectives. But it also disrupts the possibility to cope. So, because of the language difficulties, and I mean, you know her better, but I think it's so impressive how Barbara Shadden equated aphasia to ‘identity theft', because people can't use language for these necessary coping processes. And so, people with aphasia often describe themselves as more deficit oriented. You can see, for example, about 60% of people with aphasia suffer from signs of depression one year after having a stroke. We also know that improvement in language skills does not mean there is the same improvement in quality of life. This was the starting point for our work.   Katie Strong: Thanks Sabine. Yeah, so it really is important. The stories that we tell others and the stories that we tell ourselves about ourselves have a significant impact on our quality of life. Well, I'm just so curious if you could share about how you became interested in this work?   Sabine Corsten: That's a very good question. I mean, you know a bit about it, and it was really an exciting journey because of when I started working with people with aphasia. When I started my professional career, my work was really about classical language-based therapy, so it was symptom-oriented, and we were looking at functional themes. For example, my Ph.D. was about phonological therapy and aphasia. And that was really changed when I started working in Mainz as a professor. So, we had this discussion at home about how language is connected with thinking. So, the connection between language and thinking and people with language difficulties. How can they work on their self-image because this essential to language is missing or limited?   From a sociological point of view, the question came up, “what does this mean for the experience of oneself?” And to be honest, I had no answer. And I was expected to be the expert, so I thought, “I have to look this up,” because this is a really new path. And thinking, “what does it really mean to have this language difficulties apart from word finding difficulties and symptoms I knew about?”   I was not sure if there was something in the literature, but then I found the articles from Barbara Shadden and I had to look up this work. But I know now that this was the initial spark for me, because then I really thought, okay, there's already somebody who wants to understand what it means for people with aphasia to work on their identity and what it means for their further life and coping processes. And, so yeah, this was the starting point. And my work was always about conceptualizing intervention, so I thought, “okay, I want to understand how identity processes can take place when you have suffered from aphasia.” But I also want to support the process because it seems that there is a deficit. So, I already had in my mind that I wanted to think about a kind of therapy method or approach.   Katie Strong: I think that's where our commonalities lie. You know, I've been a fan of your work since I was a doctoral student working on my dissertation, which was also in narrative methods to support people with aphasia. I would love for our listeners to hear a little bit about the behind the scenes of how you developed the biographic narrative approach and the philosophy behind it.   Sabine Corsten: When I found the work of Barbara Shadden, I thought, “okay, there is a starting point for our work.” So, this was when I learned more about the idea of narrative identity and about the idea of, “okay, we want to support people with aphasia to work on their narrative identity.” And in the beginning, it seemed a bit crazy because we wanted to use the thing that is really difficult for them, language to support identity-building processes. So, maybe it's important to mention that during that time, I also met Linda Worrall and Miranda Rose for the first time. They also supported us and said “no, go on. This seems to be a really good starting point,” and, “maybe a bit more about the philosophy is.”   The philosophy of biographic narrative work is not really that we found something totally new. What we wanted to do is to support this kind of exchange with other people and to support live storytelling, and people with aphasia despite the language difficulties. I think this is one very important thing. And other characteristics of the philosophy that we thought, “okay, it's not about language improvement, it's more about giving them the tools to tell their story.” So, using multimodal support as written language, or using photos of pictograms. So, all the stuff we already know from traditional speech and language therapy, but really using it to have a deep conversation about their life stories. As a third point, people with aphasia can use their life story as a kind of resource pool so that they could discover, for example, strategies that they used in their former life to overcome challenges. And so that they start thinking, “okay, we can use these strategies again,” and really people told us about that. For example, they realized, “I was always very good at math, so I can do my financial stuff again on my own, I don't need help from my carers.”  Another really important point about the narrative approach is that it's really not directive, it's non-directive. So, it's not about, “oh, you're telling me you like to meet other people, then it's a good idea to use or to visit a support group.”  No, it's really about finding the solution by themselves. We just listen and try to understand what people tell us, but it's not about giving them a direction.   Another very important point is that it has, in my opinion, a preventive character. So, it's not a kind of psychotherapy and it's not about working on depression. It's really about preventing depression or working with people with mild symptoms. I think these are really very important characteristics of the approach, and you asked about how we developed it. So, we work in an interdisciplinary team consisting of, of course, speech and language pathologists, but we also had an adult educator on our team to learn more about the theory behind narrative identity. And we also got advice from psychologists and sociologists, really to learn more about these other disciplines. So, this, I think, is what is behind the approach. Maybe, should I also tell you a bit about how it works?    Katie Strong: Please. Yes, please do!   Sabine Corsten: And I forgot, apart from the professional workers who were part of the team, we also asked people with aphasia, for example, about the language we use in the approach. So, to learn more about easy language, or, for example, to select topics that were really important for them and what they want to talk about.   The approach itself consists of individual and group sessions, five individual and seven group sessions, in the evaluated version, and the sessions took place over ten weeks in our study. For the individual sessions, we mainly based them on a kind of unstructured interview format, it's called the ‘narraktiv' interview or the narrative interview. So, this should really give people with aphasia the chance to tell about their life story. For example, we started these sessions by asking them, “tell us about your life, you can tell anything you want. We won't interrupt you, and you can just talk about what you really think is important to you.” So, they were not forced, for example, to tell their stroke story. And there were also people who started with very different things, for example, with the death of their mother or things like that.   The first three sessions were about this unstructured interview form, and then we had two more individual sessions which were a bit more guided about relevant biographic narrative, relevant topics, for example, family, or health, their professional career perspectives for the future, things like that. And we also used these last two individual sessions a bit to prepare the people with aphasia for the group sessions.   And during the seven group sessions, we had a speech and language therapist and educator who kind of moderated the conversations. So, they really worked as a kind of communication broker by just supporting the conversation, introducing people to the topic, and asking questions so that everybody was able to take part in the conversation. And we also decided to include people with really severe deficits in speech production, so people with severe apraxia of speech. And again, we offered them to use pictograms and written language. We also had some worksheets, for example, we had something like a card and people could write down, “so, this is me” in the middle, and then they could put people around themselves. So, “these (people) are my family. These (people) are my best friends,” to show how close they are to the individual persons. And after ten weeks, we stopped the intervention, and we had a conversation after three months to listen to the people and to hear how they felt after taking part in the intervention.   Katie Strong: Thank you. So, I do have a question. I guess in the group sessions, were they sharing things that they had prepared in their individual sessions? Is that what was happening?   Sabine Corsten: Yeah, exactly. For example, they had talking about their families as a topic in the individual sessions. And then they brought, for example, pictures from their family to the group session and introduced the members of their family to the other group members. Yeah, they shared the information that they discussed in the individual sessions.   Katie Strong: Fantastic, thanks for clarifying that. Since that initial project, you've been taking this storytelling approach in directions with different stakeholders, and also incorporating technology, specifically with nursing home residents and an app called BaSeTaLK. Could you tell us a little bit more about all of this?   Sabine Corsten: Yeah, I mean, really, the core of all of this is the biographic narrative approach. And we really started using this and other settings and with other target groups. And BaSeTaLK, again, an acronym, it's about using it with another target group. So, we decided to work with really old people, residents living at nursing homes, and the idea was to strengthen resources in the late stage of life. And I think you can compare getting old and especially moving into an institution to having a stroke because it's also a very critical life event.   You can see that people living in nursing homes really experience a kind of loss of connections and meaningful relationships, which means they also have high rates of depression. I think it's really up to twice as high as people living at home, so they are really in danger of getting a really serious psychological illness. And also, the rates for dying are higher there, so we thought it's another situation where people need support in communication to have the chance to talk about themselves. And again, it's our task to find this kind of preventive solution. It's also not new in working with older people, for example, there is already biographic work or reminiscent work. It's kind of quality characteristic of modern nursing and care for elderly people. But we found that it is mostly used for people with dementia, so then the aim is to facilitate the memory, really, it's not about identity work. So, it's really mostly offered for people with dementia.   And another point is, at least in Germany, this kind of reminiscent work is not systematically used in nursing homes because we have this shortage of staff, and this really limits the use. So, we thought that it might be a solution to work with volunteers and older people because we know from the literature that if volunteers and residents are similar, for example, in age, then it's easier for them to collaborate. And so, we thought that we would work with volunteers, and they could go into the nursing homes and have these life storytelling conversations with the residents. And we found in the literature that, for example, in palliative care, this kind of biography work is already done successfully by volunteers.   But it's also recommended to use technical devices, for example, specific apps to support the volunteers. And this was the moment when we thought, “okay, let's do this and try to develop an app like BaSeTaLK so that volunteers can use it as a kind of moderation guide and to stimulate these narrations in nursing homes.” The app, BaSeTaLK itself, is kind of about virtual journeys. Let's say it like that.  So, it offers the opportunity to go on virtual life journeys and you can visit different virtual places. For example, people can choose to talk during one session about a river or theater. So, it's not just a river or mountains or things like that, you can also go to casual places. And we had a long discussion about if we wanted to conceptualize the app around these locations, because in the beginning I thought that it was much better to have these biography important topics like family, health, and all the things I already knew. But we developed the app together in an interactive process with residents and possible volunteers. They told us that many old people don't want to talk about their family, for example, their partners may be dead or their relationship with their children might not be so good. They might also be a bit more open, so people can talk about their family, but they don't have to. And so, we decided, “okay, let's have these places,” for example, we have a place with a garden that has stimulating questions like, “what did you observe growing during your life?” And then people can decide if they want to stay with the plants and talk about plants, or if they think, “oh, I saw my family growing, and I want to talk about my grandchildren,” they can talk about that. So, the questions are quite metaphorical. You can stay close to the question, or you can give a broader answer. So, this was the idea when we chose to work with these locations. And then the app has a kind of stimulating feature by always asking these kinds of questions, but also having pictures of plants when you look at the garden or of nice places in the scenery. So, people can talk about what they associate with the picture and they can answer the questions. There's also always a kind of specific feature at each location. For example, when you visit the sea, there's the sound of the sea, or you can listen to a podcast or you can listen to music, things like that. The app can be used in one-on-one sessions to stimulate conversations about the life story, but it can also be used in group sessions to facilitate group conversation. I'm not sure, I think this gives the first impression of how the app might work.   Katie Strong: Absolutely. No, I think you've given us a great visual of how it can work. I guess one question that I know that's going to come up, Sabine, is “Can anyone access the app?” Or “How do we how do we get access to it?'   Sabine Corsten: Yeah, this question really comes up each time we talk about the app, and I think it's a very good question. And, yeah, I would really like to say yes, everybody can use it, because we really had very positive feedback from the users. So, we evaluated in a bigger study including fourteen residents in the target group, I think, and we also had a control group with more than ten people. And the data really showed that there was an improvement in quality of life and quantitative data. But I think it was more impressive that people told us, “yeah, we really started thinking about our lives.” For example, one older woman taking part in the intervention, I think she was 94 years old, she said, “so this intervention was a turning point in my life. So now I look at my past and much more positive way.” And I mean, she was a really old woman, and she took part in twelve sessions.   In total, we have 15 locations in the app, but we only work for three months with our residents. I think this tells so much about what happens when you take part in such biographic narrative interventions. And I mean, we really work with people with maximum mild cognitive deficits, so it was really for older people with almost no cognitive deficits. Now to your question, after this long answer, we published the app as open-source code, but I had to learn that it doesn't mean that it's an app shop or that you can immediately use it. It means everybody can work with this code, so other coders, IT people, tech people can start changing the code or working with the code, but companies can also do that. We don't have the funding to really go on with the app or to operate it on a regular basis. So, we are looking for bigger institutions, for example, institutions working with a lot of nursing homes in Germany so that they can operate the app. We are also discussing going on with the app with the colleagues from La Trobe with Miranda Rose. So, we already translated all the language stuff from the app so that it can be used, for example, in Australia. And there's the idea that it can also be used when you work with people with aphasia because it really has easy language with hardly any barriers. It's easy to use and the interface is very simple. So, at the moment, we think it might also be a good idea to train people with aphasia to use it as a kind of peer leader in support groups, for example. So, we try to find that kind of money to go on with the app and we also try to transfer to other targets.   Katie Strong: Important work and we certainly hope that the funding comes your way. I love that it can be applied to a variety of populations. You've talked a little bit about the coding but tell us more about what it was like to develop the BaSeTaLK app, and who was part of your team. All of that good stuff.   Sabine Corsten: It was a really new experience for me because it was my first tech project. And we started this tech journey before the pandemic so we didn't know that would become so important for people in the nursing homes. And, as I already mentioned, we started the development or process in a so-called user-centered process. So, this means all the possible users were involved in the whole process, to really old people living in nursing homes, to older people who might work as volunteers. So really from the starting point, we started working with them in focus group meetings. And these focus groups were led by two of our research workers, two speech and language pathologists, and also our tech guy who programmed the app was part of the focus groups. And they met on a regular basis. So, in the beginning, we started looking at recommendations in the literature and requirements. And then we presented this to our focus group members, and they commented on it, or they were also able to use some prototypes we developed. And so, this we presented it to them, and they would give new recommendations to us, or they talked about their requirements.   Katie Strong: I think it's so thoughtful and so important that we bring in stakeholders so early in a product development like this, you know.   Sabine Corsten: Yeah, we really learned about, for example, the selection of the topics. So, they told us not to offer topics like family or health, because this is so difficult for so many old people. So, start with other topics, maybe easier topics, and then you can create variety in the depths of the conversations by using different kinds of questions. So, this really came from the groups, it was not in our minds. I think this was really important to learn a bit more about that and also about the interface. I mean, now I say, “yeah, we work with a simple interface,” but this means really simple. So, because of all the things that we already know about the menu, and all these things are very difficult for people. I mean, we are talking about people 80 years and older. And I think you really have to ask them because otherwise, they can't use the product. What might be interesting is that we had to do this all during the pandemic, so it was difficult for the groups to meet. For example, we ended up clarifying some things, or some topics, by phone calls. So, it was not possible to meet all the people in the group together. This was one of the challenges.   I think it's really interesting, we have a Ph.D. project using interviews with the members of the focus groups after being part of this focus group work and phone calls and all of this stuff. And I think this is interesting because we are all still able to show that this participatory work or process was really a very good experience for the members of the group. So, we found some indications for personal growth and personal empowerment. So, they were talking about how they have found or developed some new competencies. And I think this was also interesting that even the people who were just part of the focus group meetings benefited.   Katie Strong: Yeah, right. It's all about meaningful work, right? Having purpose and doing meaningful things. I love that. Well, I'd like to shift gears a bit and share with our listeners about how we met at the International Aphasia Rehabilitation Conference (IARC) in Philadelphia, in the Hilton parking lot of all places to meet. And we ended up having this beautiful parking lot conversation with you, me, Sarah Northcott, Rhianne Brinkman, and Bianca Spelter. It was kind of the start of this international working group that we have for narrative identity. You've been the leader for this group, and I was just curious if you could share a bit about what we've been up to and a few of the goals of our working group.   Sabine Corsten: I mean, I already told you that I'm really not sure if I am the leader, but I really like being a part of the group or a member of the group. And, yeah, I really wanted to get to know you and also about Barbara Shadden to be honest, because I admired this work. And so, when I came to Philadelphia and saw you on the presenters list, I thought, “okay, I want to get to know her, and I want to get to know, of course, Barbara.” And then, I think it was really nice to get to know all of the other people you mentioned already. And I think it's so great that we have this group, and that we meet on a regular basis, since last summer. So, for me, I think it's really a very specific opportunity to learn more about the storytelling approach, about the theoretical background, and also to meet people who really believe in the same thing. This inspires a lot in me, I think, so that I think, “yeah, we are on the right way because we are together.” So I think, but you can correct me, one of the goals of our group is to have an exchange about our work and about the things that are important to us, looking at our professional work.   Another thing, and I think this is something I like very much, is to develop joint projects to have or to come to results, for example. And I think one really interesting path is to think of how to support storytelling, for example, in the acute or post-acute phase of aphasia. And I think we talked about this in the beginning and then we thought about other projects. And I mean, at the moment, I don't know what you think, but I think it's great that it has already started. So, we are already working on a joint project, and this was about introducing students and speech and language pathologist clinicians to the narrative approach, and especially to the approach you use, the life storytelling approach. And maybe combined a bit with the ‘narraktiv' approach, to work on the training together, to train and inspire other clinicians, and to facilitate them using the approach. And I mean, in the Netherlands, Rhianne Brinkman already started with a few students to do this course. And, yeah, I'm really curious about what she will find. And I think it's about giving the students or the clinicians more information about the theoretical background, but also giving them the opportunity to make their own experiences and to try the approach with people with aphasia.   Katie Strong: Absolutely, it's just been great to connect with all of our newfound colleagues. And I agree with the sharing of ideas and seeing what we can do to maybe move this work forward to be able to have a farther reach. You just talked a little bit about the student training. But I do think one of the things our group has been talking about is, you know, how can we begin to train clinicians in understanding the constructs related to narrative and identity and methods to use with our clients and exploring their own stories to help them move forward? I was wondering if you could tell a little bit about what the working group has been discussing and maybe has in the works.   Sabine Corsten: I already mentioned it a bit. So, it is about how to add to, what training could look like, or what we really want to share with clinicians and students. And to me, I don't know what you think, but there are two parts to it. There's this part about giving the theoretical background and really facilitating people in understanding why it is important to look at identity and how identity is connected to communication. And, again, this is connected to quality of life and to our work. So, because I think the aim of rehabilitation is a growth in participation and quality of life, and the training part is also closely connected to this. So, giving them the tools to do this, to feel comfortable so that they know how to ask questions, or how to react when people start crying, for example. I mean, it's normal to be upset when you talk about, for example, your stroke story. So, if you are sad that you've lost specific skills, this is very normal. I think this is the part, knowing about the background and knowing about the tools or methods you can use. And the second part is about the mindset to really see that this is our work, and we are responsible for it because we know how to facilitate communication and how to open the space for this kind of conversation. And I think this should also be part of this experience that we want to share with clinicians and students. That they can see this as really their responsibility, but also as a big chance for us to have a new kind of working area, in addition, of course, to the classical field and to the language-based therapy.   Katie Strong: Yeah, I agree. I agree. It's beautiful work, but it does take a different mindset to do. Well, Sabine, we're coming to the conclusion of our conversation, and I was just curious if you had any final thoughts you'd like to share with our listeners as we wrap this up?   Sabine Corsten: Whoa, that's a really difficult one, because I think we talked about a lot of important topics, or thoughts during the last hour almost. I think, maybe the take-home message is to first be aware of the psychosocial consequences of aphasia. I mean, I think a lot of people know about it, but really to be aware of all the changes these people suffer from. It's not only about language, it's about all the other life areas we mentioned. And maybe another take-home message I already mentioned is to feel that we as speech and language pathologists can be part of the solution. So that it's really our part to offer approaches and to conceptualize approaches that might help here. Because, when I look, for example, at the Stepped Care program, this is not established in Germany. But for example, in Australia, this means that really everybody suffering from aphasia can be part of a psychosocial approach. And then, depending on the severity of the psychological difficulties, you can decide if you only maybe have a kind of biographic intervention, or if you need problem solving therapies, or if you really need psychotherapy. I think this would be a good thing to start with, as maybe level one interventions like the storytelling approach, or like the biographic narrative approach, that we start establishing these kinds of approaches for people with aphasia. And that speech and language pathologists feel comfortable doing it, but they also have the opportunity to maybe collaborate with psychologists and can say, “okay, and now we have another level or another severity of psychological problems.” And now we need to collaborate, or the psychologist needs to take over. I think that if we can go on that journey, this would be great to find more solutions in collaboration with other disciplines.   Katie Strong: Yes, I agree. I agree that we, you know, have a role in supporting people beyond just their language impairment and that using story is one way to do that. Absolutely. Well, Sabine, I appreciate the conversation today. Thank you so much for being a part of this. And in the show notes, listeners, we'll have some ways for you to contact Sabine and also some links to references to some of the things that we've discussed today. So, thanks so much for being here.   Sabine Corsten: Thank you again for the invitation. It was really an honor for me, and I think the time flew by now. So, it really felt very fast.   Katie Strong: Well, thanks so much.   On behalf of Aphasia Access, we thank you for listening to this episode of Aphasia Access Conversations Podcast. For more information on Aphasia Access, and to check out our growing library of materials, go to www.aphasiaaccess.org. And if you have an idea for a future podcast topic, email us at info@aphasiaaccess.org. Thanks again for your ongoing support of Aphasia Access.     Contact for Sabine Corsten – email Sabine.Corsten@kh-mz.de   Acknowledgements – A special thank you to Amanda Zalucki from the Strong Story Lab at Central Michigan University for their assistance in the transcription of this episode.     Resources   Corsten S., Konradi, J., Schimpf, E. J., Hardering, F., & Keilmann, A. (2014). Improving quality of life in aphasia: Evidence for the effectiveness of the biographic-narrative approach. Aphasiology, 28(4), 440-452. Corsten, S., & Lauer, N. (2020). Biography work in in long-term residential aged care with tablet support to improve the quality of life and communication – study protocol for app development and evaluation. International Journal of Health Professionals, 7(1), 13-23.  https://doi.org/ten.2478/ijhp-2020-0002 Corsten, S., Schimpf, E. J., Konradi, J., Keilmann, A., & Hardering, F. (2015). The participants' perspective: How biographic-narrative intervention influences identity negotiation and quality of life in aphasia. International Journal of Language and Communication Disorders, 50(6), 788-800. https://doi.org/ten.1111/1460-6984.12173    Lucius-Hoene, G., Holmberg, C., & Meyer, T. (2018). Illness Narratives in Practice: Potentials and Challenges of Using Narratives in Health-related Contexts. Oxford, UK: Oxford University Press. Menn, L., Corsten, S., Laurer, N., & Wallace, S. J. (2020). The Effectiveness of Biographical Approaches in LongTerm Care: A Systematic Review. The Gerontologist, 60(4), e309-e238. https://doi.org/ten.ten93/geront/gnz074 Shadden, B. B. (2005). Aphasia as identify theft: Theory and practice. Aphasiology, 19(3-5), 211-223. https://doi.org/ten.ten80/02687930444000697 Strong, K. A., Lagerwey, M. D., & Shadden, B. B. (2018). More than a story: My life came back to life. American Journal of Speech-Language Pathology, 27, 464-476. https://doi.org/ten.ten44/2017_AJSLP-16-0167  Strong, K. A., & Shadden, B. B. (2020). The power of story in identity renegotiation: Clinical approaches to supporting persons living with aphasia. Perspectives of the ASHA Special Interest Groups, 5, 371-383. https://doi.org/ten.ten44/2019_PERSP-19-00145   Video Resources Aphasia CRE Talk - Improving the Quality of Life in Aphasia, The biographical narrative approach. - Prof Sabine Corsten https://www.youtube.com/watch?v=NGIFZkysDYA     If you liked this episode – more listening… Additional Aphasia Access Conversations Podcast episodes relating to the topic of narrative and identity.   Episode #5 – Insights and "Aha!" Moments About Aphasia Care with Professor Emeriti Barbara Shadden https://aphasiaaccess.libsyn.com/insights-and-aha-moments-about-aphasia-care-with-professor-emeriti-barbara-shadden Episode #55 - The Power of a Story: A Conversation with Katie Strong https://aphasiaaccess.libsyn.com/the-power-of-a-story-a-conversation-with-katie-strong

#Tiekžinių Trečiadienį (liepos 5 d.) Tiek žinių vedėjas Dominykas pasakoja apie provokacijas Zaporižios AE, paskutines dienas prieš NATO viršūnių susitikimą ir Nausėdos patikrintą pasiruošimą bei ko iš jos gali tikėtis Ukraina.  ✅ Svarbiausios dienos naujienos kiekvieną pirmadienį-ketvirtadienį čia ir „Laisvės TV“ YouTube kanale: https://youtu.be/K0hKx1x9wZ0

Join Intuitive Astrologer, Tarot Reader & Reiki Master Ashleigh in this episode where she gives an honest review of the book Attached, which explores attachments & relationships. Attached is said to provide an insightful look at the science behind love, Attached offers readers a road map for building stronger, more fulfilling connections. Ashleigh looks at Attached from the perspective of someone with an avoidant attachment style and gives her honest opinion on the pros and cons of the book but also an overview of what she learned and how the book provided insight into her own avoidant behaviour in relationships. ✦ 06:00 - Review Starts ✦ Astro Calendar - https://www.etsy.com/uk/listing/13200... ✦ Gratitude E-Journal - https://www.etsy.com/uk/listing/13147... Sending you Love; Ashleigh. --- Send in a voice message: https://podcasters.spotify.com/pod/show/spiritualpod/message

Lukas pasakoja, kur nuvedė pasimatymas su dirbtinio intelekto girlfriend'e už 5 eurus. Nvidia trumpam tapo trijonu dolerių verta kompanija. Kaip ir dėl ko? Niujorko advokatas prisidirbo bandydamas dalį savo darbo perduoti ChatGPT. 22 žodžių perspėjimą apie dirbtinio intelekto grėsmę pasirašė būrys jo kūrėjų, o mes ne iki galo sutariame, kokia yra tikroji šio manifesto motyvacija. Ir – Elizabet Holmes ir jos startuolio Theranos istorija pasibaigė (?), pagrindinei veikėjai atsidūrus už grotų.

Lyderių rubrika. Istorijos mokytojas Antanas Jonušas sako, kad istorikams kartais labai sunku atrasti moteris istorijoje. Jis sako, kad švietimu su lyčių nelygybe susijusių bėdų neišspręsime, tačiau švietimas turėtų prie to prisidėti. Lyderių rubrikoje apžvelgsime Meilės Lukšienės vaidmenį Lietuvos kultūroje ir švietime.Atėjus pavasariui, padaugėjo saulės. Medikai perspėja, kad po žiemos - kūną reikia saugoti nuo saulės spindulių. Kaip saugiai būti ir dirbti lauke, mėgautis saulės voniomis pavasarį - pokalbis su dermatovenerologijos gydytoja rezidente Agne Bubilaite.Kas penktas vaikas Lietuvoje yra patyręs seksualinę prievartą. Kaip kalbėti apie lytiškumą su vaikais, kad jie pažintų savo kūną ir žinotų jo ribas? Lytiškumo ekspertė Akvilė Giniota.Lietuvos aviacijos muziejus skelbia kultūrinį sezoną - šiemet Lituanicos skrydžio 90-metis. Pokalbis su muziejaus direktoriumi Mindaugu Kavaliausku.Ved. Urtė Korsakovaitė

Keturių milijonų rubrikoje - Jungtinės Karalystės parlamente dirbantis Lukas Audickas. Kaip iš vidaus atrodo darbas šioje įstaigoje, kuo jis skiriasi nuo Lietuvos Seimo?Kokią įtaką vaikų gyvenimui gali turėti tėvų sukauptas Instagramo ar Facebooko internetinis archyvas? Apie tėvų elgesio pasekmes pokalbis su asmeninio prekės ženklo konsultante Guoda Sakalauskiene.Anykščiuose gyvenanti pora tris dešimtmečius negyventą butą bando prikelti naujam gyvenimui, bet tą daro savomis rankomis, ekologiškai. Jie pasidalins ir patarimais, kaip savo namus padaryti bent truputėlį tvaresnius.Kur dėti nereikalingus elektroninius prietaisus, kaip juos tvarkyti? Pokalbis su Aplinkos apsaugos instituto direktoriumi Alfredu Skinuliu.Ved. Urtė Korsakovaitė

Episode 51: Interprofessional practice and qualitative research with Danika Pfeiffer. Welcome to See Hear Speak Podcast Episode 51. In this episode I talk with Speech Pathologist, Researcher, Educator and Podcast Host, Danika Pfeiffer about her experiences and research reporting on Interprofessional collaboration and her qualitative research working in school systems. We discuss important topics that can facilitate change so I hope you find it helpful to stimulate your thinking as well. Thanks for listening! Conference: Implementation Science IS for All: The Power of Partnerships | MGH IHP Danika Book Pic: Good night moon https://www.amazon.com/Goodnight-Moon-Margaret-Wise-Brown/dp/0694003611 Podcast: About, From and With https://podcasts.apple.com/us/podcast/about-from-with-an-slp-podcast/id1568966242 Publications: Pfeiffer, D. L., Pavelko, S. L., & Bronaugh, D. (2022). Get out of your silo: A qualitative examination of an interprofessional undergraduate course. ASHA Perspectives. https://doi.org/10.1044/2022_PERSP-22-00083 Pfeiffer, D. L., Long, H. L., El Amin, M. (2022). Accessing research beyond the paywall. ASHA Leader Live. https://leader.pubs.asha.org/do/10.1044/2022-0919-slp-aud-research/full/

          Welcome to the Aphasia Access Aphasia Conversations Podcast. I'm Katie Strong and I'm a member of the Aphasia Access Podcast Working Group. Aphasia Access strives to provide members with information, inspiration, and ideas that support their aphasia care through a variety of educational materials and resources. I'm today's host for an episode that will feature Dr. Debra Meyerson and Steve Zuckerman. We'll be talking about their bike ride across the country, Stroke Across America, as well as the importance of identity and storytelling in a person's journey with aphasia. Before we get into the conversation, let me tell you a bit about our guests. Debra Meyerson was, until her stroke in 2010, a tenured professor of organizational behavior at Stanford University's School of Education.  Debra's most significant contribution from that period was Tempered Radicals:  How Everyday Leaders Inspire Change at Work (HBS Press, 2001). More recently, she authored  Identity Theft: Rediscovering Ourselves After Stroke (Andrews McMeel Publishing, 2019) and is co-founder and co-chair, with her husband Steve Zuckerman, of Stroke Onward, a nonprofit working to ensure stroke survivors and their supporters have the resources needed to rebuild identities and rewarding lives.    Steve Zuckerman is, along with Debra, co-founder and co-chair of Stroke Onward; he has been Debra's care partner since her stroke in 2010.  He has held leadership roles at Self-Help, a nationally recognized economic justice nonprofit, since 2006 and still serves part time as a Senior Advisor.  Before that, he was a managing director at a private equity firm.      In the summer of 2022, Debra and Steve led Stroke Across America – a 100-day cross country bike ride, from Oregon to Boston, to raise awareness for stroke, aphasia, and the importance of the emotional journey in recovery.   In this episode you will: be inspired learning about the bike ride, Stroke Across America, and its effort to raise awareness about the emotional journal of living with stroke and aphasia. learn about the power of story in reconstructing identity in people living with aphasia. become aware of Stroke Onward's mission to support the emotional journey of rebuilding identities and rewarding lives.   Katie: Welcome Debra and Steve. I'm so happy that you are here with me today. Debra: Thank you so much, Katie. Steve: It's great to be here. Katie: Well, I'm just so excited for our listeners to be able to hear about what you've got going on, and I'd love to start with what you were up to last summer. You did an amazing bike ride across the U.S. called Stroke Across America. Congratulations! I mean it was a big deal! Can you tell us about it? Debra: Sure. Stroke Across America was a bike ride across the US and Canada to raise awareness about stroke, brain injury and aphasia. We wanted to spotlight the emotional journey after stroke. How do we rebuild our identities and live meaningful lives? We rode 4,500 miles over 100 days, traveling from Oregon to Boston. There was a core team of six riders and others who joined us for portions of the ride. We became a family. I didn't expect that. Katie: That's fantastic. Tell me about who rode with you and became family. Steve: As Deb said, we had six core riders most of the way across the country. In addition to the two of us, a woman named Whitney Hardy, who's actually a close family friend. She's a young woman in her thirties who unfortunately suffered a traumatic brain injury about four years after she graduated from college and suffers no ongoing physical disabilities but has some cognitive issues and memory issues. She rode with us from the beginning to the end. Another stroke survivor was Michael Obel-Omia, who I know is an active participant in Aphasia Access. Michael is a stroke survivor who also lives with aphasia. He joined us about 15 days late because his son was graduating from college, so he joined us in Missoula, Montana. We had two wonderful summer interns, Emily and Alex. We met Emily through her grandfather, who was a stroke survivor and hoped to ride with us but didn't end up riding with us. Emily and Alex are both students at Washington University, St. Louis. They traded off, one rode and one worked, every other day. We can't say enough about the wonderful, not just competent and great work they did, but the energy they brought. They really helped make it special. I guess our seventh team member was our then roughly one-and-a-half-year-old golden doodle named Rusty who was along for the ride. Sometimes she rode in a trailer behind our bike and sometimes in one of the support vehicles. We had a group called Bike Eternity, a gentleman named Arlen Hall, who really arranged all the on-road logistics and the route. He and his team were just fabulous in terms of just making everything work. That was our family. Katie: It's quite a crew. Fantastic. I was wondering if you could tell us about a favorite experience from the ride. Debra: We hosted sixteen community events across the country. They brought together survivors, families, friends, stroke care professionals, and more. It was really inspiring to be with all these people. Building community and collaborating with others is the only path to real change. And you were at the Ann Arbor event? Katie: Absolutely. Yeah. My friend Becca and I came down to the Ann Arbor event. I think it was Dexter or something. Debra: Yeah Katie: Boy, did we show you how we can have rain in Michigan! Debra: I know. Oh, yeah. Katie: Oh, my goodness. Yeah, it was great. Even though we had rain, there was so much great energy around the event. I can feel what you're talking about. Steve: I think the events were kind of really the most powerful experience. But Deb, you were going to talk about one particular ride you loved. Debra: I loved riding past Cameron Pass in Colorado for 30 miles up and 40 miles down. Katie: Wow! Steve: Yeah, so just to add a little bit to that, because I think that one day of riding really, I mean, every day was fantastic. We just loved the riding. But this one stood out for all of us. It was from a town called Walden in Colorado, a bit east of Fort Collins to a campground called Stove Prairie Landing. The pass we rode over was about 10,276 feet, so we were up there. And as Deb said, we rode up for 30 Miles about 2000 feet, but then got to come down 4000 feet. The whole ride was in a canyon with dramatic mountains and a river that we happened to catch at the right time of the year because the snow was melting. So, it was just a rushing river where we got the sound, the sights, and sometimes the spray of rapids as we're cruising downhill. And then there was just a perfect riverside campground at the end. It was just sort of a magical day. Katie: Yeah. As you were describing it, I wanted to use the word magical! So, I agree. Yeah. Fantastic. I'm sure it wasn't all easy street. I was wondering if you could tell us one of the hardest things about planning such a big activity. I mean, this was a big event. You had several events along the way, but you know, tell us a little bit about the planning. Debra: Organizing this event was so hard, but it was so important and so impactful. We had sixteen events: three events before we started riding in Palo Alto, Bend, and Portland, eleven along the way, and two in Boston after we finished. We had so much to do after the rides and after dinner, such as PR, social media, Stroke Onward, events, and a documentary film. There was so much to do! We are really tired. Steve: Yeah, I think the biking certainly was a lot, but we weren't trying to ride fast. You know, one thing I say about biking is, if you want to ride long distances, you just have to ride long distances. You get used to it. So, that didn't really feel like a strain for us. And the organizing of the route, particularly with the help of Arlen, kind of got done ahead of time. It was a lot of work, but he's a pro and we put it together. But it was really, I guess we're “Type As” who can't get out of our own way. We built so much into the trip that it really was those evenings and our theoretical “rest days,” which were nonriding days. We renamed them “stress days.” We felt like we had to get everything done. So, you know, that was the hardest part of the trip. It was just how much we packed in. We jokingly say, but it may not be a joke, “that someday we want to ride across the country where we have absolutely nothing to do but ride across the country.” That way, we can enjoy the evenings and the rest days, do a little more touristing, and spend time meeting people along the way. Katie: Yeah, it was very focused. You were very intentional about gaining awareness and supporting community. And I'm sure that it sounds like there was lots to do beyond just pedaling. You mentioned earlier about a campground, but I'm curious, where did you stay along the way? Steve: Our main support vehicle was an RV, pulling a trailer with a lot of gear. We organized mostly around staying in campgrounds. Partly to keep the cost down and partly because we didn't want to have to stay rooted to where the hotels and motels were. And so, Deb and I got the privilege of sleeping in the RV. It was a small RV, but very comfortable. And the rest of the group was camping, so we had tents and cots, and all you would need for relatively comfortable camping. About one or two nights a week, we would end up staying in a motel, partly just to give the folks who are camping a little bit of a break. We actually came to enjoy the RV so much; we almost preferred it to the hotels. Then, one of the real highlights of the trip was we were able to see a lot of friends going across the country. Particularly in the cities where we held events. We almost, with maybe one exception, always had a rest day connected to the event. Probably at about half of those we ended up staying with friends. That was really special to be able to involve more people in our lives in the journey. Katie: Yeah, I was thinking when you were in Ann Arbor. Deb, you had a number of colleagues and friends that came to the Dexter event. Debra: Yes, in Detroit, two days later, we met with my middle school buddies, Debbie and Debbie and Debbie. Katie: I love that, fantastic! That's great! Well, riding across the country is a huge endeavor. What made you decide to do it? Debra: Steve. Steve: Deb would say, “Steve made me decide to do it.” Well, actually, it is true. I had a close friend from college who rode across the country right after we graduated from college. From that day, I always said, “that's something I want to do”. As I got older and older and hadn't done it, it was kind of rising to the top of the proverbial bucket list. But cycling really has been a huge part of our recovery from Deb's stroke. It has been the best way that we can continue to do a lot of the things we love - exercise, adventuring, seeing new places, and spending time with friends. We had never ridden a tandem before Deb's stroke, we rode individual bikes. It was a bit of a challenge for Deb to give up control, understandably. But when we saw the opportunity to do it with a purpose, that's what kind of got us really excited. We were just starting to build Stroke Onward, we wanted to build awareness for the importance of the emotional journey, and events create good opportunities to attract attention. So, what better thing than to do something you've always wanted to do and do it with a purpose? That's kind of how we got going. Katie: Well, it is inspirational, and I know a big focus of the trip was to raise awareness about stroke and aphasia. Debra, for people who might not know, could you share a little bit about your life story. Debra: Of course. My life story started earlier. In 2010, I was a professor at Stanford. I studied, taught, and wrote about feminism, diversity, and identity. Then, I had a severe stroke. For three years, I did therapy almost full time. I had to get my old life back, but I couldn't. My disabilities, especially aphasia, forced me to leave my job at Stanford. Giving up tenure was like a second punch in the gut. It was a huge trauma on top of my stroke trauma that started my identity crisis. Who am I now? Katie: So, Debra, I think that's what sparked you writing a book called Identity Theft. Can you tell us a little more about that? Debra: I had written two books before my stroke. I decided to write another book after my stroke, Identity Theft. Writing Identity Theft became my learning journey. It has helped me rebuild my identity. It took me five years, and I learned to accept lots of help. No one told me rebuilding identity is so central to recovery. I learned firsthand that it's so important. While researching Identity Theft, I learned that other survivors think so too. They had no advice and support for this.  Steve: Maybe I'll add. Deb mentioned doing research for Identity Theft. From the very beginning when Deb decided to write a book, she didn't just want to write about her story. She was an academic, she wanted to bring in other people's points of view. And so, Deb interviewed twenty-five other survivors and probably another thirty-five people who were care partners, friends, families, and professional caregivers. Kind of the idea being that she wanted to be able to write about a diversity of people and stroke experiences because that would make the book more relatable and more accessible to more people. And that really kind of gets at one of the things that really struck me about Deb writing Identity Theft. In many ways, the writing of the book really reflected her personal journey. That at the beginning, she was kind of writing it to prove she could, she didn't want to let go of that identity as an academic. But very quickly, she realized that the process of writing it, as Deb said, was kind of her journey. She was able to turn her knowledge of identity and the lens on herself to really help rebuild her identity and her life. But along the way, she realized, “Man, there are so many other people out there who aren't being told about this and need resources.” I say this all the time, choosing to write a book when you have aphasia has got to be one of the bravest decisions because it puts you face to face with your frustrating disability every day. And there were a few times when Deb came downstairs and said, “I'm done,” “I'm not finishing the book,” “This is too frustrating,” and “I can't stand it”. But it was that knowledge that it could help other people that got her to push through that frustration. And that gets to kind of one of the big themes of our work, which is about finding purpose and having purpose and how that's often our biggest motivator in life, what we can give. So, that's kind of a little bit of the history of the book. Katie: I appreciate you sharing that. And as you were both talking, you were talking about this journey. And you know, thinking about the story and the writing and the rewriting of your identity. It really isn't about the product, not necessarily the book, which maybe initially that's what you were interested in Deb. But really, the journey is where all the work and the reintegration of who you are and who you're going to be is. very powerful. Very powerful. It's such a great read. I've enjoyed the book very much. So, you have even moved forward beyond a book, and you've started a nonprofit. It's been established for a little bit now. Can you tell us about your nonprofit, Stroke Onward? Debra: Yes. I created it three, no, four years ago? Our mission is to ensure stroke survivors and their supporters have those tools necessary to rebuild identities and rewarding lives. The vision is a stroke system of care that fully supports every survivor's emotional journey and recovery. Steve: Maybe I'll add. I think, clearly, the issues of critical care and helping people survive a stroke, and then all the work on rehabilitation is critical. What we saw is that a lot of people don't get all their capabilities back. It's almost like, well, if recovery means rehabilitation, then does that mean everybody who doesn't fully recover their capabilities, has a failed recovery? And we were just unwilling to accept that. Recovery had to mean more than just capabilities. That's why we decided to really focus on that next step in recovery, which is the emotional journey. So, we really think about our work around three areas. One is raising awareness, just that this whole issue of the emotional journey is really important and doesn't get enough attention. Even if people realize it's important and say, “Well, gosh, where can I get help with this?” There aren't enough resources out there. You know, at the end of the day, as Deb said, “it's about system change.” That we would hope that 10 years from now, a person who suffers a stroke and their family enters a system that not only provides good critical care and points them in the direction of good rehab, but also creates a framework and resources for this part of recovery, for the emotional journey. I won't go through all the actual things we do. Hopefully, you'll be able to post the website and people can go and see more about stroke onward, www.strokeonward.org, easy to remember. Katie: Absolutely.  Debra: And there's the book discussion guides. Steve: Yeah, well, one of the places in that the speech therapy community has been so supportive and such a wonderful partner is with the creation of our book discussion guides. Our colleague, Jodi Kravitz, led the creation so that the book can be more accessible. There's a guide, you know, with the idea being a group of people with aphasia can read the book together and have a facilitated discussion with a guide. But also, we created separate guides for families, speech therapists, and other health care workers. Just again, the whole idea of trying to make the material accessible, digestible, and useful for people who are going through what we went through, which was the identity crisis and having to rebuild our lives. Katie: Absolutely, we use the resources for our local book club here at Central Michigan University and our Lansing Area Aphasia Support Group. The materials were great, but the book just brought forth so much rich discussion. Debra: Yeah. Katie: You know, not all of it was easy to read. There is some tough stuff; you don't skirt the issues. I think it really was a very meaningful experience for our members and the students that were a part of the group to be able to hear the journey, to hear what maybe hadn't been addressed, to hear how people had moved forward with things, and the areas where we really do need to be thinking more about as healthcare providers. It is important that we can support the whole person and not just fix the physical or the language. It's a whole emotional journey that you're moving forward with, which in Stroke Onward is really important. Well, as you know, a lot of my work is about the importance of storytelling. Deb, I was wondering if you could talk about how storytelling impacts your work. Maybe even share a few stories from your work. Debra: Sure. Storytelling is so important. We are always changing, and our stories evolve over time. Storytelling helps us navigate the emotional journey after a stroke. And in my book, Identity Theft, I share my story and the stories of others so that survivors don't feel alone. I would like to share one story that helped me recognize that life could be good after my stroke. Seven months after my stroke, my friend Ann invited me to her 50th birthday weekend in Palm Springs with tennis, hiking, talking, and biking. I said, “No...no, no, no.” I would need so much help, and most of all, I could barely talk at all. Conversations would be loud and lively. I would feel frustrated, jealous, and sad. Kim, my friend, said she would help with everything. She said she would help me have fun. She was there for me. I was nervous, but I decided to give it a try. At first, I was determined to be the “old Deb” at the party, but the frustrations were constant. Conversations were too fast, and the friends trying to help did not give me time to find the words. I was frustrated constantly, but I decided to enjoy myself anyway. The night of the birthday party, I danced a lot! Great music, so fun. I was not the “old Deb” anymore, I was a newer version of myself. I could spend my time with my friends dancing, laughing, and enjoying what is essential in my life: friends, community, and fun. It is so hard, but it is so important. Pushing myself to be social and telling stories about it has been so important to my recovery. Katie: Thanks for sharing, it's a great story. And well, I mean, you sound like you have fabulous friends, but it sounds like Kim really was one that stuck around and was willing to help you through some of that change. Steve: And if I can add one other story, which kind of gets to how Deb reclaimed some of her old identity. In this case, her identity as a mom, and Deb tells the story in the book. When our daughter Sarah, who at the time of Deb's stroke was 15 and was not a big dater in high school. But about a year and a half after Deb's stroke, she got invited to the prom her senior year and she started going out with this guy. And I kind of said to Deb, you know, you never had that mother daughter talk with Sarah. And Deb hadn't been too active in parenting for that year, year and a half because she was you know, fighting for her recovery. I said, “You know, maybe you should be the one, as her mom, to have the talk.” And so, we kind of told Sarah that we wanted to talk to her. We were all standing around the island in the kitchen. Sarah kind of knew something was coming but didn't quite know what. And you know Deb's speech was nothing like as good as it is now back then. You could just see the concentration on her face trying to figure out what she was going to say. And she kind of slowly said, “Boyfriend? Yes. Pregnant, no!” And that has been dubbed by all of our friends for the world's most efficient and effective mother daughter talk. It was funny; we all just burst out laughing. It was really a great kind of wake up for us that Deb could reclaim a lot of aspects of her identity, but she would just have to live them out differently. And that just because they had to be different didn't mean she couldn't live them out. That was one of our favorites. Katie: That is a good story. What I love about your sharing of the stories and where your work brings storytelling to life. One of the things that's happening in the literature that's coming into practice, particularly in the UK, and over in Australia, and hopefully maybe over here in the U.S. sometime, is this idea of step psychological care for aphasia. We'll put something in the show notes if listeners want to check this out a little bit more. This idea consists of different tiers to support mental health and particularly depression in people with stroke and aphasia. At that bottom tier, which is supposed to be accessible to every stroke survivor, one of the level one interventions is storytelling. So, it's that powerful, you know. It's not just fun to tell stories; it's very important to who we are as people and integrating our mental and emotional health into who we are. Steve: Deb, did you want to mention somebody you interviewed for the book that particularly talked about storytelling? Debra: Yes. Randy enjoys storytelling, and he is a stroke survivor from St. Louis who I interviewed for the book. Randy and his wife, Rose, started their own aphasia meetup group. Social connections were really important to him. Steve: And he talked a lot about how he gradually got more and more comfortable telling his story and how much that helped him. He spoke at our community event in St. Louis, and I thought he kind of stole the show when he said, “My stroke changed my life, but it will not hold me back.” I just kind of well up because that's what it's all about. And he said it so eloquently. Katie: Powerful, powerful. Well, Debra, can you tell us a little more about this idea of identity? Debra: Sure. Barbara Shadden and you, Katie Strong, I am so thankful. Identity is our narrative about ourselves over time. We have not one static identity, we have multiple identities. We are always changing. Relationships like friends, family, colleagues, and others are a big part of making who we are. Identity is a choice. Instead of asking, “Who am I now?” ask “Who do I want to be now?”. Katie: Powerful. I like it. Debra, could you talk about aphasia specifically, and how that plays into your views on identity and your recovery? Debra: Yeah. Communication is so central to everything we do and to my identity. Having communication challenges just makes everything harder. Steve: And I'll just add that sometimes in recovery, the physical stuff, you know, trying to walk better or get use of a right arm back, would tend to be the focus. But in reality, the aphasia is really the thing that has challenged her identity the most because it was the communication that forced her from a career she worked so hard to achieve. Also, friends and interaction are so central to who Deb is, and that has just gotten so much more challenging. So, not to diminish the impact of physical disabilities, but aphasia is big and really central to the recovery process. Katie: And I think you know, you mentioned Barbara Shadden earlier, but you know her idea of identity theft. We are the stories that we tell and when we have trouble with the that one thing that we use for story, that tool of language that is impaired, or changed or broken, or, you know, smaller, or however we want to view it with having aphasia, it really makes a significant impact on how you view yourself and how you can connect with other people that are important to you. Debra: Yeah. I agree completely, and I am so lucky to have friends and family to support me. Steve: And I think what you said, Katie, is so powerful, and it's why we talk a lot about how few people really know and understand what aphasia is. I think that's because there's this, whatever the opposite of a virtual cycle is, it's the doom loop cycle of aphasia. Aphasia impacts people's identity so that they don't want to speak if they have aphasia because it's not consistent with who they think they are. But because people don't want to speak with aphasia, nobody knows what it is. And so that, you know, makes it that much harder to speak with aphasia. And I think, you know, that gets to this notion of purpose sometimes driving people through what's hard and what's uncomfortable. That was true for Deb and played a role in making a decision that “Yeah, I really wish I could speak the same way I used to.” We've had so many arguments about Deb saying, “I was terrible," because she was evaluating her speaking performance against the way she would have done it before her stroke. Yet, Deb's been willing to push through that, to be out there. You know, that's part of our work of trying to network with other people and encourage people to get out there and tell their stories because that's the only way the world is going to learn. Katie: And that you're doing, which is so appreciated and inspirational. Steve, I know your work is as much about supporting care partners and other family members as it is about supporting survivors. Can you share a bit about your journey through all of this? Steve: Oof, it feels like that could be a podcast in and of itself. But you know, I think maybe the nugget that I'll share is it's pretty obvious that people who are close to somebody who has a stroke or aphasia, our lives are going to change. Things we used to do; we can't do. Help we didn't used to have to provide, we do have to provide. I think the real “aha” for me personally, was that I needed to focus on my identity change as well. It wasn't just Deb's identity. And for me personally, and I've talked to a lot of care partners about this, really embracing “care partner” as part of my identity. Not just something I had to do to support Deb, but part of who I now am. This was really important to me because that mind shift actually helped me resent some of the changes in my life less. It was just, like Deb said, our identities change, our lives change, this is just another change. If I can embrace that as a change in who I am, then those just become part of life. Not that they're not frustrating sometimes, but it's a lot better. So I think, you know, Sarah, our daughter, is when you talk about the impact on family. And again, this story is in the book as well. But again, not just the impact on her life, but the impact on her and who she was. About two years after Deb's stroke, she gave a talk to her whole school community. Sarah talked about the experience of watching her mom have a stroke, and how she wanted to be like her mother and be strong and tough it out. People were offering to help, and she said “No.” She was going to soccer practice, she was doing all of her assignments, and she was visiting Deb in the hospital; she was going to tough it out because she wanted to be strong. Then, she started to see Deb accept more help and she started wondering, well, maybe I can accept some help. She started to let her friends in and let herself be vulnerable. She kind of realized that real strength isn't about toughing it out, real strength is about being vulnerable and using your relationships. Sarah's an athlete, and she ended the talk with, “Even the world's strongest person needs a spotter.” I well up just telling the story. When she told it, we went through boxes of tissues. But that changed her as a person in ways that actually, you know, maybe she would have gotten there eventually, but not when she was 17. I think that's what we talked to a lot of the families and care partners about. Allow yourself to think about how this experience can change you as a person and try to embrace some of that change where you can. Katie: Powerful. Debra: And the families, Danny, Adam, and Sarah. The families are affected. Katie: Yeah. Aphasia just doesn't happen to the person who has it. Well, Deb, you mentioned that there is one part in your book that sums up a lot of what you were trying to share with other survivors and their families. Maybe we can end with you reading from that paragraph. Deb: Faced with a trauma like stroke, the opportunities for both challenge and growth are great. We can clarify what we value most in life, set goals that will help us meet them, and achieve repeated small wins in pursuit of them. In this way, we can achieve not just recovery, but satisfying growth and fundamental meanings in our lives. Katie: I love it. Yeah. Challenge and adversity, thinking forward into the future, and having goals, purpose, and meaning. It's what life is about. Well, this has just been a fabulous conversation. Thank you both for taking time to share with us a little bit about what you've been up to over the summer and inspire us with some of your stories. Debra: Thank you. Steve: Thank you. Well, that wraps up this episode. Thank you for listening. For references and resources mentioned in today's show, please see our show notes. They're available on our website, www.aphasiaaccess.org. There you can also become a member of our organization, browse our growing library of materials, and find out about the Aphasia Access Academy. If you have an idea for a future podcast episode, email us at info@aphasiaaccess.org. For Aphasia Access Conversations, I'm Katie Strong. Thanks again for your ongoing support of Aphasia Access.   Information about Stroke Onward   https://strokeonward.org/  Stroke Onward website Instagram Facebook Twitter YouTube Identity Theft Book Club Materials developed by Jodi Kravitz, Ellen Bernstein-Ellis, Liz Hoover and Stroke Onward https://strokeonward.org/bookguides/   Resources Related to Identity and Aphasia   Meyerson, D., E., (2003). Tempered Radicals: How Everyday Leaders Inspire Change at Work. Boston, MA: Harvard Business School Press. Meyerson, D. & Zuckerman, D. (2019). Identity theft: Rediscovering Ourselves After Stroke. Andrews McMeel Publishing. www.identitytheftbook.org Shadden, B. (2005). Aphasia as identity theft: Theory and practice. Aphasiology, 19(3-5), 211-223. https://doi.org/10.1080/02687930444000697 Strong, K., & Shadden, B. (2020). The power of story in identity renegotiation: Clinical approaches to supporting persons living with aphasia. Perspectives of the ASHA Special Interest Groups. https://doi.org/10.1044/2019_PERSP-19-00145 Listen to Episode #5 of Aphasia Access Conversations Podcast featuring a conversation between Katie Strong and Barbara Shadden about the important role story has in supporting identity in people who are impacted by living with aphasia. https://aphasiaaccess.libsyn.com/insights-and-aha-moments-about-aphasia-care-with-professor-emeriti-barbara-shadden   Resources Related to Stepped Psychological Care Listen to Episode #34 of Aphasia Access Conversations Podcast featuring a conversation between Jerry Hoepner and Ian Kneebone about stepped psychological care and other research related to supporting the emotional journey of living with stroke and aphasia. https://aphasiaaccess.libsyn.com/34-in-conversation-with-ian-keebone Kneebone, I. I. (2016). A framework to support Cognitive Behavior Therapy for emotional disorder after stroke. Cognitive and Behavioral Practice, 23(1), 99-109. https://doi.org/10.1016/j.cbpra.2015.02.001 Ryan, B., Worrall, L., Sekhon, J., Baker, C., Carragher, M., Bohan, J., Power, E., Rose, M., Simmons-Mackie, N., Togher, L., & Kneebone, I. (2020). Time to step up: A call for the speech pathology profession to utilise stepped psychological care for people with aphasia post stroke. In K. H. Meredith & G. N. Yeates (Eds.), Psychotherapy and aphasia: Interventions for emotional wellbeing and relationships (pp. 1-16). Routledge.    Acknowledgements – A special thank you to Amanda Zalucki and Emma Keilen from the Strong Story Lab at Central Michigan University for their assistance in the transcription of this episode. Cite as: Bertram, M., Isaksen, J., Toft, L. E., Olsen, A. M., & Breckling, M. (2021). Evaluering af projekt Forløb for borgere med afasi samt afrapportering af implementeringsopfølgningen KomTil – fra udvikling til drift. Unpublished report from University of Southern Denmark.

For a long time, bilingual families were told to discard their native language and to only use English. Many practitioners and clinicians force English on their clients and patients during appointments. Ana Paula G. Souza Mumy and John Gomez join Tim for an interview. Ana Paula's research was recently published and a link to the article will be seen at the bottom of this paragraph. The title of the article is Culturally Responsive Guidelines for Serving Families of Bilingual Children Who Stutter. A few key take aways are: bilingualism does not increase the risk of stuttering, children can endure "code switching" as two languages are used simultaneously, clinicians want to allow the language of the parent to be used in the clinic or the office, and that language choice is about relationship and connection. John Gomez is the director of When I Stutter (keeneyeproductions.com). Ana Paula translated the movie into Portugese, her native language. John is an SLP working in Los Angeles, California and he serves a very diverse community with a heavily bilingual population. As America become more and more bilingual, this is eye opening and ground breaking work by Ana Paula. Link here: https://pubs.asha.org/doi/10.1044/2022_PERSP-21-00235

Welcome to this edition of Aphasia Access Conversations, a series of conversations about topics in aphasia that focus on the LPAA model. My name is Janet Patterson, and I am Research Speech-Language Pathologist at the VA Northern California Health Care System in Martinez CA. These Show Notes follow the conversation between Dr. Chaleece Sandberg and myself, but are not an exact transcript of the conversation. Dr. Chaleece Sandberg is Associate Professor in the Department of Communication Sciences and Disorders in the College of Health and Human Development at Penn State University.  She directs the Semantics, Aphasia, and Neural Dynamics Laboratory (SANDLab), which focuses on finding ways of optimizing language therapy for adult language disorders, with a primary interest in aphasia. Specifically, work in the SANDLab explores the neuroplastic processes that take place during successful therapy and how to enhance these processes. Additionally, SandLab work explores how cortical reorganization due to aging affects the way we interpret the cortical reorganization that results from language therapy.     In today's episode you will hear about: the importance of impairment-based treatment in a person-centered approach to aphasia therapy, the role of linguistic complexity in selecting treatment stimuli and supporting generalization, how speech-language pathologists can add aspects of counseling to treatment activities. Share Dr. Janet Patterson: Welcome to this edition of Aphasia Access Conversations, a series of conversations about community aphasia programs that follow the LPAA model. My name is Janet Patterson, and I am a Research Speech-Language Pathologist at the VA Northern California Health Care System in Martinez, California. Today, I am delighted to be speaking with my friend and research colleague, Dr. Chaleece Sandberg. Dr. Sandberg is associate professor in the Department of Communication Sciences and Disorders in the College of Health and Human Development at Penn State University. At Penn State, she directs the SANDLab, that is the Semantics, Aphasia and Neural Dynamics Laboratory. Efforts in the SANDLab are aimed at finding ways of optimizing language therapy for adults with language disorders, with a primary interest in aphasia. Specifically, the lab explores the neuroplastic processes that take place during successful therapy and how to enhance these processes. Additionally, the lab work explores how cortical reorganization due to aging affects the way we interpret the cortical reorganization that results from language therapy.   In 2022, Chaleece was named a Distinguished Scholar USA by the Tavistock Trust for Aphasia, UK. The Tavistock Trust aims to help improve the quality of life for those with aphasia, their families, and care partners by addressing research capacity related to quality-of-life issues in aphasia. Congratulations on this well-deserved honor, Chaleece.   Aphasia Access collaborates with the Tavistock Trust for Aphasia in selecting the awardees and is pleased to have the opportunity to discuss their work and the influence of the Tavistock award.   Welcome Chaleece, to Aphasia Access Conversations,   Dr. Chaleece Sandberg: Thank you so much for such a lovely introduction. I'm so glad to be here doing this with you and I'm so thankful to the Tavistock Trust for this recognition.   Janet: Chaleece, as we said, you were named a Tavistock Trust Distinguished Scholar USA for 2022 and join a talented and dedicated group of individuals. How has the Tavistock award influenced your work, both your clinical and your research efforts in aphasia.   Chaleece: So, first of all, I am so incredibly honored to be recognized as belonging to such an amazing group of scholars. These are definitely people that I admire, and I look up to and I want to be more like, and so receiving this award is not only supporting my ability to push some ideas forward that I've been having, but it's also giving me more confidence to go all in and make quality of life, an even larger focus in my teaching and research.   Janet: That is terrific to hear, because I think quality of life is so very important for all of us. We sometimes forget that idea when we get focused on our treatment or specific treatment protocol. In preparing for this interview Chaleece, I read several of your publications, including your work in treatment for lexical retrieval, and the Theory of Complexity. Would you briefly describe this theory and your work in this area?   Chaleece: I'd love to. The Complexity Account of Treatment Efficacy was introduced by Cindy Thompson, who is actually my research grandma, Lewis Shapiro and Swathi Kiran, who was my Ph.D. mentor. What they were finding was that while they were doing the Treatment of Underlying Forms, which is a treatment that supports sentence processing, when you train more complex sentence structures, like object class, something like, “It was the porcupine who the beaver hit”, right, you're going to get generalization to not only other object clefts, but simpler structures, like WH questions, so something like, “Who did the beaver hit?” Using this logic, Swathi started exploring the effects of semantically based therapies for word retrieval and found that training atypical words in a category promotes generalization to typical words in that category. The idea is that you're basically training this wider breadth of information that applies to more items. In the case of typicality, you're training semantic features that are really characteristic of these atypical items, like that “a penguin doesn't fly but swims”, and that you're also training these really typical features that apply to everything in that category, like, “a penguin lays eggs like most other birds”.   In my work, I've extended this logic to training abstract words. Now with abstract words the mechanism of generalization is slightly different. Rather than words sharing semantic features, they share associations. So, we train words in thematic categories, like “hospital” and “courthouse”, where there are these strong associative links between abstract words like “diagnosis”, and concrete words like “doctor”. The reason that it's more beneficial to train abstract words rather than concrete words is because they have a wider range of these associative links, so they can activate more concepts when you get that spreading activation within the semantic system. We've started calling it Abstract Semantic Associative Network Training for that reason, or it's AbSANT for short.   Janet: I think that is so fascinating. It makes sense because you're looking at a way to optimize therapy, which is what the SANDLab is all about. How can we, from a theoretical perspective and with data to support what we're doing, how can we be as efficient as possible in achieving the outcome that we would like to have for a person with aphasia? I think it's a perfect example of theoretically based treatment.   That leads me though, to the next question to say, I love your research. And I love that it's taken however many years and starting with grandma, Cindy and then Swathi, and now you. That's a lot of effort and a lot of work that clinicians don't have. The theory is so powerful, so I'd like to ask you, what are your thoughts on actions that clinicians might take to easily incorporate these treatment principles, or this treatment, into their clinical activities.   Chaleece: I've tried to really consider clinicians and keep clinicians in mind when I've been thinking about AbSANT. One thing that I've done is, I've made absent available for free on my lab website (SANDLab). There's also a tutorial published in Perspectives of the ASHA Special Interest Groups. And the idea is that that's kind of an easy to go to for clinicians. And even though we've only actually used a couple of categories in our research, so we focused on courthouse and hospital, we actually did norming on I think it's 17 categories, thematic categories, like football and holidays. And all of those words are available on the website, I also don't see why you can't create your own categories that are going to be personally relevant for your client.   One of our AbSANT clients that we had in our research study, after they were done, the husband wanted to continue to work with his wife on words for the holidays, actually. And so we talked about it, and he came up with some words in the category Christmas, that would be good targets, and they went off and used it. And it helped. They were very happy.   Janet: Kudos to you, Chaleece, for doing it like this. What you just described, about a person sitting in therapy and using your words and what you had created, and then going off and creating their own with your assistance, that is exactly what I think should be happening, as we think about therapy. That feeds quality of life, that feeds a person's ability to move back into whatever they want their life to be. Kudos to you for making this freely available to clinicians. They don't have to go digging into research papers or into journals to find and to piece together your work, it's there on your website. By the way, the link to your lab and this information will appear in the Show Notes that accompany this recording. So, thank you for that. I appreciate it. And I know clinicians will as well,   Chaleece: I understand being pressed for time, and I did want to make this as easy and accessible as I could   Janet: Chaleece, at the heart of your work in aphasia, as we just mentioned a few minutes ago has been optimizing treatment. One of your research interests supporting this direction, has been examining the neurological mechanisms that underlie behavioral change following treatment. Conducting research on this topic is challenging for many, many reasons. Yet, I think it's very important to aphasiology as we seek to understand the elements of a treatment protocol, and how the brain changes in response to stimulation. So, with that large question and that large research area, what have you learned from your work in this area?   Chaleece: You are right, it is a very challenging area to work in. One thing that is heartening is that my work seems to agree with some of the heavy hitters out there who are doing this work on a much larger scale. I think that in order to really get at the root of these questions, we do need these really large-scale studies across different sites that are going to be able to gather enough data so that we understand fully what's happening. But basically, it seems like no matter how chronic the person is, there is neuroplasticity related to treatment gains. We still don't really have a definitive answer regarding things like which hemisphere is better? Or is increased or decreased activation better? But it's looking like the answer is actually going to be quite nuanced and related to individual variability, which again, speaks to this idea that the more data the better. Luckily, there is a working group in the Collaboration of Aphasia Trialists, or CATS, that's working on this question. I am a part of that group and very honored to be a part of that group and contributing to this work. I do have some results from a pilot study that I did as a doc student. We found that left inferior frontal gyrus pars triangularis, so basically, Broca's Area appeared to be especially important for the AbSANT outcomes. We also found that when we saw generalization from the abstract to the concrete words, that areas that are normally responsible for concrete word retrieval, were being activated after therapy more so than they were before therapy. That's some nice evidence that generalization is actually affecting areas of the brain that are responsible for those items that are being generalized to. I have yet to analyze the data from my current study but stay tuned.   Janet: Oh, we will. I think that there's a large body of data, as you said, from other people who've done larger studies, and lots of people have been focused on this question for a while, and you are as well. It's a bit daunting for clinicians, again, to think about how to wrap your head around the idea and the evidence. We all believe that the brain is changing, but to wrap your head around the evidence that says, “Well, how is this happening?” and, “What can I do that will facilitate it happening a little bit more quickly or a little bit more thoroughly?” So, I realize I'm asking you a speculative question that's sort of out there, but I'm going to ask it anyway. What are some of the ideas from your work that clinicians may find useful to think about on Monday morning, when they walk in to interact with their clients who have aphasia, and their family members and care partners.   Chaleece: I think one of the things that I really would like to underline is don't be afraid to challenge your clients. We actually learn better when we're challenged, and learning is what's going to cause those changes in the brain. Probably the most important thing that I would like for clinicians to take away from my AbSANT work is that it's worthwhile and not impossible to work on abstract word retrieval using a semantically based approach. Abstract words are so important for natural conversation. Training them seems to really help support retrieval of concrete words as well, and so you get more bang for your buck. I found that people, especially those with a little bit milder aphasia who are up for the challenge, really enjoy the metalinguistic discussion, and the chance to defend these really strong opinions that people have about the personal meanings of abstract words. And, again, the most important thing in terms of l the neural imaging in the neuroplasticity is that the brain always has the ability to change. I realize that our clients are later in life, they've had a stroke, maybe they're in the chronic phase of recovery, and they can still show neuroplastic changes. One of my highest achievers, in my study, when I was a doctoral student, both behaviorally and neurophysiologically, one of the people who showed the most neurological changes was 20 years post stroke.   Janet: That's amazing. When you talk about abstract language, it makes me think that so much of what we do, or at least as I look back on a lot of the treatments that we do, single words or visual nouns or concrete nouns, very simple, sometimes we say functional words. But then you step aside and listen to people talk and so much of what people's conversation contains is nonliteral words and abstract words. We don't talk like the words that we're using in therapy, and it makes perfect sense then, the way you're approaching this challenge of aphasia, to try to make your work more like what people with aphasia are going to experience during conversation. It's a big problem and a big challenge, but I think you're up to it, and I'm looking forward to seeing some of more of your work on AbSANT. Especially since it's such a challenging area of work. I appreciate you giving us specific suggestions of things that we might do Monday morning when we see our patients. So, this is not just a conversation and it's not just another academic lecture in how we think about treatment, but it has some very important real world applications for us. Thanks so much for that piece.   I'd like to switch for a few minutes, Chaleece, and talk to you about your interest and work in bilingual aphasia. How did you become interested in this line of work? And more importantly, what have you learned from your work in this area.   Chaleece: So, I've always been interested in learning other languages. I have actually attempted to learn a few languages and have not been that successful. But one thing that I realized while trying to learn these other languages is that I was really intrigued by the way languages work. As you're learning another language, you start to really kind of put the pieces together and see kind of under the hood of what's actually happening. And so, I got my undergraduate degree in linguistics, and I think that this kind of fascination with how languages work also partly fueled my interest in aphasia in the first place. I remember sitting in my language in the brain class, and a light bulb went off, I was like, “Oh, my gosh, this is exactly what I want to study!” This idea that this full language system that was completely developed, all of a sudden can get destroyed by damage to particular areas. And so, you know, that kind of set the stage for me wanting to study aphasia. And then when I got into Swathi's lab and she was doing bilingual research, I was so excited. I was like, “Oh, I am totally on board with this”. So, I volunteered for all the bilingual studies that I could, actually not speaking any other languages myself, but realized that I can still research other languages, even if I don't speak them. That was kind of an “aha” moment for me, which was very nice.   During my Ph.D., I got to know Theresa Gray, who was a fellow doc student, and she and I became really good friends. After graduation, we immediately began a collaboration. This was good news for me because I had gotten a job at Penn State, and we're in Central PA and there is not a huge bilingual population there. But there is an excellent center for language science at Penn State started by Judy Cole, Janet van Hell and Carol Miller. That has really helped to support my efforts in understanding bilingualism in general, and bilingual aphasia. So, the work that Teresa and I have done together has actually been really focused on getting culturally and linguistically appropriate materials out to bilingual clinicians. That was where we saw that we could do kind of the most good in this area.   But along the way, we found some really interesting patterns related to cross language generalization and language dominance and cognitive control. We've also had some really interesting insights from our students who've been working on these projects who have just made comments about the adequacy of the assessments that we're using. And so we're really starting to think about how that's going to affect what we know about people's languages that they speak as we're trying to figure out, you know, what's going on, after a stroke with these different languages. And it also just kind of brings to the surface, that there are so many limiting factors for individuals who don't speak English as their first language or don't speak English at all. There's such an enormous service disparity, at least in the United States, and work in aphasia research has been so English centric, that it's created these major barriers to having adequate services. But luckily, we're starting to kind of get on the ball a little bit, this field is receiving a lot more attention. There are some really great researchers on the case. I've been to some recent conferences where there have been a lot of great presentations. The Saffran Conference was dedicated to this idea, there was a great workshop by Jose Centeno. At the Academy of Aphasia, there were some really great presentations there on this topic. So I feel like we're, we're moving forward in trying to close the gap in services for people who are bilingual.   JANET: I agree with you on that. And many times, it's also on the clinician. Clinicians might be bilingual themselves, but they might not be. How can you best support the clinicians who does not share a language with the client or the family members yet still has to serve that individual? It's, again, another challenging area that you've undertaken the study. You are busy, I bet.   So in addition to everything you've been doing over all these years, I mean, the complexity and absent and bilingualism, you also have now added something to your area of interest. I'd like you to talk for a little bit about that, if you would, and that is your interest in counseling persons with aphasia. How did you become interested in that area of research? And I ask, because it just seems that there might be a story of a professional journey here. I love to tell stories and hear them, so I think this is a story that wants to telling.   Chaleece: All right, well, yeah, twist my arm.   Janet: Good, I was supposed to be twisting your arm, because I want to hear your story.   Chaleece: So, my husband and I, when we first got to Penn State, we became friends with a couple of people who are over in counselor education. The more we got to know each other and talk more about our work, the more we realized that we were missing a lot of information in each of our fields. I never had any training and counseling, and my friends, who were counselors, hadn't really heard of aphasia. One of these friends, you know, after we had started talking about aphasia, actually, her brother had a stroke and had aphasia and so this became a very personal topic for her. She's a rehabilitation counselor and I was so shocked to learn that this was not something that she had been taught in her training, not something that she had really come across. So, we decided to start lecturing in each other's classes, and start exposing each other's students to these ideas that we felt we had missed out on in our training. We also started digging into the literature, because we wanted to see exactly what was out there, like were we crazy and thinking that this was like missing information from each of our fields. And we weren't crazy, we weren't alone. There's a whole slew of professionals in mental health that don't know about aphasia and SLPs, on the whole appear to not feel adequately prepared to do any sort of counseling. So, we decided that we wanted to write a couple of papers to help practicing clinicians to provide counseling and for SLPs, to kind of understand more about counseling skills, and for counseling students to understand more about aphasia and things that they could do to help people with aphasia, and kind of bring more awareness to the issue. We also applied for some internal funding to start an interprofessional education project, aimed at better preparing our counseling students to work with people with aphasia and our SLP students to provide basic counseling. We're starting this in terms of a one off.  We take one counseling student and one SLP student.  We need to have them work together with a person who has aphasia, who's expressed some desire for counseling. Every semester we rotate out and have a new group. This has been such a rewarding experience. I've learned so much from my colleagues, the way that I teach my pastor students, the way that I run my research experiments, the way that I mentor students in my lab, all of that has changed so much, I kind of feel like my eyes have been open to this, this whole issue. In turn, I feel like I'm helping my students to be much more mindful in the way that they approach clinical practice and research to like, truly put quality of life first.   Janet: I think that's exactly right, and the way we should be thinking, and I agree with everything you said about counseling. We have a little project where we've been looking at motivation, which is different, I realize, but it strikes me that when you think about how we counsel and bring that into our treatment, and also think about motivation, or patient engagement and bring it into treatment, there's so much more that helps us facilitate behavioral change in a patient than just a specific treatment protocol that we're delivering. Because if we haven't got someone who we can empathize with or we can connect with or who's interested in change or understands why we're doing what we're doing, it's going to be a very long road, if we're only focused on the impairment based or the specific treatment protocol. So, I think it's great that you're exposing your students to different professions and really thinking about counseling. It's a great idea.   So that's a big journey that you've undertaken, and I'm sure it's not stopping here. It's an interesting journey. It's more exciting as I hear you talk about it; I hear the excitement in your voice and the passion in your voice. It's almost like you want to do everything, but of course, you have to go to sleep, and you know, there are limitations.   Chaleece: Right, right. Yeah, all of those things, right?   Janet: Yeah. Oh, exactly, exactly. But I will bet that you have a lot of new ideas out there and you are considering some next steps, both in clinical research and clinical activities. I heard this story of starting from a linguistic basis and maybe focused impairment, and now you're completely coming around, I don't think it's full circle, I think it's more like full spiral. You're still thinking about complexity and AbSANT, but you've got other pieces that I think will make a rich program. What are your new ideas that are percolating in that brain of yours that you'd like to see move forward?   Chaleece: So, I've applied for sabbatical? I haven't heard back yet whether or not I've received it, but I'm hoping that I can spend the next year focusing my efforts, specifically on what I see as being health disparities. It is related to both bilingualism and mental health and aphasia. So one of the things that I'm really interested in is, is expanding our IP program for counseling and SLP students. I'm also hoping to work with Jose Centeno to work to address service disparities in bilingualism. I know that that's a really big topic of interest for him and our interests seem aligned on there. I'm excited to learn more from him. I'm planning to meet with Amy Dietz and work with her to think more about some of these holistic approaches to aphasia rehabilitation. I've really enjoyed hearing about her yoga program that that she's been doing. I've always had this kind of nagging thought this was something that she and I kind of talked about and really connected on, it kind of goes back to interprofessional practice. It's this idea that we tend to ignore all of these other things that we don't see as being language related, right? We don't think about diet and exercise and sleep on cognitive outcomes. But there's so much research out there showing how these things can affect your thinking. So they must be affecting the rehabilitation outcomes in people with aphasia.   I have been interested in the role of exercise in aphasia rehabilitation, we I'm part of an am CDs writing group, and we did a review looking at the effects of exercise and aphasia. There's just a huge gap in the literature. So it's definitely an area that we should be focused on. I don't currently have an exercise research project going but, in the meantime, I have actually partnered with Francine Cohen at Temple to establish Aphasia Cycling Club. This thought had been in the back of my mind for a long time, my husband and I are avid cyclists. And I thought, you know, if people with aphasia could find this much joy in in cycling, and if they could do it together, like that would be great. But then I hesitated because I thought, you know, would they actually be interested? Is this something that anybody wants to do? Am I just a freak, because I like cycling, and I think everybody else should. But I decided to go ahead and reach out through the ARCH network, and I got a surprisingly positive amount of responses back that people were really jazzed about this. Frannie was one of those people that got back right away and said, “I am an avid cyclist, and I would love to do this.” So, I got really excited about it. I got pushed a little bit in the direction by Deb Myerson and Steve Zuckerman, because I don't know if people are aware, but they did this stroke across America campaign where they rode from Northern California all the way to Boston, to spread awareness for aphasia, they have stops along the way. I recommend looking it up because it's a very inspiring journey that they took. These things got me thinking that this could work. We've started meeting with some physical therapists and adaptive sports people in Philadelphia and in Hershey so far, to try and get this going. We're hoping to try and get some people in Pittsburgh as well. We're super excited about where this could go. If anybody listening to this has any suggestions, please contact me. I'm happy to receive any sort of feedback and suggestions that people have to offer.   Janet: What a terrific idea! Francine is such an enthusiastic person and. I think with the two of you leading this, it's just going to grow greatly, I think sometimes as we talked earlier, we get so focused on the language, we forget the people with aphasia would like to do other things. Or maybe they did other things before they had their strokes, and perhaps they have some physical challenges right now, so we tend not to think about bicycling. I think it's awesome. A Bicycle Club. That's wonderful.   Chaleece: I hope it works out. I hope that it provides people with as much joy as it's provided me,   Janet: I bet it will. I can see you doing something like, even if there's someone who has aphasia, who simply cannot end up riding, but if you have riders, and you take videos, and you involve the people who cannot ride with you in that manner, well, that also achieves a quality of life goal. I think.   Chaleece: That's a great idea.   Janet: Good. I hope it works out. I think of that because we have an friend who's an avid bicyclist, and he always straps on his head camera and will post his videos all the time about places he goes. Your cycling group, your aphasia cycling club, can do the same thing. What a great idea, I look forward to seeing it actually happen and seeing the videos that you make and the work that you do.   Chaleece, as we bring this conversation to a close, I would like to ask you to reflect on your interest in aphasia, your work with persons with aphasia and their family members and care partners, and in particular, your amazing journey from starting as a linguist to developing a bicycle club for people with aphasia. And I'm wondering if you have any pearls of wisdom, you might share with our listeners, or what I sometimes like to call Monday morning practices. And by that I mean ideas that clinicians can incorporate into their busy practices quickly and easily to perhaps change their thinking or change how they engage with clients.   Chaleece: In reflecting on my journey, I really maybe just to encourage other researchers to think about, so I started out really kind of focused in this kind of an impairment based mode, and gradually moved over to this person centered care, but I haven't discarded the idea of impairments based treatment, right? The idea is that you just kind of, house that in, you know, you fold it in to your person-centered care to the life participation. From my own research, the things that kind of float to the surface for me are, first that the brain can change long after the chronic stage has started. This, this idea of a plateau, I know that I feel like I'm preaching to the choir, probably about this idea, but it's still kind of amazing to me, how many people still feel like this is there's a plateau, right.   The other is not to be afraid to work on challenging tasks, like digging into the meanings of abstract words. With supportive conversation I found that this can be very rewarding, even for people who have very limited verbal output. In terms of I don't know, Monday morning practices like something easy to incorporate. I feel like I'll my pearls are kind of borrowed. There's a great one that I borrowed recently from Linda Worrall's amazing presentation as IARC. She suggested a way to form a simple habit was to just ask two questions at every treatment session. This could be a small change just to form better counseling habits as SLPs. She suggested at the beginning of the session to ask, “How are you feeling?”, which is a very different question from “How are you doing?” It allows people to open up a little bit more and actually talk about how they're feeling. Then at the end to ask, “What is the best thing that you're going to do today?” I started doing this as soon as she mentioned, I'm like, I'm going to do this. And I did it. I started doing it with all of my clinical research sessions that I do. It's really helped me to form better relationships faster with my research clients. I feel like they are telling me more about themselves. They really open up at the beginning of the session telling me how they're feeling, and that actually helps me to gauge how I go about this. Yes, for treatment research, you have a protocol, right? But the way you go about these treatment steps, you know, you can frame them in different ways, right? If I have a client who's feeling very anxious, I can say before each thing that we do that's challenging, I can say, “Okay, take a deep breath. All right. Now let's do this. This piece of the puzzle.” That seems to really, really help, It helps me to know where my clients are at to begin with, and asking “What they're doing? What's the best thing that you're doing today?” It's just so much fun to hear people get really excited about what they're doing. Sometimes they might say, “Well, nothing today, but tomorrow, I've got this great thing planned.” It's a really nice way to end the session on a really positive note,   Janet:  Borrowed or not, those are excellent pearls, and they are simple things that we can do. I do remember Linda Worrall's talk that you were referring to. It makes so much sense. We have these grandiose ideas, but you have to start with a couple of small things and how can you change your behavior tomorrow, very small, but that will pay great dividends. It sounds like those changes have paid great dividends for you already in your research sessions.   Today's conversation for me, has been exciting and interesting and thought provoking and would like to thank my guest, Dr. Chaleece Sandberg for sharing ideas, results, outcomes and thoughts from her clinical research journey in aphasia. Chaleece I greatly appreciate your taking the time to speak with me today, and again, congratulations on receiving a Tavistock Scholar Award.   Chaleece: Thank you so much. This was delightful. I   Janet: would also like to thank our listeners for supporting Aphasia Access Conversations by listening to our podcasts and learning from all of the guests that we've had over the years.   For references and resources mentioned in today's show, please see our Show Notes. They are available on our website, www.aphasiaaccess.org. There, you can also become a member of our organization, browse our growing library of materials, and find out about the Aphasia Access Academy. If you have an idea for a future podcast episode, please email us at info at aphasia access.org   For Aphasia Access Conversations, I am Janet Patterson and I thank you again for your ongoing support of aphasia Access   References Kiran, Swathi, and Cynthia K. Thompson. “The Role of Semantic Complexity in Treatment of Naming Deficits: Training Semantic Categories in Fluent Aphasia by Controlling Exemplar Typicality.” Journal of Speech, Language, and Hearing Research 46, no. 3 (June 2003): 608–22. https://doi.org/10.1044/1092-4388(2003/048   Mayer, J., Sandberg, C., Mozeiko, J., Madden, E. & Murray, L. (2021). Cognitive and linguistic benefits of aerobic exercise: A state-of-the-art systematic review of the stroke literature. Frontiers in Rehabilitation Sciences, 2. https://doi.org/10.3389/fresc.2021.785312   Sandberg, C. (2022). Tutorial for Abstract Semantic Associative Network Training (AbSANT): Theoretical rationale, step-by-step protocol, and material resources. Perspectives of the ASHA Special Interest Groups: 7, 35–44. https://doi.org/10.1044/2021_PERSP-21-00176   Sandberg, C. W., Bohland, J. W., & Kiran, S. (2015). Changes in Functional Connectivity Related to Direct Training and Generalization Effects of a Word Finding Treatment in Chronic Aphasia. Brain and Language, 150, 103–116.   Sandberg, C. W., Nadermann, K., Parker, L., Kubat, A. M., & Conyers, L. M. (2021) Counseling in Aphasia: Information and Strategies for Speech-Language Pathologists. American Journal of Speech Language Pathology, 30(6), 2337-2349.   Thompson, C. K., Shapiro, L. P., Kiran, S., & Sobecks, J. (2003). The role of syntactic complexity in treatment of sentence deficits in agrammatic aphasia: The complexity account of treatment efficacy (CATE). Journal of Speech, Language, and Hearing Research, 46(3), 591–607. https://doi.org/10.1044/1092-4388(2003/047)   Worrall, L. (2022). The why and how of integrating mental health care into aphasia services. Presentation to the International Aphasia Rehabilitation Conference. Philadelphia PA, June.     URLs AbSANT    Abstract Semantic Associative Network Training. SANDLab. https://sites.psu.edu/sandlab/projects/absant/   Academy of Aphasia https://www2.academyofaphasia.org/about/   ANCDS    Academy of Neurologic Communication Disorders and Sciences. www.ancds.org   ARCH Network    Aphasia Resource Collaboration Hub  https://aphasiaresource.org   Collaboration of Aphasia Trialists https://www.aphasiatrials.org/   Eleanor M. Saffran Conference https://www.saffrancenter.com/conferences   Stroke Across America https://www.stroke.org/en/stroke-connection/stroke-onward/stroke-across-america

Kelininkai įspėja apie sudėtingas ir prastėjančias eismo sąlygas. Šįryt pranešta apie tragišką avariją Kelmės rajone. Mikroautobusui įsirėžus į kelkraštyje stovintį vilkiką žuvo du žmonės, pirmadienio popietę, Telšių rajone, nuvažiavo nuo kelio ir vertėsi keleivinis autobusas. Sužeisti aštuoni žmonės. Tikra čiuožykla virto Panevėžys. Daugybei traumas patyrusių gyventojų prireikė medikų pagalbos. Apie slidžius kelius ir nebarstytus šaligatvius gaunama daugybė pranešimų. Kokia padėtis Lietuvos gatvėse ir keliuose?Šių metų Laisvės premija skirta Ukrainos prezidentui Volodymyrui Zelenskiui.Prieš tris dešimtmečius Lietuva pradėjo kovą su rusiškuoju totalitarizmu, o Ukraina dabar ją baigia mūšio lauke, sakė Vilniuje viešintis Ukrainos parlamento pirmininkas Ruslanas Stefančiukas.Antakalnio kapinėse Vilniuje, nepaisant JT komiteto perspėjimų, pradėtos ardyti sovietinės skulptūros. Anot Vilniaus mero Remigijaus Šimašiaus,visi reikiami leidimai yra gauti, o Jungtinių Tautų komiteto išvados nėra kliūtis skulptūras nukelti.Briuselyje susitinkantys Europos Sąjungos finansų ministrai bandys įtikinti Vengriją patvirtinti bendrą finansinės paramos Ukrainai paketą. Jam reikia visų Bendrijos šalių pritarimo. Budapeštas toliau teigia blokuosiantis 18-kos milijardų eurų paramą, nes nesutinka, kad ji būtų skiriama iš skolintų pinigų.Seimas ketina spręsti dėl opozicijos inicijuoto siūlymo atleisti Mykolą Majauską iš Biudžeto ir finansų komiteto pirmininko pareigų dėl nepasitikėjimo. Valdantieji kaltina opoziciją manipuliuojant procedūromis, kad išgelbėtų M. Majausko postą, ir slaptame balsavime planuoja nedalyvauti.Ved. Andrius Kavaliauskas

Reaguojant į incidentą Lenkijoje, Valstybės gynimo taryba sutarė spartinti vidutinio nuotolio oro gynybos sistemų įsigijimą.Anot Ukrainos žvalgybos, Rusija planuoja įvykdyti teroristinį išpuolį Astravo AE. Prezidento Gitano Nausėdos patarėjas Kęstutis Budrys sako, kad Vilnius neturi informacijos apie galimas Rusijos provokacijas atominėje elektrinėje.Ukraina toliau kovoja su atakų prieš energetinę infrastruktūrą pasekmėmis. Prezidentas Volodymyras Zelenskis skelbia, kad po paskutinės masinės atakos be energijos buvo likę daugiau nei 20 milijonų ukrainiečių.Po nelaimingų atsitikimų nukentėjus greitosios medikams, valdžios prašoma greitosios pagalbos medikams paankstinti pensijos laiką nuo 55-erių . Taip pat medikai prašo didesnė apsaugos, nes nuo agresyvių pacientų kenčia nuolat. Nors jau kitąmet prasideda Greitosios medicinos pagalbos reforma, medikai reikalauja problemas spręsti nedelsiant.Klaipėdos senamiestis - tarsi didelė statybų aikštelė, sako čia dirbantys verslininkai. Vienu metu čia vyksta net keturių gatvių remonto darbai, dėl kurių miesto širdyje įsikūrusioms kavinėms bei parduotuvėms tenka susidurti su nepatogumais. Kelios kavinės jau užvėrė duris ir nežino, ar pasibaigus remontui veiklą atnaujins.Gyventojų genocido ir rezistencijos tyrimų centras pradėjo kaupti žuvusių ir dingusių Lietuvos laisvės kovotojų artimųjų biologinį DNR seilių banką. Jame turėtų atsirasti ne mažiau 30-ties 40-ties tūkstančių DNR mėginių, skirtų laisvės kovotojų palaikų atpažinimui. Kaip vyktų šis indentifikavimo procesas ir kokie žingsniai lauktų sutapus seilių mėginiams?Ved. Madona Lučkaitė

Okupacijos vėjo krypčiai besikeičiant iš rytų į vakarus, vokiečiai į Lietuvą įžengė su ties smakru iškeltais tikslais. Nekviestieji naujakuriai vieniems galėjo atrodyti kaip išsigelbėjimas iš Maskvos suveržtos kilpos, tačiau realybė turi įprotį būti žiauresne už viltį. Viena iš okupantų nacių užduočių - sumenkinti, atskirti, palaužti, o galų gale ir sunaikinti vietinius žydų tautybės gyventojus.  Kol kas aplenkdami didžiausius Lietuvos miestus, šiame epizode papasakosime apie tai, kokį planą vokiečiai sugalvojo Šiaulių miesto žydams. Praskleisime istorijos žaliuzes į nacių vykdytus nusikaltimus žmonijai Saulės mieste ir papasakosime į kokią kovą 1941 vasarą pavirto vietinių žydų gyvenimas.  Kas buvo gyvybę sauganti valiuta gete? Koks iki šių dienų aktualus gebėjimas išgelbėjo šimtams žydų gyvybes? Ir kaip pusė kilogramo mėsos du gyvenimus gali nuvesti į visiškai skirtingas puses? Į visus šiuos klausimus rasi atsakymus Proto Pemzos epizode apie Šiaulių žydų getą. Perspėjame, kad tema - niūri ir slegianti. BONUS SIDE MISSION: ar suskaičiuosite kiek kartų Vilius pasako “mhm”? Iliustracija: Tiny Mischiefs (IG @tinymischiefs) Muzika: John J Sound Design, Zapsplat, Audio Hero. 

Rusija raketomis apšaudė Ukrainos miestus. Taikytasi ne tik į infrastruktūrą, o, regis, bet kur - Kyjive atakuota vaikų žaidimų aikštelė ir pėsčiųjų tiltas. Pasak Ukrainos prezidento Volodymyro Zelenskio, atakoms tyčia pasirinktas toks laikas, kad būtų kuo daugiau aukų. Taip pat atakuota kritinė energetikos infrastruktūra, todėl kai kuriuose miestuose dingo elektra, neveikia šildymo sistemos.Seimui bus pateiktas kitų metų valstybės biudžeto projektas. Anksčiau prezidentas Gitanas Nausėda sakė, kad pirmenybę kitų metų biudžete teiktų ne gynybos finansavimui iki 3 procentų bendrojo vidaus produkto, o elektros ir dujų kainų kompensavimui. Tačiau dabar valstybė vadovas vis tiek sako pasigendantis didesnio finansavimo krašto apsaugai. Pasak Gitano Nausėdos, reikėtų numatyti bent jau galimybę gynybai daugiau pasiskolinti.Į Lietuvą atvyksta Maksimas Galkinas, kuris nuo pat pirmų intensyvios invazijos į Ukrainą dienų pasisako prieš karą Ukrainoje. Tačiau tas pats Maksimas Galkinas nuo pat pirmų Rusijos invazijos į Krymą dienų pasisakė už Krymo aneksiją ir lygiai taip pat, kaip ir Putinas, rusų liaudžiai aiškino, kad Krymas yra Rusijos dalis. Negana to, Maksimas Galkinas buvo pakviestas vesti renginio pirmosiomis Krymo užėmimo metinėms paminėti. Dėl to jis Ukrainoje buvo įtrauktas į nepageidaujamų asmenų sąrašą. Seimo narys Bronislovas Matelis sako, kad Galkino pasirodymai Lietuvoje neturėtų būti rengiami, kol jis viešai nepasakys, kam priklauso Krymas.Ignalinos regione masiškai pažeistos pušys, kurių spyglius graužia paprastasis pušinis pjūklelis. Atlikus miško žvalgymus, Vaišniūnų girininkijoje pušinio pjūklelio masiniai pažeidimai pušynuose fiksuoti net apie 800 ha plote.Miškininkai intensyviai žvalgo pušynų pažeidimus ir tiria židinių išplitimą.Ved. Liepa Želnienė

#TiekŽinių Pirmadienį (rugsėjo 12 d.) Tiek žinių vedėja Eglė pasakoja naujienas iš Ukrainos, kaip atrodo Karalienės Elizabeth II išlydėjimas į paskutinę kelione, apie Lietuvos vyrų krepšinio rinktinės nesėkmę Eurobasket ir pristatytą civilinės saugos koncepciją. ✅ Svarbiausios dienos naujienos kiekvieną pirmadienį-ketvirtadienį čia ir „Laisvės TV“ YouTube kanale: https://youtu.be/ZTEHALyJri4

Šiandien naujus mokslo metus pradeda 332-u tūkstančiai mokinių, ių kurių dešimtadalis yra pirmokai. Mokyklose nelieka jungtinių klasių, atnaujintos bendrojo ugdymo programos, daugiau dėmesio bus skiriama matematikos mokymui.Naujus mokslo metus Vilniuje pradėjo ir Tarptautinė Ukrainos Mokykla. Ukrainos švietimo bendruomenės palaikymo akcija surengta Boriso Nemcovo skvere sostinėje.Dėl brangstančių dujų Achemos įmonei nuo šiandien laikinai stabdant veiklą, darbuotojai sako, pasigendantys aiškumo. Pasak įmonės profesinės sąjungos vadovės Birutės Daškevičienės, gresiant sumažėti pajamoms, daugėja svarstančiųjų nutraukti darbo sutartis savo noru.Nuo rugsėjo privalomuoju sveikatos draudimu ypač turėtų susirūpinti jaunuoliai, kurie šiemet baigė vidurinę arba aukštąją mokyklą. Iki vakar dienos jie buvo draudžiami valstybės lėšomis. Tačiau jeigu iki rugsėjo pabaigos nepradės studijuoti, dirbti ar neturės bedarbio statuso, tokiais atvejais jie patys turės susimokėti privalomo sveikatos draudimo įmoką.Nepaisant atsinaujinusių apšaudymų, TATENA stebėtojų misija vyksta į Zaporižios atominę elektrinę.Po penkerių metų pertraukos prasideda Europos krepšinio čempionatas, kuriame Lietuvos rinktinė į pirmąją kovą stos su Slovėnijos rinktine. Su praėjusio čempionato nugalėtojais slovėnais lietuviai susitiks jau šį vakarą, Kelno miesto arenoj.Ved. Madona Lučkaitė

During this episode, Dr. Katie Strong, Associate Professor in the Department of Communication Sciences and Disorders and Director of the Strong Story Lab at Central Michigan University talks with Dr. Jackie Hinckley from Nova Southeastern University about stakeholder engaged research and Project BRIDGE.   Dr. Jackie Hinckley is Professor and Director of the Undergraduate Program at Nova Southeastern University. She is Board Certified in Neurogenic Communication Disorders by the Academy of Neurologic Communication Disorders and Sciences (ANCDS) and Fellow in Person-Centered Care. Dr. Hinckley is currently a Board Member of Aphasia Access and the National Aphasia Association. She is Executive Director Emeritus of Voices of Hope for Aphasia. She is Project Lead for Project BRIDGE, formerly funded by two PCORI Engagement Awards and now supported by NSU. She is the author of two books, Narrative-Based Practice in Speech-Language Pathology, and What Is It Like to Have a Communication Impairment?  Simulations for Family, Friends, and Caregivers. She is an Editor for The Qualitative Report, and on the Editorial Board of Topics in Stroke Rehabilitation and Journal of Interactional Research in Communication Disorders.        In this episode you will:  Learn about the importance of including people with aphasia and clinicians in the research process to make the research better. Find out what stakeholder engaged research is and its importance in developing relevant evidence for clinical practice Hear how Project BRIDGE has enhanced stakeholder engagement in research related to aphasia. Be empowered to embrace your own expertise and the expertise of your clients and their family members. KS: Jackie, Welcome back to the Aphasia Access Conversations Podcast. I believe you were first interviewed on our podcast in 2016 – Episode #2! We now have over 86 episodes that are available! Who knew the series would have such staying power. It's really amazing! Thanks for joining me today. I'm really excited about this conversation with you and having our listeners hear about what you've been up to lately and how that is impacting our clinical practice and the people with aphasia that we work with. JH: Well, thank you, Katie, for the introduction, and thank you to you and Aphasia Access for the opportunity to be on this podcast. I'm really excited to talk about these issues and talk about them with you. KS: Well, let's dig in. So, today's topic is “everyone's an expert”. How does that relate to our clinical work and our research?  JH: Well, you know, Carl Rogers, the famous psychologist said that we are the best experts on ourselves. And I think that we all have that thought in our minds, but it really hits at the core of person-centeredness. An expert is someone with authoritative knowledge. So that has two parts, the authority and the knowledge. And an expert comes about when people agree that an individual has high performance or high knowledge in an area. I think that the idea of person-centered care in our clinical work is that we acknowledge that our clients are the best experts on themselves. And I think most of us who are practicing speech pathologists would certainly acknowledge that and agree with that. But in reality, in a normal clinical process, it's actually kind of hard to do. Because the clinician is, by definition, an expert, and has a certain degree of authority in the clinical interaction. So, for example, clinicians need to do an assessment and a diagnosis. And the client really can't self-diagnose, so there's an issue of authority and knowledge from the point of view of the clinician. But now that authority tends to seep into other areas like goal setting, where really the client needs to bring forward their own expertise about themselves. When we continue to exercise authority over what the goal should be,  and yet, evidence shows that collaborative goal setting like goal attainment scaling significantly improves not just the immediate outcomes of therapy, but also how active the client is after they are discharged home. So, there's a tension around expertise. It has to shift back and forth during the clinical process. And a lot of times, it starts with the clinician having a lot of authority, but we have to know how to give our client that authority about themselves. So, it's only in the last decade or so that the idea of who's an expert and person-centeredness really has been applied to research.  For example, if we think about a traditional research process, the researcher reads the literature and identifies the knowledge gap comes up with the experiment or whatever study that can contribute to that gap. And the researcher determines the design, the method, the measurement, does the research, publishes it and gets it out in a way that the researcher basically is crossing their fingers is going to have the impact that they hoped for. The problem is that it this ignores who is going to be affected by the research. So, aphasia in, our specialty in our world here, is, is always existing in persons. It's not something that we can be that we can study in a petri dish. So anytime we do research that has to do with aphasia, we need to be acutely aware that we're creating knowledge that is going to actually affect somebody's life. And so maybe this knowledge is going to affect how the aphasia is assessed or treated, or what we do to support people with aphasia, but whatever it is, it's the lives of people with aphasia that are being affected by this research.  So, you know, let's step back a minute. And let's say I invented some new kitchen gadget, or a shoe or something, right. So. I'm the researcher of this new gadget. If I want to be successful in selling the product and having the product being used, I would have incorporated the views of people who might use it by trying out the products way before I ever try manufacturing and selling it because I need that feedback. I need to know if there are potential customers out there and whether they're actually going to use it.  And the same thing really applies to research. So, if I'm a researcher and I create a new research product (a.k.a = knowledge, or study to create knowledge). If I create some research product, but I'm not an expert user of that knowledge, in other words I'm a researcher who doesn't do assessments every day or treatment every day, then I run the very great risk that I'm creating a product that can't quite be used by the people was originally intended for. If we really embraced person-centeredness in research, then we would start by thinking about who are the people who are going to end up being affected by this research product or this research outcome. And we would incorporate people living with aphasia, and also clinicians into our research, and that would make the research better. KS: Powerful stuff! I remember the Disability Rights initiative using a slogan, “Nothing about us without us.” JH: Yes, that is a great slogan that has been around for a while. And that definitely reflects the idea of person-centeredness. And I think we need to remember that slogan and everything we do, whether it's our clinical practice, but also in our research. And that's a little bit of a new way of thinking about research. So, research is not just about the people with aphasia, sometimes it is, but a lot of times it's also about what are the best practices in clinical activities. So, we need to include both people with aphasia, their families, clinicians, maybe policymakers, other people who are really the stakeholders who are affected by the research products that we make, and they need to be involved in planning and doing the research and saying what kind of research would be most helpful. KS: I'm thinking a lot about researchers out there, Jackie, you and I included. We have clinical experience. So maybe they have a good idea of what clinicians need to know from research.  JH: You know, I have heard this from some people saying, “Well, I've been a clinician, so I know.” And maybe that's true. I think that people like you and I, who have been spent a good amount of time being clinicians in our past, probably are ahead of the game. In a sense, we might have a better sense of what we don't know, right? Because we've been out there doing it. But I will, in my opinion, I think researchers who aren't actively out in clinical settings, and they mostly aren't, still aren't quite totally up to date with the current challenges that are being faced by people. Anthony Bourdain, the celebrity chef said, “Just because I like sushi doesn't mean I can make sushi.” So, I think we may think that…but if we're not right in the thick of it, we may not know as much as we think. And we need to bring in the experts who actually do know what it's like to do that daily clinical work. KS: Point well taken. This leads us to the idea of stakeholder-engaged research. What is it? JH: The term stakeholder engaged research is an umbrella term. It covers a lot of different approaches to the idea of bringing in individuals who are going to be affected by the research to actually help can plan, conduct, and disseminate the research. So, there are various ways that stakeholders can be involved in research. They could be consultants, or they could be co-researchers, and full collaborators. In the case of a co-researcher, they help come up with research questions, help design the research, pick the outcome measure, help with data analysis, or interpretation, and even contribute to dissemination of the research results. We have found that people, family members, clinicians, other stakeholders, and people with aphasia can participate it fully as collaborators in all of these things if they so choose. KS: Amazing. I know there are a few examples of this kind of research in Ireland. For example, Ruth McMenamin …. and also, in Denmark Jytte Isaksen is doing interesting work, and of course there is Ciara Shiggins in Australia….what about in the US? JH: Yeah, so in other places, like in Europe, as you say, in Australia, I, you know, I think they've been a little ahead of the United States in terms of understanding that they need to bring in the people who are affected by research into the actual conducting of research. And that also brings up the point that I said, stakeholder engaged research is an umbrella term. There are many different terms and in some other countries, they also use different terms for this. But I'm using stakeholder engaged research here, because as you point out, it really is the term that's coming to the forefront here in the United States. So, in the United States, and in our all of our ASHA journals, we unfortunately have very few examples of stakeholder engaged research, where clients and family members are fully engaged collaborators are involved. There's only a handful of studies. So, it hasn't been a widely used approach in our field yet, but I think it's growing quickly. KS: What makes you think it will grow quickly? JH: There are three broad reasons why I think this is changing fast. First, I think the idea that people who are being affected by something – whether it be a policy, regulation, legislation – is taking a broader hold in certain areas of our lives. For example, in academics where we have student-centered learning. Second, research funding agencies in the United States are starting to value, and therefore reward with funding, research projects in which stakeholders play an important role and make a substantial contribution to the research project. The most important landmark in terms of funding agencies in the United States is the creation of the Patient-Centered Outcomes Research Institute, called PCORI. It was created as part of the Affordable Care Act in 2010 and it was charged with funding comparative effectiveness research – in other words, research that would help patients and clinicians what is the best treatment for them. Their slogan is “Research Done Differently”, and I think that captures that the research they are producing is not at all the kind of traditional research that we mentioned earlier. PCORI is funding all kinds of health research across many disciplines in innovative ways. This is really changing the landscape of research and research funding, because other funding agencies are starting to follow their lead. The third reason why I think stakeholder-engaged research will grow quickly in our field is the experience we've had with Project BRIDGE. KS: I've been a Regional Coordinator and also a member of a few research teams for Project BRIDGE. Honestly, it's been a gamechanger for me in how I think about approaching research. Can you tell us about how Project BRIDGE got started? JH: Sure. So, 10 years ago, I was at a conference called the Clinical Aphasiology Conference. And for anyone who's not familiar with that conference, until the last couple of years, the only people who could attend the conference were people who submitted presentations. So, this means the conference in that sense rather exclusive, and that the audience, the people who are present at the conference, were really only researchers. So, 10 years ago, I was at this conference, listening to three days of presentations, all about aphasia treatment and I suddenly realized that we're all researchers talking to other researchers about aphasia treatment, but no one at the conference was either using the treatment as a clinician or receiving the treatment as a client. So, I said to some of the folks at the meeting, “There should be some people with aphasia at this conference. We're talking about their treatment.” And the response I got 10 years ago was, “Well, they don't really belong here.” The timing of that was one year after PCORI, became really active and started funding initiatives.  Around the same time, we had done a project with the Sarasota Aphasia Community Group, which is a fabulous group, if anyone needs a referral in that area. They run themselves. The group is really great. We asked their members to come up with ideas about what research they think would be important. We talked to them about research, and we set them off. So, they were off on their own and we did not interfere with this. They had their own group meetings and came up with the research ideas. So, they came up with 22 ideas.  Now most of their research, and by the way, these were really good questions. And most of them, you know, were formulated pretty close to how we would normally formulate research questions. I mean, they did a fabulous job with very little information about research. Most of their research questions were about the best treatment for different kinds of language issues. For example, “What's the best treatment for being able to produce sentences?” But then they came up with some really special questions that I don't think that you or I even despite all of our clinical experience, and our research experience, I'm not sure we would come up with these questions.  For example, they wanted to know, “How can the speech pathologist engage the person with aphasia, not just do rote exercises, but rather connect with the aphasic as a personality, tailor the therapy to the individual needs?” KS: Wow, that's mind blowing. And that's 10 years ago, right?  JH: Yeah, yeah, maybe even more than that. And by the way, I said aphasic. I'm reading what they wrote, so I just wanted to let everyone know that those are their words. Another question they came up with was, “What is the effect on the person with aphasia if they do not like their speech pathologist? or ‘The speech pathologist doesn't understand the patient's needs or doesn't customize the therapy towards them?'” Wow. I think as clinicians, we probably know, in our hearts that when we don't have a good match in terms the rapport between the clinician and client, it probably doesn't go that well. It's not the best outcome. We all know this. But we don't know very much about it from a research point of view. And then another question they came up with was “What makes a speech pathologist excellent?” These are from their point of view. It was just people with aphasia and family members coming up with these questions. KS: Wow, well I'm certain that I wouldn't be able to come up with those types of questions. They are so meaningful and important. They really get right down to what's important, don't they? JH: Yeah. I'm really pleased that we were able to publish that paper with the founders of the Sarasota Aphasia Community Group. They were co-authors. They were equal collaborators with us in the project. That was published in 2014.  And then two years later, in 2016, we submitted a proposal to PCORI, when I was the Executive Director of Voices of Hope for Aphasia. And although that first proposal was not funded, we got great feedback. When I read the feedback, I thought, you know, if we make this actually a little bit bigger, maybe it's going to be successful, which is not always the way you go. But we partnered with the University of South Florida. So, it was Voices of Hope for Aphasia and University of South Florida. And that was funded, and that proposal created Project BRIDGE.  The first two years of funding allowed us to create a working conference. The goal was to bring together people with aphasia, family members, clinicians, and researchers to form collaborative research teams. One challenge with this kind of work and you know, it's this is not just in the world of aphasia, this is any health domain that uses this kind of stakeholder engaged research. So, one challenge is that researchers know about how to do research but other people who aren't researchers don't know so much about research. On the other hand, researchers are not experts on daily clinical processes, nor are they experts on living with aphasia. So, we created some video trainings, and some of them were for people with aphasia and family members to learn more about the research process, and some were for researchers about communication supports role dynamics, and plain language. Because, you know, most researchers have never been trained in doing this kind of collaborative research. So that conference was held in October 2018. And after a two-day meeting, 11 research teams were formed. And you were there, Katie. KS: Yes! Project BRIDGE was a career changing experience for me. I had invited two of our Lansing Area Aphasia Support Group members, Chris and Ruby, to join me, and we flew down to Florida together. I think from that beginning of travelling together to a conference set a stage for something different. Actually, Chris's sister, who lived in Florida joined us at the conference too. None of us really knew what to expect, but from the very beginning, we all knew this was different. At the conference, I remember just having my mind blown that there were over 100 people attending the conference- many who had aphasia or were family members whose lives were impacted by aphasia. One of my favorite parts was when we were in our teams, I had a team about storytelling and aphasia, and everyone was brainstorming on research questions. The training, the collaboration, the energy, it was really impactful. I'd love for you to tell our listeners more about Project BRIDGE. JH: So, after that conference, we were very happy that these research teams were formed and there was so much energy. And I want to say that, you know, from the very beginning, before we even got funding, we had an advisory team that was made up of people with aphasia, families, clinicians, and researchers. And so, after the conference and a little bit of follow up with our teams. The whole advisory team was so excited, and we there was so much momentum, and we knew we wanted to keep Project BRIDGE going.  So, we applied for a second round of funding from PCORI. And with the second round of funding, we created what we call a research incubator. And we were able to create four regional centers around the United States because we knew there are many people who wanted to participate, but who cannot travel across country to a conference. So, we started Project BRIDGE as a research incubator in January 2020. Our mission was to train 48 people with aphasia, family members, clinicians, and researchers on stakeholder engaged research and get them connected to a collaborative multistakeholder research team. Katie, you are one of the regional coordinators in Michigan yourself for the Midwest, so you know how busy we got! KS: Oh yes, busy is an understatement. Suma Devanga from Western Michigan University and I were the Midwest Bridge Regional Coordinators. We had so much interest we just kept meeting with various stakeholders, holding trainings, connecting people with research teams. Definitely Project BRIDGE was the place to be!  JH: All the regional centers were very busy. At the end of two years, we had three times as many people sign up to participate than we planned, and we trained 25% more people than we planned. Many more stakeholder-engaged research teams have been formed, and they're studying topics like the effects of yoga on aphasia. The yoga team actually started in the original 2018 conference. And, you know, check it out, maybe we can share some links to a couple of their publications, because it's a very productive team. KS: Absolutely , we'll put we'll put the links to that and some of the other things you've mentioned in the show notes.  JH: Great. Another team that has been influenced by Project BRIDGE is aphasia games for health. There's more than one team now working on mental health interventions for people with aphasia. We also have a couple of teams working on different aspects of friendship and aphasia. One team is a collaborative team working on how to run aphasia groups. I mean, isn't that great? Get the people with aphasia to run a study on the best way to run the aphasia groups, right? It makes total sense.  We've got lots of teams working, and we've had several different presentations at various conferences. And, you know, please stay tuned in the coming months and, and years, because more and more the work will get to a point where it'll be out in different publications.  When I look back at the work that we did with the Sarasota Aphasia Group, and the questions that they came up with, I'm so overjoyed that many more of them are now being addressed because people with aphasia, care partners, clinicians are being involved in not just coming up with the questions but planning and actually doing the research. KS: Powerful stuff! This is all very exciting. But there must be some challenges…  JH: Definitely, there's definitely challenges. First of all, you know, most researchers who are active today have not been trained in this kind of research. They were not trained in their doctoral program, to sit down with people who have expertise in a completely different area. They may have been trained to collaborate with people who are more or less like them. But that is a very different game. So, one thing that I think we'd like to do in the future is help foster the incorporation of the skills needed to do this kind of research into doctoral training programs. When we talk to researchers who have gotten into this, like you. We find that this is a recommendation that many people come up with. Another challenge of this kind of work is that it takes more time. It is time consuming. It takes time to involve people who come from a different background. And it doesn't matter if they are people with aphasia, a community partner, whoever they are, when they have a different background, then an academic researcher, that's going to take more time, and it's really, truly an investment. That is an issue for this kind of work. Another challenge or risk is as there are more incentives for in involving stakeholders of different types into the research process, there's always a risk of tokenism. So, if that starts becoming rewarded in some way, like through funding, then there's a risk that, you know, stakeholders are up serving on advisory boards, so it looks like they're involved, but they're not really, truly collaborators or really involved. So that is a risk I think that we're going to run, especially in the future.  But you know, honestly, I think that's a risk that we run in our clinical work, too. Sometimes we don't mean to be to be tokenistic. But I think when we ask our clients a general question, like, “What would you like to work on in therapy?” You know, our heart is there, we want to involve the client. But that's a question that the client is not really prepared to answer in that form. Most of our clients, probably, they never been in therapy, they don't know what therapy is in the first place. They don't even know how to start thinking about that question. If we don't take extra steps to seek out their perspective, and what's important to them, that that's a little bit tokenism too. You know, we don't mean it to be, but it really kind of is, I think. We need to ask specific questions; we need to use tools that we have. For example, Aphasia Access now has the Life Interests and Values cards, which is a fabulous way of getting the idea of clients' priorities for therapy, in an aphasia friendly way. I think the other thing for clinicians for our clinical work is when we do ask questions of our clients, and they give us the answer, I think we have to do a better job at taking them at their word. Because I think sometimes, if the answer is not quite what we think it should be, or we're a little surprised by the answer, we're very likely to attribute insight, problem solving issues, motivation, issues, whatever it is, into that client's response, when perhaps, that that is their answer for them. And you know, they are the experts on themselves.   KS: Yes, that's such great perspective and food for thought. I think we really need to listen and embrace what our clients put forth with ideas for how to work on goal areas and be open to receiving the goals and the ideas that they that they have. Even if it takes us a little off road from where we typically go. How can we help them explore and develop and operationalize their ideas? And I think it is challenging, it's new territory for us as clinicians and research but I think once we're open to this, I mean, honestly, sky's the limit. And the cool thing is that we as researchers get to learn and grow alongside our clients as well. Jackie, this has been such a thoughtful and great conversation. The time has just flown by. But as we wrap up today, do you have any final thoughts? JH: Well, you know, a lot of times we hear people say, “I'm no expert”, and Project BRIDGE has really taught me and showed all of us involved I think that a few things. Clinicians might not feel like experts around researchers, but they are experts about what they do and the clinical process. People with aphasia and care partners probably don't feel they don't feel like experts around researchers or clinicians, but in point of fact they are experts about themselves and their own lives and, and what's important, and what we can best do to fit into those priorities. So, I think that we've learned from Project BRIDGE that a researcher or a clinician who exudes cultural humility. You know, we might not feel like experts in front of clinicians or people with aphasia and care partners. So, I think we need to acknowledge, we're all experts on ourselves and our little corner of the world, what we do all day, and other people are experts on other things. And hopefully, we don't impose that onto other people and that we can just collaborate with each other.  When some kind of research is going on, that might potentially affect something that a clinician routinely does, or how a person with aphasia is living, or the kind of therapy they're going to get, etc. We need to be willing to step up and contribute to a collaborative team. You know, probably not every kind of research in the world is a perfect fit for this kind of stakeholder engaged research. But a lot of what we do in aphasia, I think, and especially things that are important to members of Aphasia Access, would be better, more effective and more efficiently done with a collaborative team. We need everyone's expertise to change things for the better. When we do this kind of collaborative research, it speeds up how fast the research gets used in practice settings. So, it benefits people faster, because it's more effective. So, we need people to be aware of this and get involved. Project BRIDGE, fortunately, is now supported by Nova Southeastern University. So, it's not going away just because the funding ended in this year. And we are continuing to help people, whether they be researchers, clinicians, people with communication disabilities, or family members to get going on stakeholder engaged research. We still have our video trainings, And, coming soon, we'll be offering customized research team trainings. I invite everyone to please check out our website, www.projectbridge.online  You can sign up for our newsletter and we post various resources that are helpful tools. KS: Thanks, Jackie. I'll be sure to put all of your contact information and Project BRIDGE as well as some articles on stakeholder engaged research in the show notes. Thank you, Jackie. you've given us lots of food for thought and inspiration for action during the conversation. But I also just want to say, thank you for your forward thinking and helping us in the world of aphasia get on this stakeholder engaged research train. Project BRIDGE is a great conduit for who knows what's to come. JH: Well, thank you, Katie. And, and thanks again, for this opportunity to talk about this effort. You know, there's so many people around the United States who are participating in this, I could have spent the whole podcast just probably listing their names, but that might not be too engaging. KS: It's a big posse, Project BRIDGE! JH: It's very big. Broadly, I definitely want to acknowledge them, even though I can't acknowledge everyone by name. Everyone's doing such exciting work and people are finding their own paths through this, which is what we need. I didn't say it earlier, but the idea of incorporating people living with communication disabilities into the research really springs out of my own personal experience with disability and in life. And it's such a privilege for me to meld my personal experience into things that hopefully will help others too. So, thank you very much. On behalf of Aphasia Access, we thank you for listening to this episode of the Aphasia Access Conversations Podcast. For more information on Aphasia Access and to access our growing library of materials go to www.aphasiaaccess.org If you have an idea for a future podcast topic email us at info@aphasiaaccess.org. Thanks again for your ongoing support of Aphasia Access.   Resources Referenced in Episode Project BRIDGE www.projectbridge.online  Email: flaaphasia@gmail.com Twitter @ProjectBridge3 Facebook @bridgeresearch  Instagram @projectbridge2  Dr. Jackie Hinckley - Jh988@nova.edu   PCORI Engagement Resources: https://www.pcori.org/engagement/engagement-resources  Project BRIDGE (and resources) on PCORI: https://www.pcori.org/research-results/2020/building-bigger-bridge-research-incubator-network-pcor-communication-disabilities  Project BRIDGE Published Abstract: https://www.frontiersin.org/10.3389/conf.fnhum.2019.01.00030/event_abstract    Examples of Stakeholder Engaged Research Project with Sarasota Aphasia Community Group:  https://www.tandfonline.com/doi/full/10.3109/09638288.2013.829528  Team Yoga - 1: https://pubs.asha.org/doi/10.1044/2020_PERSP-20-00028  Team Yoga  - 2: https://pubmed.ncbi.nlm.nih.gov/34797684/  Aphasia Games for Health: https://www.aphasiagamesforhealth.com/    Canadian Institutes of Health Research Patient Engagement in Research Resources https://cihr-irsc.gc.ca/e/51916.html  Ethics in Patient Involvement: Hersh, Israel, & Shiggins 2021 https://www.tandfonline.com/doi/full/10.1080/02687038.2021.1896870    Goal Setting Resources for Aphasia Live Interests Values Cards (LIV! Cards) https://www.aphasiaaccess.org/livcards/ 

SLP – this podcast may help you meet your continuing education requirements. Access Relias Academy to review course certificate information.   Do you know the current status of providing dysphagia services through telepractice? Are you confused about licensure, reimbursement, and client selection for this part of your practice? In this episode, we talk with Dr. Lesley Edwards-Gaither, Ph.D., CCC-SLP, about the provision of dysphagia evaluations and treatments through telepractice. Practical suggestions explain how to plan, prepare, and implement dysphagia telepractice services.   (01:50) Telepractice Terminology  (05:02) Dysphagia and Telepractice  (07:47) Lessons Learned: Scope of Practice  (08:37) Lessons Learned: Licensure  (11:38) Lessons Learned: Reimbursement  (14:07) Technical vs. Practical Knowledge  (18:01) Who Benefits from Telepractice?  (19:39) Client Candidacy  (22:44) Impact of COVID-19 Pandemic on Dysphagia Telepractice  (25:39) Planning Stage for Dysphagia Telepractice  (27:51) Preparing Stage for Dysphagia Telepractice  (29:10) Practical Stage for Dysphagia Telepractice  (32:03) Lessons Not Yet Learned  (34:36) Practical Strategies for Equipment, Lighting, Positioning  (40:08) Practical Strategies for Facilitators  (45:47) Practical Strategies for Cranial Nerve and Oral Mechanism Examinations  (48:45) Practical Strategies and Considerations for Treatment  (52:44) Future Aspirations  (56:03) How to Remain Current  (57:52) Conclusion  The content for this course was created by Lesley Edwards-Gaither, Ph.D., CCC-SLP. The content for this course was created by Susan Almon-Matangos, MS/CCC-SLP. Here is how Relias can help you earn continuing education credits:  Access your Relias Library offered by your employer to see course certificate information and exam;   or   Access the continuing education library for clinicians at Relias Academy. Review the course certificate information, and if eligible, you can purchase the course to access the course exam and receive your certificate.  Learn more about Relias at www.relias.com.    Legal Disclaimer: The content of Stretch: Relias Rehab Therapy Education is provided only for educational and training purposes for healthcare professionals. The educational material provided in this podcast should not be used as medical advice to treat any medical condition in either yourself or others.  Resources  American Board of Swallowing and Swallowing Disorders: https://www.swallowingdisorders.org/   American Telemedicine Association: https://www.americantelemed.org/   American Speech-Language-Hearing Association (ASHA) telepractice resources: From the practice portal: https://www.asha.org/practice-portal/professional-issues/telepractice/ Systematic review (Weidner & Lowman, 2020): https://pubs.asha.org/doi/pdf/10.1044/2019_PERSP-19-00146 Dysphagia Research Society: https://www.dysphagiaresearch.org/   Flow chart from Soldatova et al. (2020): https://journals.sagepub.com/doi/pdf/10.1177/0194599820931791   Mid-Atlantic Telehealth Resource Center: https://www.matrc.org/what-is-telehealth/   Purdue I-EaT Lab resources: https://www.purdue.edu/i-eatlab/telehealth-recommendations-for-dysphagia-management-during-covid-19/

Valstybinė darbo inspekcija aktyvina patikrinimus ir perspėja darbdavius – nustačius nelegalų darbą baudų neišvengsite. Taip pat primenama, kad įvykus nelaimingam atsitikimui darbe gali būti taikoma baudžiamoji atsakomybė. Dalyvauja Vyriausiojo valstybinio darbo inspektoriaus pavaduotojas Dalius Čeponas.Apie akcininko teisę į bendrovės informaciją: Ką reikia žinoti, norint išvengti ginčų ir apginti savo interesus? Konsultuoja teisės firmos „Sorainen“ partneris, advokatas Kazimieras Karpickis.Informacijos svarba vykstant karui Ukrainoje. Kaip įsivertinti gausų prieštaringų naujienų srautą, ką pagalvoti prieš jomis dalinantis ir kaip nepakliūti į dezinformacijos lauką? Pataria advokatų kontoros „Glimstedt“ teisininkė, komunikacijos teisės ir duomenų apsaugos ekspertė Raminta Bučiūtė.Ved. Artūras Matusas

  Episode 159   Marie, Matt, Michael, Michelle, and Rachel dive into the research and pop news in and related to the field of Speech and Language Pathology and the Informed SLP breaks down the latest research.  Matt's microphone had mishap for the first 14 minutes of the show but it gets fixed after that! On this week's episode the group dives into what it means if health care workers can be sued for mistakes and why snacking in a SNF is good for patients.  The Informed SLP stands on the Oral Care Soap Box! The Discord is up and ready for people to interact with the crew 24/7 with a new website, www.discord.speechsciencepodcast.com. SSPOD Shoutout: Do you know an SLP who deserves a digital fist bump or shout-out?  We want to know your #SSPODSHOUTOUT, which is recognition for someone doing something awesome somewhere.  SSPOD Due Process: Your opportunity to message us about a problem in your area that you would like us to talk about, use the #SSPODDUEPROCESS.  Contact Email: speechsciencepodcast@gmail.com Discord: https://discord.speechsciencepodcast.com Speech Science Stuff: http://merchandise.speechsciencepodcast.com/ Presence Learning GiveAway: http://giveaway.speechsciencepodcast.com/   New Episode and Interact here: www.speechsciencepodcast.com podcast.speechsciencepodcast.com   Support Patreon – https://www.patreon.com/speechsciencepodcast   Rate and Review: https://podcasts.apple.com/us/podcast/speechscience-org-podcast/id1224862476?fbclid=IwAR3QRzd5K4J-eS2SUGBK1CyIUvoDrhu8Gr4SqskNkCDVUJyk5It3sa26k3Y&ign-mpt=uo%3D8&mt=2   Credits Intro Music: Please Listen Carefully by Jahzzar is licensed under a Attribution-ShareAlike License. Bump Music: County Fair Rock, copyright of John Deku, at soundcloud.com/dirtdogmusic The Informed SLP: At The Count by Broke For Free is licensed under a Creative Commons Attribution License Closing Music: Slow Burn by Kevin MacLeod is licensed under a Creative Commons Attribution License.   Show Links The Informed SLP: https://www.theinformedslp.com/review/stepping-onto-the-oral-care-soapbox https://pubs.asha.org/doi/10.1044/2021_PERSP-21-00108   WHATS UP ASHA? https://www.asha.org/slp/clinical/speech-language-pathologists-as-the-preferred-providers-for-dysphagia-services?fbclid=IwAR3VL4Da7er7qBwcs5CTBD3Jze7ldOCkQI2EQ-9R4uIcdHAOCgsWLoEGwHU     Snacking in the SNF https://www.sciencedirect.com/science/article/abs/pii/S0197457222000015?fbclid=IwAR2_rN91JCpaKd6-6iGAO83fnLFZ1AlHoyvwxfUbIBz5ijJck5yMH96pq6E'   RaDonda Vaught https://amp.tennessean.com/amp/4826562002?fbclid=IwAR0ahVCwNShk5MLX0Cl2q2BQqRMT00CjrPYeI5wy4Xx0KkU_aOhzLjNUX6I   Matt's Book Link https://www.amazon.com/gp/product/B09JS6BK1F?ref_=dbs_mng_crcw_0&storeType=ebooks   Speech Science Powered by: PresenceLearning! https://www.presencelearning.com/    

Ar Rusijos pradėtas karas Ukrainoje gali paskatinti neramumus kituose karštuose taškuose? Šiomis dienomis po kiek daugiau nei metų pertraukos auga įtampa tarp Armėnijos ir Azerbaidžano.Karas ir agresorėms taikomos sankcijos trikdo žemės ūkio gamybos ir prekybos grandines. Pasaulio lyderiai ragina imtis priemonių, kad būtų užkirstas kelias galimam maisto stygiui pasaulyje.Pavasarį, šylant orams klaipėdiečiai vėl prisimena senas problemas - pietinėje miesto dalyje gyvenančių žmonių nosis riečia nemalonūs kvapai.Minima teatro diena. Kaip nuotoliniu būdu statomas spektaklis iš karo draskomos šalies? Po poros savaičių Valstybiniame Vilniaus mažajame teatre įvyks spektaklis ypatingomis aplinkybėmis – režisierius Stasas Žyrkovas jį stato būdamas Ukrainoje.Ved. Darius Matas

Kijeve apšaudomi gyvenamieji rajonai, tačiau gyvenimas, pasak mieste esančių karių, teka įprasta, kiek tai įmanoma, vaga.Jau kelias dienas plaukia žvalgybos pranešimai, kad prie Ukrainos sienos Baltarusijos pusėje telkiama kariuomenė, ir ne tik rusai, bet jau ir baltarusiai gali netrukus pradėti kariauti su Ukraina. Laidoje panagrinėsime, kaip toliau gali rutuliotis ši situacija.Specialistai pataria neatsipalaiduoti ir nepamiršti, kad vis dar egzistuoja COVIDAS. Perspėjama apie naują jo atmainą, laidoje apie ją taip pat pasikalbėsim. Taip pat papasakosim ir apie tai, kai organizmui greičiau padėti atsigauti po kovido.Domėsimės, kodėl nuo karo bėgantiems ukrainiečiams paštas nedaro išimčių ir reikalauja įsigijimo dokumentų už siuntas iš karo zonos.Klaipėdos universitetas pristato akvaponikos laboratoriją, kur žuvys ir augalai augdami padeda vieni kitiems.Ved. Liuda Kudinova

Get .1 ASHA CEU hereEpisode SummaryDLD isn't a new text abbreviation or IG expression. It's a real thing in the field of SLP and if you don't know about it, you gotta' tune in to get the scoop. This week, Tim DeLuca and Kate Radville- SLP's and doctoral candidates basking in language and literacy nerdom - chat about all things DLD for the SLP. What is DLD? And why is it so important to get a handle on it in the vast and murky sea of semantics that we painfully stir in the SLP field? Kate and Tim explore how challenges with oral language have a domino effect on the attitudes and skills of students, impacting literacy, behavior, and more. You'll gain assessment and intervention tips that hold fast to the golden thread of most SLP Nerdcast episodes - the importance of EBP and collaboration. There are some four letter words (ahem, “dysteachia”) and a big spotlight on resources in this engaging episode that confronts the strong connections between all aspects of the whole student and their whole future. Course AccommodationsThe transcript for this course is provided below. You can also email us at ceu@slpnerdcast.comLearning OutcomesDefine DLD and dyslexia, understand how they are related, and report on at least five behavioral presentations across academic and social settingsUnderstand the SLP's role in assessing and treating both DLD and dyslexia as members of an interdisciplinary team across the lifespanBe able to locate at least five free resources to further explore both DLD and dyslexia and assessment and treatment optionsResources:Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & CATALISE consortium. (2016). CATALISE: A Multinational and Multidisciplinary Delphi Consensus Study. Identifying Language Impairments in Children. PLOS ONE, 11(7), e0158753. https://doi.org/10.1371/journal.pone.0158753Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & and the CATALISE-2 consortium. (2017). Phase 2 of CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry, 58(10), 1068–1080. https://doi.org/10.1111/jcpp.12721Gough, P. B., & Tunmer, W. E. (1986). Decoding, Reading, and Reading Disability. Remedial and Special Education, 7(1), 6–10. https://doi.org/10.1177/074193258600700104Mitchell, M. P., Ehren, B. J., & Towson, J. A. (2020). Collaboration in Schools: Let's Define It. Perspectives of the ASHA Special Interest Groups, 5(3), 732–751. https://doi.org/10.1044/2020_PERSP-19-00125Redmond, S. M., Ash, A. C., & Hogan, T. P. (2015). Consequences of Co-Occurring Attention-Deficit/Hyperactivity Disorder on Children's Language Impairments. Language, Speech, and Hearing Services in Schools, 46(2), 68–80. https://doi.org/10.1044/2014_LSHSS-14-0045Snow, P. C. (2021). Psychosocial Adversity in Early Childhood and Language and Literacy Skills in Adolescence: The Role of Speech-Language Pathology in Prevention, Policy, and Practice. Perspectives of the ASHA Special Interest Groups, 6(2), 253–261. https://doi.org/10.1044/2020_PERSP-20-00120The Simple View of ReadingMulti-Tiered Language Instruction and InterventionDyslexia in the Schools: Assessment and IdentificationDLD and MeThe Florida Center for Reading ResearchThe International Dyslexia AssociationCourse Disclosure - Financial and In-KindFunding for this course was provided by one of our Corporate Sponsors, Language Dynamics Group.Speaker DisclosuresTim DeLuca financial disclosures: Tim is employed by private practice and university.Tim DeLuca non-financial disclosures: Tim is an ASHA member, a certified speech-language pathologist and reading specialist, a doctoral student at the MGH Institute of Health Professions, and a member of the Sail Lab at the Massachusetts institute of health professions. Kate Radville financial disclosures: Kate does not have any financial relationships to disclose. Kate Radville non-financial disclosures: Kate is an ASHA member, a certified speech-language pathologist, and a doctoral student at the MGH Institute of Health Professions. Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children.Time Ordered Agenda:15 minutes: Introduction, Disclaimers and Disclosures15 minutes: Descriptions of DLD and dyslexia, how they are related, and behavioral presentations across academic and social settings15 minutes: Descriptions of the SLP's role in assessing and treating both DLD and dyslexia10 minutes: Descriptions of resources to further explore both DLD and dyslexia and assessment and treatment options 5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we've missed, or another perspective that isn't shared. If you have something to add to the conversation, please email us! Wed love to hear from you!A big THANK YOU to our Corporate Sponsor, Language Dynamics Group for the financial support to make this course possible!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don't have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can find our complaint policy here. You can also:Follow us on instagramFollow us on facebookWe are thrilled to be listed in the Top 25 SLP Podcasts!Thank you FeedSpot!

Teisininkai pastebi, kad retorika agresoriaus atžvilgiu kartais pavojingai perauga į kitataučių niekinimą. Neapykantos kalbos teisinis vertinimas pokalbyje su Kauno apylinkės teismo pirmininku Arūnu Purvainiu.Dėl karo Ukrainoje trūkinėjant gamybos ir tiekimo grandinėms, vis didesnį nerimą jaučia Lietuvos verslas. Nebegaudami žaliavų ar produktų ir dėl to negalėdami vykdyti įsipareigojimų verslininkai prakalbo apie nenugalimos jėgos (force majeure) taikymą. Tačiau teisininkai perspėja, kad karas ne visada laikomas force majeure. Apie tai advokatų kontoros „Magnusson“ asocijuotas teisininkas Lukas Stankevičius.Apie žinomų prekių ženklų rūbų ir avalynės klastotes, apie teisėtų gaminių neteisėtą prekybą ir apie tai, kad intelektinės nuosavybės pažeidimų mados prekių srityje gali būti ne tik dėl prekių klastočių. Dalyvauja advokatų kontoros GLIMSTEDT ekspertė, advokatė Giedrė Rimkūnaitė-Manke.Ved. Artūras Matusas

Neriame gilyn į Web3 pažadus ir realybę. Kas buvo jo bočiai, Web 1.0 ir 2.0 internetai? Kokiomis idėjomis remiasi naujas platformas ant blokų grandinių technologijos kuriantys programuotojai? Ar tai iš esmės pakeis kaip mes naudojamės internetu ir kam priklausys mūsų duomenys? Atrinkinėdami grūdus nuo pelų net suprakaitavome. Perspėjimas: labai didelė naujų idėjų koncentracija.

Augant įtampai prie Ukrainos sienų, Vašingtonas perspėja, kad Maskvos puolimas gali įvykti artimiausiomis dienomis; situaciją su Rusijos prezidentu šiandien aptars Amerikos ir Prancūzijos vadovai.Vakcinų gamintojams atnaujinant skiepus nuo COVID-19, kai kurie specialistai svarsto, ar tai daroma ne per vėlai?Į Palangą sugrįžo stintų šventė.Šį vakarą paaiškės, kas atstovaus Lietuvai „Eurovizijos“ dainų konkurse.Ved. Karolina Panto

2109 metai, Maskva. Skambantis elektroninis žadintuvas skelbia Antrosios pamainos budraus ciklo pradžią. Bunda ir dešimtį metų anabiozėje miegojusios seserys. O viskas prasidėjo dar ketvirtajame XXI amžiaus dešimtmetyje, kai dėl klimato kaitos ir spartaus planetos gyventojų skaičiaus augimo ėmus stigti geriamo vandens vienas po kito pasaulį sudrebino du Pasauliniai vandens karai. Po jų įvykusi milijardų pabėgėlių migracija galutinai sugriovė senąją pasaulio tvarką: valstybes, aljansus, sąjungas ir jų sienas. Gyventojų pertekliaus problemą padėjo išspręsti atradimai genetikos srityje, leidžiantys pusei žmonijos dešimčiai metų panirti į miegą. Taip prasidėjo gyvenimas pamainomis. Nuo to laiko kas dešimt metų pamainos keičia viena kitą, budrūs žadina miegančius, o patys eina miegoti.Tai – Mariaus Ivaškevičiaus parašytos ir Oskaro Koršunovo Lietuvos nacionaliniame dramos teatre pastatytos distopijos „Miegantys“ siužetas. Kas paskatino kūrėjus imtis distopijos? Į kokias opiausias problemas joje atkreipiamas dėmesys? Kaip dabartinė pandemija aktualizuoja kūrinį? Apie visa tai – pokalbis su M. Ivaškevičiumi ir O. Koršunovu.Ved. Donatas Puslys

Pirmadienį (gruodžio 13 d.) „Tiek žinių“ vedėjas Dominykas pasakoja apie premjerei raštiškai pateiktus ministrų G. Landsbergio ir M. Skuodžio atsistatydinimo pareiškimus, nesibaigiantį Vyriausybės sopulį dėl „Belaruskalij“, G. Landsbergio perspėjimus dėl Rusijos ruošimosi karui ir Baltijos jūroje susidūrusius laivus. ✅ Svarbiausios dienos naujienos kiekvieną pirmadienį - ketvirtadienį čia ir „Laisvės TV“ YouTube kanale: https://youtu.be/TxH-snGOfOc Pirmadienį #TiekŽinių

Chapter 23: Into the Wild OVERVIEW You did it. You are about to be set free back into the wild. We hope you enjoyed the journey as much as we did. But this is just the beginning. You have a new perspective, new paradigms, and an entirely new approach to presenting. We are so excited for you to begin this next phase. Be sure to wear your Badge proudly.

Kviečiame jus, tikėtina, į vienintelę vietą pasaulyje, kur vienose kapinėse atgulė itin skirtingų religijų - musulmonų ir judėjų - išėjusieji. Vilniuje yra bendros totorių ir karaimų kapinės, kuriose apsilankė kolegė Dovilė Lisauskaitė ir pabandė pasiaiškinti, kokia Lietuvos totorių laidojimo tradicija.Savaitgalį Glazge prasidės itin svarbia laikoma klimato kaitos konferencija COP26, per kurią bus siekiama susitarti dėl tikslų mažinti aplinkos taršą. Europos Sąjunga, Jungtinės Valstijos ir dar kelios šalys jau patvirtino savo kovos su klimato kaita planus, bet dalis didžiausių teršėjų – tarp kurių Kinija ir Rusija – kalba kur kas nuosaikiau. Apie tai – į Škotiją vykstantis kolega Mindaugas Laukagalis.Apie piliečių atsakomybę saugant savo bei kitų sveikatą ilgojo savaitgalio metu. Matematikas, duomenų mokslininkas Vaidotas Zemlys-Balevičius ir Lietuvos sveikatos mokslų universiteto profesorius Mindaugas Stankūnas.Užsienio įvykių apžvalga. Giedrė Trapikaitė.Kaip turiningai galima praleisti ilgąjį savaitgalį. Nacionalinės turizmo verslo asociacijos ir kelionių agentūros „Estravel“ vadovė Žydrė Gavelienė.Seime stumiantis įstatymui dėl verslinės žvejybos uždraudimo Kuršių mariose, žvejai paprašė valstybės investuoti į infrastruktūrą, kad būtų lengviau pasiekti pirkėjus įvairiuose šalies vietose. Verslinės žvejybos draudimo kuršių mariose pasiūliusi parlamentarė Aistė Gedvilienė sako, kad tokie prašymai nesustabdys iniciatyvos. Plačiau pasakoja Paulius Selezniovas.Savaitės įvykių apžvalga. Vilniaus universiteto TSPMI vadovė, docentė Margarita Šešelgytė ir Mykolo Romerio universiteto docentas Virgis Valentinavičius.Sporto pranešimai. Marius Andrijauskas.Neturintieji galimybės rūpintis artimųjų kapais vis dažniau kreipiasi į įmones, siūlančias tokias paslaugas. Neatmetama, kad stipriai išaugusiam tokių paslaugų poreikiui įtakos turėjo pasikeitusios kapinių tvarkymo taisyklės - jeigu kapavietė netvarkoma, teisė joje laidoti gali atitekti kitiems asmenims. Apie tai išsamiau – mūsų bendradarbė Panevėžyje Vesta Tizenhauzienė.Savaitės komentaras. Autorė – žurnalistė Ramunė Sotvarė–Šemetienė.Ved. Rūta Kupetytė

Dr. Katie Strong, Assistant Professor in the Department of Communication Sciences and Disorders at Central Michigan University, talks with Rochelle Cohen-Schneider from the Aphasia Institute about the importance of developing and attending to our clinical selves. Rochelle Cohen-Schneider is the Director of Clinical and Educational Services at the Aphasia Institute in Toronto, Canada. She has worked in the field of aphasia (across the continuum of care) for most of her career spanning 38 years. She studied Speech and Hearing Therapy in South Africa and completed a master's degree in Adult Education in Toronto. In addition to her interests in clinical education, continuing education and working within a social model of aphasia Rochelle is passionate about understanding ‘how clinicians think, and why they do what they do.' In this episode you will:  Hear stories about clinicians connect the dots in the things you can't see as a clinician but have a critical role in the work you do. Understand the difference between reflective and reflexive work, and why both are essential to developing our clinical selves. Learn a few tips and some resources to broaden and deepen your clinical lens. KS: Rochelle, welcome to this episode of the Aphasia Access Conversations Podcast. I'm so excited for you to be here today, and to have this conversation and for our listeners to really hear about your work and perspectives. RCS: Thank you very much for this invitation, Katie, I'm really looking forward to digging into this topic with you. Thank you. KS: Oh, me too. I'm just so excited. And as we get started, Rochelle, I'd love for our listeners to hear a bit about your story and how you became interested in this area of the ‘clinical self'. That's powerful, that's powerful Rochelle. I mean I Wow. RCS: So, Katie, it became clear to me that the therapeutic encounter was a multi-dimensional endeavor requiring multiple skill sets, right from the days of being a student in, as you said earlier, in Johannesburg, South Africa. So, the physical structure of what was known as the Speech and Hearing Therapy Department housed both lecture halls, and small clinic rooms, where we, the student clinicians, carried out our therapy activities under the watchful eyes of our clinical tutors. These tutors watched from behind one-way mirrors and spent a lot of time debriefing with us about the session, our goals, the treatment methods, we chose, why we chose them, how we performed, and also how we enacted our clinical selves. In other words, how we related to our patients, where we sat, why we sat where we set, and we will often put through the paces to have us begin to understand how we positioned ourselves as clinicians. And it was really important in the clinical setting and how we learned to be, the relationship and relating to the clients was really, really important. And in fact, when we wrote our reports for our tutors, the first goal, regardless of age, or communication disorder, had to be establishing rapport. And actually, as the literature tells us rapport is actually only one small element within the clinical relationship. Maybe it's a gateway. It's a fairly static notion, because the relationship is much more dynamic, you know, interactive and an unscripted interaction. So because of the way this physical physically was set up, our academic and our clinical learning took place under the same roof, allowing for a very dynamic and stimulating learning environment, which focused both on rigorous academic growth and clinical development. So as a clinician stepping into the role of a clinician. And I think I might be able to say that this environment really helped us student clinicians “think with theory”, as Felicity Bright calls it. And we were trained to understand both the objective and subjective aspects of being a clinician and that fully engaging in a therapeutic encounter is really important. Another little aspect of this was in our third year of training in a four-year Honors Program, the clinical load was divided over four years and kind of matched what we were learning in those lecture halls. In the third year, we were observed by one of the professors from the psychology department. We had a couple of observations, and his job was simply to observe our therapeutic interactions, and how we engaged with the clients. And he obviously was not able to comment on the content of the therapy session because he had no idea. But he again, like our tutors, but even more rigorously asked us lots of questions around our positionality, both the physical and conceptual positionality, and all kinds of really very difficult and grueling questions. When I interviewed for the job at the Aphasia Institute, and I was interviewed by my boss, Dr. Aura Kagan, she asked me to tell her a little bit about what my day involved. That was one of the interview questions. I told her about the fact that I had to go, unlike the other professions, the physiotherapists who seem to have their own porter, me as a speech pathologist, had to porter my own patients or clients and I brought my clients into my room, and I started therapy. And she said, “Okay, no, no. Go one step down. Tell me more. What did you talk about when you were bringing the patient down?” Now, obviously, the patient was forward facing, and I was behind. But she was interested in the topics that I would think to talk about. And so, you know, we talked about what happened last night? Did you have any visitors? Did you watch TV? How's the food?  Anything else you want to say? And then I would get my office, I would wheel the client in, and then I had a ritual. I didn't realize it was a ritual. But I leaned over, and I put my white coat on. And that signaled to me, the clinician, that the personal self is out the door, and now I am the professional, I am the clinician.  KS: That's powerful, Rochelle. I mean, wow! RCS: And she said to me, “Okay, so what's the difference?” and she probed, and I started having the beginnings of the understanding of pulling together the personal self and the professional self, that maybe then becomes the clinical self. And this very clear demarcation fell away completely when I joined the Aphasia Institute, where there were no white coats, and there were almost no doors. And so, we worked in open spaces. And obviously, there of course, were times when doors and private spaces were called for. But I suddenly had this dawning realization that, you know, a couple of years, seven, eight years into my career, I had never, ever watched another clinician work. And here I was suddenly watching these brilliant clinicians work, and I wanted what they had. And so that set me on my journey. And, and just being very, very interested in how to develop that part of myself, that would engage our clients in a life participation model. KS: That is such a journey and I so appreciate you sharing that with us. You know some big ‘aha moments' about who we are as clinicians and how that changes or doesn't change based on who we're interacting with. I'm so excited to talk more about this. I'd like to first talk about an article that you co-authored a clinical focus article in the 2020 ASHA perspectives journal titled Spotlight on the Clinician in the Life Participation Approach to Aphasia, Balancing Relationship-Centered Care and Professionalism. Could you tell us a little bit about how this article came to be? RCS: Katie, before I tell you that I just want to...thinking about and talking with you, I've kind of connected many, many dots. And the dots are some are visual dots, some are auditory, some have cognitive, some are emotional dots. And so, one of the things that dawned on me, when I used to read to my children, there is a well-known book here in Canada called Something from Nothing. And it tells a story of a little boy whose grandfather is a tailor. And the grandfather makes the grandson a jacket. And of course, with each passing year, as the boy grows, the grandfather has to refashion the garment. It becomes a vest, then a tie and finally, the fabric simply covers the button. As the grandfather is snipping away, pieces of the fabric are falling through the floorboards. And unbeknownst to them, there is a little family of mice who live under the floorboards. And they're getting all these pieces of fabric. And they are designing and furnishing their house with this with this fabric. The minute I saw this image, I said to myself, that is what interests me. It's everything that we don't see. The mouses house was about one eighth of the page, (of the book). It was a fairly big book. And to me, that was the clinical encounter underneath. And when working with social workers for many, many years, I thought that that's where they worked, in the things that you can't see. And again, I wanted to go there.  KS: Wow! RCS: After the over many years of working together with Aura, we had spoken so much about the value of working with social workers and our learnings and how we really feel so privileged to have social workers by our side for so many different reasons. And one year at an Aphasia Access Summit, Aura heard Denise McCall and Ann Abrahamson, SLP and social worker respectively, from SCALE, The Snyder Center for Aphasia Life Enhancement in Baltimore. And she heard them give a talk about what they call ‘the dance', how they learned to work together, despite having such disparate perspectives. Denise actually bravely talked about what got in the way and how the speech pathology lens got in the way of the in the way of a satisfactory client encounter. And Aura came back to me and she said, “You know what, you've got to reach out to Denise and Ann because they think like you think.” And so that's kind of where it started. But also, in my quest to understand the nuts and bolts of how we do our job, I have also explored how my colleagues work and what they know about how they work. What I understand as their deep tacit knowledge. KS: What they know about how they work, that's deep.  RCS: That's what I'm constantly trying to understand. We don't spend a lot of time articulating what it is we know and why we do what we do. We spend a lot of time talking about the evidence-based approaches and absolutely we should. We should totally give as much time and attention to that as possible. But there's this whole, rich, rich source of information and rich source of data that we're all generating every single day as we interact with clients. And the literature tells us that these kinds of things are really, really important in understanding and dealing with because it makes us more effective. Clinicians offering evidence-based models, treatment services, assessments, etc.  KS: We are an ingredient to the therapeutic interaction.  RCS: Absolutely, absolutely. Many years ago, I read a research article, and I cannot remember exactly what it wasn't it, I think it was possibly not even our field. But the title of the research article was Hardening the Soft Data, which I think those of us and those of you who are involved in qualitative research are totally engaged with. But to me that really spoke to trying to take this whole, the subjective part of the relationship and trying to see exactly what it is. And so that sort of set me on the path with this article.  KS: That's great. So, the focus of the article is about relationship-centered care, and you co-authored it with colleagues, Denise from SCALE and social workers and speech pathologists.  It's really about relationship-centered care. I was hoping you could talk with our listeners about this approach to care and why it really is essential for our work as clinicians who embrace the Life Participation Approach to Aphasia. RCS: Yeah. In the article, the first vignette that I bring forward is the contribution of Denise, and Ann where they tell this story of a session, where they were working collaboratively with a client. The session by their account, did not go well. And as I mentioned earlier, Denise very bravely explains why in her opinion, it didn't go well. And she says, the speech language pathologist changed the subject, and ignored the social workers cues to continue the conversation. And so, a key opportunity was missed. And I thought so much about all of our missed opportunities, where we just don't have the lens to catch things that we don't see. So, they continue their story and tell us that they debriefed and obviously have a trusting relationship with each other. The interprofessional collaboration was enriched by that discussion. They go back and they resolve the issue. And it was a serious issue. It was a family secret that the client was carrying. And so of course, made me think about all the secrets that our clients carry. And what if you don't have a social worker to work with you? And so those of us who do are really, really, really fortunate. I think the contribution of social workers is significant. I think they inherently and as part of the learning, are engaged with learning about the therapeutic relationship, and also the tensions that arise from that, around professionalism and boundaries. And of course, their scope of practice naturally includes gathering information about goals, roles and interactions among family members and within social network. They are also interested in learning about clients and families before the health incident that caused the aphasia and of course, the impacts. So social workers de facto have always had a broader clinical gaze than we have. But of course, now with the Life Participation Approach, the model and the model of the A-FROM (Framework for Outcome Measurement in Aphasia), the model that Aura Kagan and a bunch of her colleagues have created. So, I think with these models we are catching up. And we are broadening our gaze and considering many, many more domains for our intervention. I think as we continue to understand the impact of aphasia, on all aspects of the client's life, we have no choice but to go there. And I think also in terms of the Life Participation Approach to Aphasia, which clearly puts the client at the center of the clinical endeavor, we've had to do our own dance, I guess. This again makes me think about Felicity Bright, drawing from sociology. She talks about our positionality in the therapeutic encounter and so we are no longer the expert. We are the expert guide, but the client is the expert of themselves. I'm not in a university setting, so I don't exactly know how students are being taught. I would imagine is such a tension between trying to teach the scope of our professional responsibilities and expertise, that I don't know exactly what's being taught. We need to shift these positions and to be open to partnering more with a client. I think we have to really follow and pay attention to the relay, a relationship-centered care framework. And Linda Worrell talks about this incredibly eloquently. She bases the work on the model that was developed for physicians. And, you know, talking about the fact that we as therapists, and our patients bring full dimensions of ourselves as people into the relationship. Thinking backward Aura challenged me, “You know, you can't leave yourself out the door, you came with yourself, even if you had to mark that moment when you transitioned, you came with yourself.” And so, as we are delving into clients lives and our position of power is changing, and we're opening ourselves to interrogating ourselves in a sense, based on how the clinical encounter proceeds. KS: Yeah. I love the thought of the broadening of the gaze. And your point to training clinicians, I think it's something that we really need to start paying attention to, early in the development. Just like you were sharing about your story with your own training and having someone be able to help you talk about, “Why are you sitting where you're sitting? Or  Why are you sharing with this? Or when this happened, by saying this, you shut, you shut the door or shut someone down about something that was very important to them.” I think it's, you know, really essential. I feel like, historically, we've ignored it or just expected that to happen after you get your knowledge about evidence-based practice knowledge. And I really feel like we need to be better at helping our students that were training into the field, to do such beautiful work to be able to develop themselves early on, so that they're able to better serve their clients and themselves really.  RCS: Yeah, yeah, absolutely. You know, one year I was at ASHA, and I went to a really powerful presentation, by the late Shirley Morganstein. And I looked around the hall. It was such a brilliant presentation. And I saw just older clinicians there. To your point, Katie, of, you know, you first learned this, and then you learn that. After the presentation, I went up to Shirley and we chatted, and there were a couple of other people standing around and just to your point of trying to get this in as early as possible. Kind of braiding it together the subjective and the objective. And just building that awareness, because the subjective enables the stronger version of the objective. KS: Absolutely. I think we've got work to do in that. I know you've been a guest speaker in the course that I teach. I've been fortunate to develop an elective called The Engaged Clinician: Our Behavior Matters. I think I've taught it for three or four years now. It's kind of viewed as a special time to be able to focus on that. And I think what's sad is that it shouldn't be special. It should be an integral part of how we train our workforce, our clinicians.  RCS: Yeah. And I think we're lucky that we are seeing a not a resurgence, but an emergence of interest. And we're seeing it from people who are thought leaders in our field and, you know, sort of narrower area. And so I think, it'll roll around. There's some really, there's some really amazing and powerful work being done right at the moment, which is exciting. KS: Absolutely. You mentioned earlier one of the vignettes. The article that you co-authored has six vignettes that provide examples of how SLPs navigated clinician-client boundaries. It's a fabulous article, it really is. I was wondering if you could pick one more to walk us through another vignette just to give us a flavor for the article. RCS: Sure, thank you. One of the exciting things is, some of these vignettes have been floating around in my brain for a while because I've, as I mentioned earlier, kind of after some of my colleagues. Each time I come back to them, I see something else, which is really enriching for me. And again, thinking about this talk today has given me some additional perspective. So. I will take you through one, and it's been Vignette #5. I titled all the vignettes, together with my second co-author, Melody Chan. We titled them to sort of give some clues. So, this is called Recognition as Relating. I'll just quickly read a small segment of this.  The SLP says, “the client was quite reserved, and he began telling me about his job. I could see that he took a lot of pride in it. And when I reflected that back to him, I said to him, ‘You're, quite a perfectionist.' He broke down and he cried. It was quite a moment because it was just one word.”  And as I think about this tiny little window into a clinical encounter, there is so much richness here. The client she was talking about an assessment encounter. She had just met the client for the very first time. It was not a long-standing relationship, and she recounts this piece that what had happened sort of at the beginning of the session is he had walked into the room, and he'd noted that the picture. There was a picture that was crooked. And so, he either commented, or he kind of adjusted it, I can't remember. And so, she was starting to form a picture in her mind. So, I think what happened was, it wasn't just one word. It was the fact that she's saw into this man. She saw into his identity, and she recognized who he thought he is. Who he is, his essential self. And I think what a moment for a person with aphasia, was had their whole life quickly, suddenly up ended by a very traumatic event. And his identity has sort of been shattered as well and stolen and all the words that that we use when we talk about identity. And here is somebody who he has never met. And she says, “I see you”. And that is incredibly powerful. And I think that my new reflection on this is that at that moment, the clinician must have been golden for him. Of course, I wasn't there. But I imagined that the level of engagement and connectivity must have spiked significantly. And so, I really have learned a huge amount from the work of Felicity Bright, and I'll talk about that in a little bit. But co-constructing engagement between a client and clinician is a relational act, it's happening with you pay attention to it or not, it's happening. The fabric is falling under the ground, it's happening. You're not seeing it. We're not seeing it. And so ultimately, the more engaged and connected a clinical encounter feels for the patient, the more positive the patient experience is, which leads to all kinds of positive foundational elements that allow a clinical encounter to be successful, and a therapy session to be successful, and a treatment approach to be successful. And so, for me in this vignette in this anecdote, the clinician is primed to look for identity. She knows how important this is. It didn't take any time. It took no time whatsoever. She still completed the assessment in the required amount of time. But that one thing, just hit the ball out of the park. It's such a powerful story to me. KS: It is what it is to me too. I'm a little teary and I've read the article before. But it you know, that's, you know what we're talking about. And not every session has to have that amount of power, but those little instances where they happen, weave together this stronger relationship where you're more willing and able to work collaboratively together, because there's this respect and trust.  RCS: Yeah.  KS: Thank you. Well, thinking about the critical incidents like the one you just walked us through with that vignette is really an integral part of developing who we are as clinicians or our clinical selves. And I know you've read a lot and examined this quite a bit in your experience, and particularly in your expertise in adult education. And I was hoping you could share a few tips for our listeners, who might be ready to expand their reflective practice. RCS: Absolutely, Katie. So, I think that the Master's in Adult Education was a direction that I really never thought that I would go. I had always thought that I would be interested in going back for either social work or psychology. I always had a deep interest in counseling. I think many of us who've ended up in this particular subset of a subset of a subset or subfield, many of us have this interest. But I was asked many years ago by a one different social work and speech pathology team to videotape a session that they were running with two couples were both in both instances, it was the husband who had had aphasia, they were doing a counseling, training kind of session. And so, sitting behind the camera, it became clear to me that I wanted to pursue what I'd always thought about, you know, you've heard that the seed from the very beginning, the whys and the hows of the clinical doing. It was clear, I didn't want to be the social worker, but I wanted to know what the social worker was thinking. And so somehow, I found my way to adult ed, and I think it served me really well. There was a lot of learning in something outside of our field, but certainly the, the field of teaching and learning, and education and pedagogy and teachers, and nurses really do a lot of self-examination. And so, there's been a lot of kind of building of theoretical models and thinking around what can help teachers and various other professionals look into this whole endeavor, or whether it be a clinical endeavor or a pedagogic endeavor. And so, I think one of the key things that I learned that I had to sort of sum up. There were two main areas, but I'll talk about what you've just raised, the reflective, is kind of thinking a little bit about both the reflective and the reflexive ideas. So reflective, to me is something that we tend to do afterwards. We reflect on how the session went. We pull things apart. And it's extremely valuable because it builds all kinds of muscles and lenses. But I think what became really clear to me, and what was really interesting was thinking about being reflexive, which would be in the moment of things happening, being able to identify it. And we don't always talk about that in our field. In in nursing there's a nurse educator called Patricia Benner and she talks about going from novice to expert. And I think that probably for those of us in the academy, that those are concepts that are well known to you. But we don't always talk about it out in the field. And so, reflexive is being able to make those tweaks as you go along. And, of course, that is what, whether you in the academy, or we're whether you're a field supervisor as I have been, it's what we're teaching our students. You know, make the adjustments as you go. Sometimes you can, and sometimes you can't, but look for them and see them. And then under being reflexive is critical reflexivity, which is understanding all about yourself, and how that impacts your environment. And so I think those were really, really key learning issues. And I just want to, I want to just take advantage of your question, Katie, if I may, and just go through one of the other vignettes that sort of demonstrates kind of reflexivity.  So, the clinician says, “I was scheduled for an assessment. And when I prepped and read the chart, I saw the client was a gentleman in his late 70s, early 80s. And I had an oh moment as I realized that this client was born in Germany, and that my own grandmother had survived the Holocaust. I did have a bit of a personal reaction to his potential life situation at that time, so I had to check myself in the moment, aka do a little moment of reflexivity. And I had to make sure that I wasn't showing the reaction to the client.” And the clinician realizes that having been attuned to her critical reflexivity, she says, “I guess in that moment, it was a point of growth. Because I didn't think that early on in my career, I would have been able to have that self-talk in my head, and still be able to carry on with the assessment.” So, I think, you know, she caught herself, she had that little conversation with yourself in that moment. It was a real moment of reflexivity. And I would imagine, I never have asked her that she's added that to her toolbox of critical reflexivity. And she now knows that about yourself a) what triggers her and b) what she can do about it. So, I think that was the big learning from adult age.  KS: And you know, that's just so important because, you know, we haven't really talked about this at all today and didn't really plan on it, but the aspect of stress levels and burnout and you know, taking care of ourselves as clinicians and, this work of reflection and reflexivity is helpful in helping us to navigate the really intense experiences that happen when you're living a clinical life. RCS: Yeah. Yeah. And there is I won't read the vignette, but the last vignette in the article is about is a clinician telling a story of how negative how negatively a client impacted her, because he embodied all the things that ran counter to her values of how she lived her life. And this tension of, you know, duty of care and intense dislike of somebody. And I think what we drew as a collective as our team from that, is there has to be a safe place. Back to your point about stress and burnout, there has to be a safe place that a clinician can come and say, I cannot work with this gentleman. Who does he not trigger? And if he does not trigger you, could you please be the one? And that's actually what we did. So, this is making time for reflection and reflexive talk, and is really important butt it has to be in a safe environment for clinicians. Yeah.  KS: Well, so, you know, I think most of us think about things like journaling or talking with colleagues. Not complaining with colleagues, but debriefing and really sharing about, where you were, where you were at, and what you were thinking and how you're feeling currently, you know, are really vital parts of our job. What are some of your top resources that you would recommend for someone who wanted to explore into this area? RCS: Yeah. Yeah, absolutely. So, I'll break him down into two major categories. The first one, I will just run off a couple of names within our field, whose work is so inspirational and so groundbreaking and continues to break ground, even if they've been saying and talking these thoughts for many, many years. So, I'm going to start there. I do have to talk about the impact that my boss Aura Kagan has had on me, and Nina Simmons-Mackie, Audrey Holland's work from being a student in South Africa was absolutely (inspiring). Discovering and falling upon this work, and this reading was just, you know, an absolute godsend. It felt like an oasis in a desert sometimes. So Audrey Highland, Jackie Hinckley's work, and Linda Worrall's work. Felicity Bright's' work. And Martha Taylor Sarno's work. I don't know if people have read and if it even possible to get hold of a lecture she once did called the James Hemphill Lecture or award or something that. These works just helped to open up an additional lens and an additional dimension. So those are people in our field. And Katie, classes like yours are also groundbreaking for clinicians to, as you said, to be learning early on. So those are really, really inspiring.  In terms of stepping out of our field, an area that has been extremely important and influential for me, is the area of Narrative Medicine, in all of its forms. And a lot of medical schools are starting to adopt the principles. Narrative Medicine comes out of the medical humanities. It involves using the arts to help clinicians see and think and develop what's called narrative competence. I'll give a shout out to a group of clinicians in Toronto who are using a Narrative Medicine framework for some student training. And we at the Aphasia Institute have jumped on board as they've allowed us into join them. This is very, very powerful in helping students write and tell stories from the perspective of the client. Very, very important. There so there are Narrative Medicine courses. The Narrative Medicine, Columbia, runs an incredible Narrative Medicine course and Jackie Hinkley will back meet up. We found each other at the course many, many years ago.  KS: Oh, that's fabulous! RCS: So, that that would be a strong recommendation, then on Twitter. And I do see sometimes speech pathologists, and whatever we do with Twitter. It's the handle the hashtag is #medhumchat. And it's sometimes worth just scrolling through there to get just great thoughts and ideas. I omitted to mention all of the clinicians who are part of that original Life Participation Approach to Aphasia core group, any of them and their work is really instrumental in in moving us forward in this domain. And finally, looking outside of the field into the field of maybe social work for courses. I was very fortunate to be able to take a two-year externship in family therapy. And the clinician is, well there's no way to hide in that field. And so, there's a lot of things that I learned and I'm thinking about it from there. And so, again, encouraging people to look outside of the field for any education.  KS: Thank you. I know you sent a list of some favorite reads and so we will have reference citations and some links in the show notes. We'll make sure to put the med hum chats hashtag in there also. So be sure to check out the show notes if you're listening and you're wanting to dig a little bit deeper into this. Rochelle, any thoughts that you'd like to share as we start to wrap up this conversation today? RCS: Yes, I'd like to just share just two final thoughts. The one is what you actually had said, Katie, you know, they are all these great resources out there, but there are a lot of things that clinicians maybe can do locally, in their own departments. And so, you know, not complaining, you said by talking about, both for the purpose of de-stressing, and for the purpose of deepening, and building lenses and muscles. One of my biggest learning opportunities, and I mentioned it early, has been to see and watch and hear and feel my colleagues working. I don't know if that's possible for people to do. You don't have to do it often, just once asked if you would be permitted to sit in and watch a session where you work, you know. You both see the same thing. And ideally, of course, like we do with students, sometimes if you can record it, but I know there are issues of time and privacy, those do get in the way. But at least looking for sort of things that are in place already, that you can just think about different topics. So, if there is a journal club, or case discussions, once in a while just shifting the focus onto some of these. Remembering the image of the mice underneath just to the tiny little piece, the liminal space underneath there, I think it could be really helpful. And I just am going to end off with a story. And a resource that I did not mention, Cheryl Mattingly, who is an anthropologist, who has watched occupational therapists, and I am not exactly sure how that came to be. But there's an incredible vignette that she tells, and I don't have the book because it's sitting in my office, and we're not yet back on site. But it's the story goes something like she observed a young occupational therapist, doing a session with a group of older gentlemen, possibly in a Veterans Hospital. And when she walked in, the gentlemen were, you know, they were in wheelchairs, they were hunched over, they were drooling, listing to one side. And the girl, the occupational therapist came in the clinician came in, and she sort of sat down. It took her a minute, and then she looked out the window, and she said, “isn't it you know a glorious day? “And then she said, “Oh, I'm really excited about my vegetable garden or something.” And I sort of get goose bumps. Katie, you had tears. And I've read this a million times. But suddenly, Cheryl Mattingly says these gentlemen sat up, stop drooling, paid attention, looked at the clinician, and she could imagine them in the gardens with a bottle of beer, leaning over digging into the beds, and it became a very animated discussion. And then she says, and then something happened, and the occupational therapist said, “Okay, now let's get to our task.” And whatever the task was, it was the most boring, soul-destroying task. And these men, that she had enlivened, and awakened, suddenly just became, like they were in the beginning. It's a beautifully rendered piece that she writes, and she said, she was just heartbroken. She was heartbroken for the men, but she was also heartbroken for the clinician, because she missed such an opportunity. And so, I would just encourage us to, you know, look for the opportunity look for the buddy, the buddy colleague who might have the same lens as you and build on that together and hopefully impact everybody around you.  KS: Thank you, Rochelle, this has really been a delightful conversation. So much to think about. And you inspired me, and I know our listeners will be thinking more about the important role that we have as clinicians as people as persons as in contributing to this thing we call therapy. So, thank you so much. It's been great to have you on the show.  RCS: Thank you so much, Katie. And thank you for your work.   On behalf of Aphasia Access, we thank you for listening to this episode of the Aphasia Access Conversations Podcast. For more information on Aphasia Access and to access our growing library of materials go to www.aphasiaaccess.org If you have an idea for a future podcast topic email us at info@aphasiaaccess.org. Thanks again for your ongoing support of Aphasia Access.   Websites and Social Media Aphasia Institute  https://www.aphasia.ca/   Aphasia Institute on Twitter @Aphasia_Inst    Links Mentioned in Episode Boundaries and Clinical Self Readings Cohen-Schneider, R., Chan, M. T., McCall, D., Tedesco, A. M., & Abramson, A. P. (2020). Spotlight on the clinician in the Life Participation Approach to Aphasia: Balancing relationship-centered care and professionalism. Perspectives of the ASHA Special Interest Groups, 5, 414-424. https://doi.org/10.1044/2019_PERSP-19-00025  Duchan, J. F., & Byng, S. (Eds.). (2004). Challenging aphasia therapies: broadening the discourse and extending the boundaries. Hove, East Sussex: Psychology Press. Penn, C. (2004). Context, culture, and conversation. In Challenging Aphasia Therapies (pp. 83-100). New York, NY: Psychology Press. Sherratt, S., & Hersh, D. (2010). “You feel like family…”: Professional boundaries and social model aphasia groups. International Journal of Speech-Language Pathology, 12(2), 152-161. doi:10.3109/17549500903521806 Walters, H. B. (2008, Fall). An Introduction to the Use of Self in Field Placement. In The New Social Worker: The Social Work Careers Magazine. Retrieved July 26, 2019 from https://www.socialworker.com/feature-articles/field-placement/An_Introduction_to_Use_of_Self_in_Field_Placement/  Kagan, A. (2011). A-FROM in action at the Aphasia Institute. Seminars in Speech and Language, 32(3), 216-228. doi:10.1055/s-0031-1286176   Clinical Engagement Readings Bright, F. A., Kayes, N. M., Cummins, C., Worrall, L. M., & McPherson, K. M. (2017). Co-constructing engagement in stroke rehabilitation: a qualitative study exploring how practitioner engagement can influence patient engagement. Clinical rehabilitation, 31(10), 1396-1405. doi: 10.1177/0269215517694678 Bright, F. A., Kayes, N. M., Worrall, L., & McPherson, K. M. (2015). A conceptual review of engagement in healthcare and rehabilitation. Disability and Rehabilitation, 37(8), 643-654. doi:10.3109/09638288.2014.933899   Kayes, N.M., Mudge, S., Bright, F.A.S., McPherson, K. (2015). Whose behavior matters? Rethinking practitioner behavior and its influence on rehabilitation outcomes. In K. McPherson, B.E. Gibson, & A. Leplege (Eds.), Rethinking Rehabilitation Theory and Practice (pp.249-271). Boca Raton: CRC Press, Taylor & Francis. Worrall, L., Davidson, B., Hersh, D., Howe, T., Sherratt, S., & Ferguson, A. (2010). The evidence for relationship-centred practice in aphasia rehabilitation. Journal of Interactional Research in Communication Disorders,1(2), 277-300. doi:10.1558/jircd.v1i2.277 Narrative Medicine Readings Charon, R. (2008) Honoring the Stories of Illness Oxford University Press. New York Hinckley, J. H. (2008). Narrative-based practice in speech-language pathology: Stories of a clinical life. San Diego, CA: Plural Publishing Inc. Medical Humanities Chat on Twitter @MedHumChat   #medhumchat

Pirmadienį (rugpjūčio 9 d.) „Tiek žinių“ vedėjas Timūras pasakoja apie grįžusį iškovotą aukso vertės sidabrinį L.Asadauskaitės medalį, apie sprendžiamą, bet neišspręstą migrantų krizę, raudoną signalą žmonijai uždegusią klimato ataskaitą ir paminėtas pernykščių Baltarusijos prezidento rinkimų metines. ✅ Svarbiausios dienos naujienos kiekvieną pirmadienį - ketvirtadienį čia ir „Laisvės TV“ YouTube kanale: https://youtu.be/EezKYfI8dvM Pirmadienį #TiekŽinių

Pasieniečiams leista neteisėtai į Lietuvą bandančius patekti žmones apgręžti - neleisti patekti į Lietuvos teritoriją, nukreipti į pasienio punktus arba artimiausią diplomatinę atstovybę.Kijeve negyvo rasto „Baltarusių namų Ukrainoje“ vadovo Vitalijaus Šyšovo draugas: jau anksčiau būta perspėjimų, kad aktyvistui gresia susidorojimas.Per pirmąjį šių metų pusmetį į Lietuvą atvyko maždaug septintadalis įprasto turistų iš užsienio srauto.Ved. Aleksandras Dvojeglazovas

Trečiadienį (birželio 23 d.) „Tiek žinių“ vedėjas Timūras pasakoja apie incidentą Juodojoje jūroje, minimas 80-ąsias Holokausto pradžios metines, penkias Lukašenkos gedėjimo stadijas ir astronautų atrankoje dalyvaujančius lietuvius. ✅ Svarbiausios dienos naujienos kiekvieną pirmadienį - ketvirtadienį čia ir „Laisvės TV“ YouTube kanale: https://youtu.be/D4IflaUzTMg Trečiadienį #TiekŽinių

Pandemija ir karantinas sukčių nesustabdė, o gyventojams padaryta žala siekia puspenkto milijono eurų.Taip pat laidoje apie tai, kokiomis savybėmis turėtų pasižymėti šiuolaikinis žmogus.Šiemet norinčių kelti vestuves - rekordiškai daug. Vestuvių planuotojai vos spėja suktis. Ar daugiau užklausų poilsiui bei šventėms sulaukia ir kaimo turizmo sodybų šeimininkai?Gyventojai skundžiasi, kad savo jėgomis beveik neįmanoma sumokėti muito mokesčių už siuntinius iš trečiųjų šalių.Lenkijoje vakar į gatves išėjo tūkstančiai protestuotojų, remiančių teisę į nėštumo nutraukimą. Pokalbis su viena organizatorių.Ved. Darius Matas

Per karantiną padaugėjo darbo ginčų. Dėl ko jie kyla, kaip sprendžiami, kada ir dėl ko verta inicijuoti darbo ginčą? Kaip nepadaryti klaidos surašant ieškinį?Lietuvos teismų diena. Kokie pagrindiniai teismų iššūkiai, kaip juos ketina spręsti naujos sudėties Teisėjų taryba?Perspėjimas dėl Europoje fiksuojamos pinigų mulų verbavimo bangos.Laidoje dalyvauja: advokatė Rūta Didikė, Teisėjų tarybos pirmininkė, Lietuvos Aukščiausiojo Teismo Civilinių bylų skyriaus vadovė, laikinai einanti teismo pirmininko pareigas Sigita Rudėnaitė, Teisėjų tarybos pirmininkės pavaduotoja , Lietuvos apeliacinio teismo teisėja Egidija Tamošiūnienė, Lietuvos bankų asociacijos Finansinių nusikaltimų prevencijos komiteto pirmininkas Audrius Šapola.Ved. Artūras Matusas

Perspėjant dėl koronaviruso pasekmių psichikos sveikatai – pritarta pagalbos planui./Vaikams grįžus į darželius – raginimai įstaigose atsargiau naudoti dezinfekcinį skystį./Socialinės apsaugos ir darbo ministras skeptiškai vertina siūlymui mažinti GPM. /Visose savivaldybėse, išskyrus Birštoną ir Pakruojį fiksuoti koronaviruso atvejai, kodėl?/Medikai teigia iki šiol nesulaukiantys žadėtų socialinių garantinių. Norite išgirsti daugiau? Visą LRT RADIJO laidos „Ryto garsai“ įrašą rasite čia: https://www.lrt.lt/mediateka/audio/radijo-laidos/ryto-garsai

Pierre Verluise est docteur en géopolitique et directeur du Diploweb.com. Il a dirigé la publication de l'ouvrage "Histoire, géographie et géopolitique de l'Union européenne". Il retrace ici l'historique de la construction européenne et surtout les défis qui attendent l'UE aujourd'hui : le poids de l'Allemagne, le Brexit, la position de la France, la question de l'Europe centrale et du groupe de Visegrad. Entretien réalisé par Jean-Baptiste Noé.

Šiame epizode Marija Kavtaradze ir Vytautas Katkus kartu su svečiu - režisieriumi ir savo draugu Andriumi Blaževičiumi aptarinėja pagrindines Oskarų kategorijas, spėlioja nugalėtojus ir nominantams dalina Youngblood kino apdovanojimus (juokingiausia scena, gražiausias rūba, geriausias bučinys ir kt.).Perspėjimas: DAUG SPOILERIŲ apie nominuotus filmus!

Kaip barsukas elgiasi šį pusiaužiemį? Pasaulio visuomenė perspėjama: gyvoji gamta mūsų rankose.Ką galime ir turime daryti kiekvienas.Kada Lietuvoje giedos papūgos?Ved. Selemonas Paltanavičius ir Audronė Šopagaitė.

Specialistai sako, kad elektroninės cigaretės nėra tinkama priemonė rūkaliams, mėginantiems atsikratyti šio žalingo įpročio.Druskininkų taryba prašo Vyriausybės leidimo Vijūnėlės „dvarą“ perimti visuomenės reikmėms. Kur yra ribos, kritikuojant sportininkų išvaizdą?Ukrainai išsirinkus naująjį parlamentą laukiama, kad šalyje bus peržiūrėta reformų programos pažanga, ypač kovoje su korupcija. Kokių tarptautinių aktualijų laukti šią savaitę?Apžvelgia Lukas Kivita.Kaip po rekonstrukcijos pasikeitė eismas Kauno Aleksoto tiltu?Sportas. Ved. Madona Lučkaitė.

Pierre Verluise est docteur en géopolitique et directeur du Diploweb.com. Il a dirigé la publication de l'ouvrage "Histoire, géographie et géopolitique de l'Union européenne". Il retrace ici l'historique de la construction européenne et surtout les défis qui attendent l'UE aujourd'hui : le poids de l'Allemagne, le Brexit, la position de la France, la question de l'Europe centrale et du groupe de Visegrad. Entretien réalisé par Jean-Baptiste Noé.

Konstitucinis Teismas paskelbė, kad Miškų įstatymo pataisos, įteisinusios urėdijų pertvarką, prieštarauja Konstitucijai.Vis daugiau pasaulio įmonių praneša atsisakančios socialinių tinklų paskyrų dėl jų neefektyvumo ir nuo šiol bendradarbiausiančios su nuomonės formuotojais. Specialistai tokį žingsnį kritikuoja, nes taip įmonės gali prarasti dalį tikslinės auditorijos.Švietimo, mokslo ir sporto ministras Algirdas Monkevičius aptars švietimo įstaigose atlikto audito išvadas.Šiandien, likus 8 min iki vidurdienio, bus tikrinama Perspėjimo sistema.Europos Parlamentas pritarė, kad nuo 2022-ųjų metų gegužės Europos Sąjungoje naujai parduodamuose automobilių modeliuose turės būti įdiegtos gyvybes gelbstinčios technologijos.Gestų kalbos vertėjų asociacija šiais metais švenčia savo veiklos 10-metį.Lietuvos radijo klausytojams ir televizijos žiūrovams puikiai žinoma Bernadeta Lukošiūtė ar Teta Beta šiandien švenčia savo gimtadienį. Šiandien Santariškių medicinos miestelyje vyks akcija „Nebūk trombas!“, kuria siekiama atkreipti dėmesį į automobilių parkavimo ir viešojo transporto aktualijas šioje visai Lietuvai svarbioje vietoje. Rusijos režisieriaus Vitalijaus Manskio dokumentinė juosta „Putino liudytojai“.Paryžiaus Dievo Motinos katedros gaisras: ekspertai aiškinasi, kokia žala padaryta meno kūriniams, relikvijoms.Taip pat laidoje – orai, spaudos ir sporto apžvalga. R.Valatkos komentaras. Kultūros renginiai. Ved. Giedė Čiužaitė.

A special farewell episode to Adam and Lorraine. Featuring music from both. Phoenixx podcast will now be taken over by new host soon to be announced. Many thanks for your continued support. ADAM BUCKERIDGEFEATURED SONGS 1)LULLABY OF REDEMPTION 2) FOLLOW THE SKY 3) MECHANISM link for Lullaby of Redemption video: https://www.youtube.com/watch?v=UuM9byvHGnE Social Media: https://twitter.com/gratefullullabywww.facebook.com/gratefullullabies/Soon, the entire PerspƎctive EP will be available to download from: https://soundcloud.com/lullabiesofredemptionLORRAINE LIONHEART FEATURED SONGS 1) LOVE ME CRAZY (from the album 212) 2) ZIGI ZIGI (from the album its not for free)www.lorrainelionheart.com Facebook : https://en-gb.facebook.com/lorrainelionheart/ Instagram :https://www.instagram.com/lorraine_lionheart/?hl=en Twitter :https://twitter.com/LLHofficial Youtube :https://www.youtube.com/channel/UCBOc7kTUcV0zkzo8sKvIUxwThis podcast is powered by Pinecast.

Lietuvos ir pasaulio politikai nevengia seksistinių pasisakymų moterų adresu, tad šiandien Laikykitės ten TOPe – politikų "užvažiavimai" ant moterų. Perspėjam Trumpo ir Berlusconi nebus. Neturim tiek laiko.

Žinios iš Lietuvos ir pasaulio. Priėmimo į aukštąsias mokyklas rezultatai. Prasideda Jūros šventė. Karšti orai: gydytojo patarimai. Perspėja gelbėtojai.

Žinios iš Lietuvos ir pasaulio. Priėmimo į aukštąsias mokyklas rezultatai. Prasideda Jūros šventė. Karšti orai: gydytojo patarimai. Perspėja gelbėtojai.

Trečiadienio popietę visoje Lietuvoje kauks sirenos – vyks Perspėjimo sistemos patikrinimas, o gyventojai apie tai savo išmaniuosiuose telefonuose turėtų gauti pranešimus. Tačiau ar esame pasirengę situacijoms, kada pavojus būtų ne menamas, o tikras? Kokioje būklėje šiuo metu yra mūsų civilinė sauga?Priešgaisrinės apsaugos ir gelbėjimo departamento Civilinės saugos valdybos viršininkas Jūris Targonskas, Buvęs vidaus reikalų ministro patarėjas Arnoldas Pikžirnis,Lietuvos kariuomenės Jungtinio štabo ir karių bendradarbiavimo valdybos vyr. specialistas Eugenijus Vaicekauskas.

Kodėl Zika virusas plinta tokiais sparčiais tempais? Manoma, kad jis gali paveikti iki 4 milijonų žmonių. Perspėjama, kad žmogaus teisių padėtis Egipte dar niekada nebuvo tokia bloga. Kaip praėjus penkeriems metams po revoliucijos gyvena naują diktorių turinti šalis?Kokių prieštarų kelia naujas tarptautinio olimpinio komiteto nutarimas leisti translyčiams sportininkams varžytis olimpiadose ir kitose tarptautinėse varžybose be lyties keitimo operacijos.

Kodėl Zika virusas plinta tokiais sparčiais tempais? Manoma, kad jis gali paveikti iki 4 milijonų žmonių. Perspėjama, kad žmogaus teisių padėtis Egipte dar niekada nebuvo tokia bloga. Kaip praėjus penkeriems metams po revoliucijos gyvena naują diktorių turinti šalis?Kokių prieštarų kelia naujas tarptautinio olimpinio komiteto nutarimas leisti translyčiams sportininkams varžytis olimpiadose ir kitose tarptautinėse varžybose be lyties keitimo operacijos.