About the Project
Current models of healthcare put the clients at the centre of care and ensure that services should involve both clients and their families/carers (e.g. NHS principle 4 and NHS value “working together for patients”). Parental involvement is seen as a pivotal aspect for successful speech intervention (e.g. Watts Pappas et al., 2008) and the majority of speech and language therapists (SLTs) involve parents/carers in the provision in some way (Sugden et al., 2017, Oliveira et al., 2015). A family-centred model, which involves the whole family, builds positive relationships, and invites all agents of change to participate in the decision-making process, is seen as beneficial (Bamm & Rosenbaum, 2008). It has also recently been recognised that we need further evidence about how parent/carer-child interactions can positively influence intervention outcomes (Law et al., 2017). However, for a successful partnership between SLTs and parents/carer, a range of potential challenges need to be considered and overcome (including e.g. workplace/setting barriers such as time constraints, parent/carer barriers such as beliefs or cross-cultural differences).
This is a two-staged project; stage I aims to adapt a family/carer-centred model, identify potential barriers and design in partnership with up to ten parents/carers (conducting focus groups) a model for speech intervention that involves parents/carers at different stages of the intervention process (including goal setting, implementation, home environment/practice). Families from different cultural and socio-economic backgrounds will be recruited to include a multifaceted view. The use of different means of intervention (including e.g. information videos for parents, online tutorials, distance feedback sessions via FaceTime or Skype, therapy material) will be reviewed for inclusion as well. During stage II, the newly designed intervention will be implemented and compared to a more traditional approach of speech intervention (experimental design: between-participant comparison, non-random assignment), including a minimum of 20 children (aged between 3;00-4;00) and their families. Participants of both intervention groups will be matched for age, gender, and socio-economic status (measured by the Index of Multiple Deprivation and maternal education).
The focus will be on preschool children with speech difficulties and speech therapy for the following reasons: 1. The prevalence rates are high (15.6% for 3-year olds, see Campbell et al., 2003); 2. A significant proportion of SLTs’ current workload are children with speech difficulties (Joffe & Pring, 2008; Dockrell, Ricketts, & Lindsay, 2012); 3. Children with speech disorders are at high risk for literacy deficits (e.g. Hayiou-Thomas et al., 2017); 4. There is some sound evidence that speech therapy is effective (e.g. Baker & McLeod, 2011; WhatWorks Database: http://www.thecommunicationtrust.org.uk/projects/what-works/whatworkssearch.aspx).
In sum, this study will significantly contribute to our understanding of best practice (including the NHS’s principles and values) and how different agents of change can be involved in the intervention process most effectively.
If you have any questions about the project or are planning to submit an application, please contact Dr Blanca Schaefer ([Email Address Removed]).
Funding Notes
The Faculty Scholarships for Medicine, Dentistry & Health cover fees and stipend at Home/EU level. Overseas students may apply but will need to fund the fee differential between Home and Overseas rate from another source.
The PhD is suited to candidates with an academic background in Speech and Language Therapy. The following would be an advantage: a) knowledge of speech development and disorders in children,
b) knowledge of speech intervention approaches,
c) experience of working with children,
d) experience of conducting assessments with young children.
Continue with Facebook
