Upload
others
View
2
Download
0
Embed Size (px)
Citation preview
CLINICALSPEECHANDLANGUAGESTUDIESSCHOOLOFLINGUISTIC,SPEECHANDCOMMUNICATIONSCIENCES
JUNIORSOPHISTERMODULEHANDBOOKACADEMICYEAR:2018-2019
JFHandbook2018-2019 1
CONTENTSPAGE
Informationonthishandbook
LetterofWelcome 4
Introduction 5
StaffInformation,RoleandContactDetails 6
GeneralDepartmentInformation 9
ProgrammeRegulations 11 CodeofProfessionalConduct 14 HealthandSafety 15 TeachingandLearning 16 ProgrammeOverviewandLearningOutcomes 19 ProgrammeRegulationsandAcademicProgress 32
GeneralInformationonAssessmentandSubmissionofCoursework 35 Examinations 36 ConductofExaminations 38 AccesstoScriptsanddiscussionofperformanceatexams 38 Plagiarism 40 ScholarshipandDepartmentAwards 43 TermDates 45 DepartmentFacilities 46 Modules 47
SampleForms AssignmentSubmissionForm ApplicationFormforlatesubmissionofcoursework SampleAssignmentFeedbackForm EssayMarkingCriteria SampleEssayEvaluationForm SamplecopyoffrontpageofExaminationBooklet
JFHandbook2018-2019 2
GLOSSARY
SLSCS SchoolofLinguisticSpeechandCommunicationSciences
CSLS ClinicalSpeechandLanguageStudies
CLCS CentreforLanguageandCommunicationStudies
CDS CentreforDeafStudies
JFHandbook2018-2019 3
ANOTEONTHISHANDBOOK
ThishandbookappliestoallstudentsintheDepartmentofClinicalSpeechandLanguageStudies.ItprovidesaguidetoimportantinformationregardingtheDepartmentandcourseworkandwhatisexpectedofyouon
thisprogramme,aswellastheacademicandpersonalsupportsavailabletoyou.Pleasecheckhttp://mymodule.tcd.ie/formoredetailedinformationonmodulesandclinicalwork.
Theinformationprovidedisaccurateattimeofpreparation.Anynecessaryrevisionswillbenotifiedto
studentsinwriting,throughemail,andwillbepostedontherelevantStudentNoticeBoard,locatedinthe
StudentPreparationArea.Itistheresponsibilityofeachstudenttoregularlychecktheirownemailand
noticeboardsforupdatesorchanges,etc.
Remember,atregistrationyouwillreceiveacopyoftheCalendarRegulationsthatgovernyourcoursefor
thisyear.Pleasenotethat,intheeventofanyconflictorinconsistencybetweentheGeneralRegulations
publishedintheUniversityCalendarandinformationcontainedincoursehandbooks,theprovisionsofthe
GeneralRegulationswillprevail.
Alternativeformsofthishandbookcanbemadeavailableonrequest.
JFHandbook2018-2019 4
LetterofWelcome
DearStudent,
Welcome(orwelcomeback)totheDepartmentofClinicalSpeech&LanguageStudies.IwouldliketoextendaspecialwarmwelcometoourincomingJFstudents.Ihopeyouareallreadyforabusybutexcitingacademicyearahead.
Wearefortunateinhavingacohortofstudentswhoaretypicallybright,enthusiasticandwhohavepotentialtomakeastrongandvaluablecontributiontotheprofessionofSpeechandLanguageTherapy.CoretoourteachingphilosophyintheDepartmentisrespondingtoandsupportingthecuriousmind.Weareheretonurturethatcuriosity,bycontinuingtoexposeallofourstudentstoadeep,rich,stimulatingandenjoyablelearningenvironment.Ourteachingteamisenergetic,committedandhighly-motivated,witheachstaffmembersupportedbyhis/herownstrongresearchandclinicalbackground.Atalltimes,westrivetogiveourstudentsthebesteducationalexperiencewecanoffer,anexperiencethatisnotonlyofahighstandard,butonewhichcontributestotheobjectiveoflife-longlearningandenquiry.
Overtheyearahead,pleasedon’tbeafraidtolooktoothersforsupportwhenyouneedit.RememberthatyourTutors,andweintheDepartment,areheretosupportyouandyourlearninginaspiritofco-operationandmutualrespect.
Iwisheachandeveryoneofyoutheverybestofluckwithyourstudiesinthemonthsahead.
DrMargaretWalshe,
HeadofDiscipline,
DepartmentofClinicalSpeech&LanguageStudies.
September2018
JFHandbook2018-2019 5
Introduction
TheDepartmentofClinicalSpeechandLanguageStudies(CSLS)isoneofthreecomponentsoftheSchoolofLinguistic,Speech&CommunicationSciences,intheFacultyofArts,HumanitiesandSocialSciences.TheoverallHeadofSchoolisDrMartineSmithandtheHeadofDisciplineisDrMargaretWalshe.
EachunitwithintheSchoolisledbyaHeadofDiscipline/Department,aslistedonp.7.TheSchoolalsohasthreeDirectors,addressingtheareasofUndergraduateandPostgraduateTeachingandLearning,aswellasResearch.StudentinvolvementisencouragedacrossalllevelsofSchoolactivities.
PostalAddress/Contactinformation:DepartmentofClinicalSpeechandLanguageStudies,7–9SouthLeinsterStreet,Dublin2
ThemaincontactforthedepartmentisthroughReceptionOffice:
Phone01-8961496
OPENINGHOURS
Accessto7-9SouthLeinsterStreetisregulatedbyoutsidesecurityservices.
DuringLectureTerm,thestudentpreparationareaandotherareasonthegroundfloorareopentostudentsatthefollowingtimesonly:
Monday–Friday 9.00a.m.–5p.m.
Lecturesmaybescheduledintheteachingroomonthefirstfloor(Room103-104)afterthattime,asnotedinstudenttimetables.Studentsareresponsibleforremovingtheirbelongingsfromallgroundfloorroomsbeforethelock-uptimeplease.
PleaseensureyoureadtheSafetyInformationincludedinthishandbookandfamiliariseyourselfwithsafetyprocedureswithinthebuilding.
Outsidenormallectureterm,andparticularlyoverthesummermonths,restrictedopeninghoursapply.Studentsareadvisedtoarrangepriorappointmentswithstaff,andtocheckwhethertheymaybeabletoaccessanyequipmentrequired,beforecomingtotheDepartmentduringtheseperiods.
ThebuildingisclosedtostudentsatweekendsandBankHolidays.
JFHandbook2018-2019 6
StaffInformation,roleandcontactdetails
STAFFINFORMATION/CONTACTS
HeadofSchool(SLSCS) Dr.MartineSmith
DirectorofTeachingandLearning(Undergraduate) Dr.PaulineSloaneTeachingandLearning(Postgraduate) ProfJohnSaeed
DirectorofResearch Dr.IreneWalshe
HeadsofDisciplineCSLS Dr.MargaretWalshe
HeadofDisciplineCLCS Dr.ChristerGobl
Membersofstaffcanbeconsultedindividually,orattheregularstaffmeetingsthatClassRepresentativesmayattend.Eachmemberofstaffhasmanydifferentresponsibilities,anditcanoftenbedifficulttomeetwithastudentunlessanappointmenthasbeenpre-arranged.Effectivetimemanagementisalifeskillthatwillstandyouingoodsteadthroughoutyourstudentandprofessionalcareer.Somequestionsaremoreeasilyansweredifyoucheckthroughthevarioushandbooksyouhavebeengiven(ortherelevantwebpages/Blackboardetc.),beforetryingtoconsultwithastaffmemberinperson.
Oftenemailisthemostefficientandeffectivewayofmakinganappointmentwithindividualmembersofstaff.Contactinformationisasfollows(allofficesareat7–9SouthLeinsterStreetunlessotherwisestated):
Name Contactnumbers
E-mailaddress RoomNo
Dr.MargaretWalsheHeadofDiscipline
018962382 [email protected] 107
Dr.PaulineSloane 018961494 [email protected] 109Dr.MartineSmith 018962027 [email protected] 106Dr.CarolineJagoe 018964029 [email protected] 101CiaranKenny 018964370 [email protected] 124Dr.IreneWalsh 018962382 [email protected] 102Dr.KathleenMcTiernan
018962947 [email protected]
110
Dr.JulieRegan 018961492 [email protected] 108Dr.FrancescaLaMorgia 018964370 [email protected] 124Dr.DuanaQuigley(PracticeEducationCo-ordinator)
018961336 [email protected] 103
SarahRyan 018961588 [email protected] 105KatieGriffin 018961496 [email protected] Reception
JFHandbook2018-2019 7
MEMBERSOFSTAFFDr.MargaretWalshe. HeadofDisciplineandAssociateProfessor inSpeechandLanguagePathology;CoDirectorofTaughtPostgraduateProgram;lecturesonacquiredmotorspeechdisorders,dysphagia,researchmethods and evidence based practice within the postgraduate courses. Main research interests includeevidence-basedpractice;outcomemeasurementincommunicationimpairmentanddysphagia.Dr. IreneWalsh. Associate Professor in Speech and Language Pathology andDirector of Research SLSCS;lectures on discourse analysis, developmental language disorder and language and communicationdisorders associated with mental health disorders. Research interests include: discourse analysis inclinical/non-clinical interactionsand in themedia; languageandcommunicationdisordersassociatedwithmentalhealthdisorders;professionaleducationandidentity.Dr.Martine Smith. Head of School; Associate Professor in Speech and Language Pathology: lectures ondevelopmentalspeechandlanguagedisabilities,andaugmentativecommunication.Mainresearchinterestsare in augmentativeandalternative communication (AAC), languageacquisition in atypical circumstancesandlanguage-literacyconnections.DrPaulineSloane.DirectorofTeachingandLearning (Undergraduate);AssociateProfessor inSpeechandLanguage Pathology; lectures on pre-clinical skills, voice and vocal health problems; assessment andintervention indisordersof voice. Special interest in vocalhealthproblemsand relateddisorders suchasreflux,coughandirritablelarynxsyndromeandpsychogenicvoicedisorders.Dr. Kathleen McTiernan. Assistant Professor in Psychology; lectures on social and developmentalpsychology; cognitive neuropsychology; research design, methodology and statistics and counselling. Dr.McTiernan also coordinates the Sophister projects. Main research interests include ADHD; education,learningandwellbeing;communicationdisordersandlinkedpsychosocialissues.Dr.Caroline Jagoe.AssistantProfessor inSpeechandLanguagePathology; lecturesonacquired languageand communication disorders within the undergraduate and postgraduate programmes. Main researchinterests relate to enhancing community engagement of peoplewith acquired communication disorders;reciprocal relationship between community engagement and wellbeing; language and communication inadultswithmentalhealthdisorders;applicationofRelevanceTheorytoacquiredcommunicationdisorders;communicationdisordersandissuesofaccessindevelopinganddevelopedcountries.
Dr. Julie Regan. Assistant Professor in Speech and Language Pathology; lectures on dysphagia,dysarthriaandadultneurology.PostgraduateMScsupervisionandPhDsupervisioninthefieldofdysphagia.Researchareas in adult dysphagia, focusing on the instrumental evaluation of swallowing, with a focus onvideofluoroscopy, endoscopy, the functional lumen imaging probe (FLIP) and high resolutionmanometry.Main researchinterests are in neurogenic and oesophageal dysphagia and the efficacy of swallowrehabilitationinbothpopulations.
Ciaran Kenny. Assistant Professor in Speech Pathology. Co-ordinator of Taught M.Sc Programme.Backgroundincomputationallinguistics,withaninterestinapplicationsoftechnologytoclinicalassessmentand therapy.Clinical and research interests invoice and swallowingdisorders including:voicediagnostics,laryngopharyngealreflux,dysphagiawithinoncologyandpalliativecarepopulations.
JFHandbook2018-2019 8
Dr. Francesca LaMorgia. Assistant Professor in Clinical Speech & Language Studies (Part-time); teachesResearchMethods and Statisticswithin theMSc in Clinical Speech and Language Studies.Main researchinterestsincludechildlanguagedevelopmentandbilingualism.Dr. Duana Quigley, Practice Education Co-Ordinator. Co-ordinates student clinical placements, deliversclinical tutorials in collaborationwithPracticeTutors,and lecturesonEthicsandProfessionalStudiesandReflectiveStudies.Mainclinicalandresearchinterestsareintheareasoflanguageenrichmentforchildren,both preventative and targeted, and inter-professional practice between speech and language therapistsandeducators.SarahRyan.ExecutiveOfficer.KatieGriffin.ExecutiveOfficer/Receptionist.
Inadditiontothefulltimemembersofstaff,somelecturersfromotherDepartmentsinCollegecontributeto the courses given in the Department, as do practising Speech and Language Therapists and otherprofessionals.
PleasekeeptheExecutiveOfficer(SarahRyan)andyourTutor informedofyourup-to-dateaddressandcontactnumber.NotifytheStudentRecordsOffice ifyouchangeaddress.DonotusetheDepartment’saddressforyourpersonalmail.
RolesandResponsibilities:
1. The Director of Teaching & Learning (Undergraduate) has responsibility for, for example, coursedevelopmentandpromotion;articulatingthepositionoftheSchoolinstudentcasesand-togetherwiththeHeadofSchoolandHeadsofDiscipline-ensuringadequateteachinginfrastructureandexaminationofmodules.
2. The Head of Discipline acts as the contact person for student representatives in relation to year-relevant academic queries. These queries may also be brought to staff meetings by the studentrepresentatives (e.g. specific queries in relation to curriculum content, timetabling, examination andassessmentissues),asappropriate.
3. TheModuleco-ordinatoractsasthecontactpersonforstudentrepresentativesinrelationtomodule-relevant academic queries, monitors student attendance, through reports submitted by individuallecturers from attendance taken at PBL group meetings, lectures, seminars and tutorials and liaisesdirectlywiththeHeadofDiscipline(DrMargaretWalshe)andDirectorofUndergraduateTeachingandLearning(DrPaulineSloane),asnecessary.
JFHandbook2018-2019 9
GENERALINFORMATION-
StudentSupportandServices
ItisreallyimportantthatyouareawareofthestudentsupportservicesthatareavailabletoyouduringyourtimeinCollege.TheStudentSupportServiceshaveputtogetheraStudentServicesbookletsothatyoucanseeataglance,theservicesthatcanhelpsmoothyourpaththroughCollege.Youareencouragedtoaccesswhateverserviceorhelpyouneedandwheneveryouneedit.Asthenamesuggest,theseareyourservices,sodon’tbeafraidtousethem.
www.tcd.ie/studentservices
SeniorTutorandTutorialService
YourTutor
UndergraduatestudentsareassignedaCollegeTutorwhentheyareadmittedtoCollege.Onregisteringyoushould have received a handbook describing the role of the tutor, please refer to this for generalinformationrelatingtotheroleoftheTutor.
WhatisaTutor?A Tutor is a member of the academic staff who is appointed to look after the general welfare anddevelopment of the students in his/her care.Whilst the Tutormay be one of your lecturers, the role ofCollegeTutor isquite separate fromthe teaching role.Tutorsarea firstpointof contactanda sourceofsupport,bothonarrivalinCollegeandatanytimeduringyourtimeinCollege.TheyprovideCONFIDENTIALhelpandadviceonpersonalaswellasacademicissuesoronanythingthathasanimpactonyourlife.Theywillalso,ifnecessary,supportanddefendyourpointofviewinyourrelationswiththeCollege.
For example, youwould contact your Tutor for help and advice on issues such as: course choices; examresults;familyconflicts;bereavement;financialdifficulties;takingayearout,andotherissues.Pleasenotehowever,thattheTutorisnotasupervisorofstudies.
StudentsareadvisedtochecktheStudentInformationSystemtoidentifytheirownCollegeTutorwhohasbeenassignedtothem.Forfurtherinformationpleasereferto:
https://www.tcd.ie/Senior_Tutor/your-tutor/
JFHandbook2018-2019 10
MatureStudentOffice
TheMatureStudentOffice inTrinityCollege ispartof theTrinityAccessProgrammes(TAP).TheMatureStudent Office provides advice and support to both prospective and current undergraduate maturestudents.
ContactDetails;
Telephone:(01)8964708or
Co-CurricularActivities
Studentlifeextendsfarbeyondtheclassroom.Joiningasocietyorsportsclubwillhelpyoutakeadvantageof everything College has to offer to create the “Trinity Experience” . Whether you are a recreationalathleteoranelitecompetitor,there isaclubtosuityou.Choosefromover50sportsclubs inarangeofdisciplines.
If you are not into sport, Trinity has over 120 Societies which attract dynamic members from all overCollege.Fromarts,culture,politicsanddebatingtovoluntarywork,advocacyandmusic,youaresuretofindyourniche.
Membershipoftheseclubsandsocietieswillprovideyouwithanopportunitytointegrateyourknowledge,skillsandcompetencies,acquiredthroughthetaughtcurriculumwithwhatyouhavelearnedinthelectureroom.
Web;http://www.trinitysocieties.ie
DublinUniversityCentralAthleticClub-DUCACDublinUniversityCentralAthleticClub (DUCAC) is thegoverningbody forSportClubsatTrinity.DUCAC isresponsiblefortheoveralladministrationofDUSportsClubsincooperationwithClubOfficersandfortheirinterests and development in Trinity. An Executive Committee and other sub-committees oversee thebusiness affairs of DUCAC, including the Pavilion Bar. DUCAC receives funding from the CapitationCommitteeattheUniversityandsupplementsitsincomewithapercentageofprofitsfromthePavilionBar.
JFHandbook2018-2019 11
StudentRepresentationStructures
STUDENTINFORMATIONSYSTEM(SITS)
Accessviamy.tcd.ie<https://my.tcd.ie/>
Collegeoperatesastudentinformationsystemwhichisaccessibletoallstaffandstudentsviathewebportalmy.tcd.ie<https://my.tcd.ie/>
ThismeansthatalmostallcommunicationsfromCollegearesenttoyouviayouronlineportalwhichwillgiveyouaccesstoan‘intray’containingyourmessages.Youwillalsobeabletoviewyourtimetablesonline,bothforyourteachingandforyourexaminations.Allfeeinvoices/payments,studentleviesandcommencementfeesareissuedonlineandallpaymentsarecarriedoutonline.Youwillbeabletoviewyourpersonaldetailsinthenewsystem–somesectionsofwhichyouwillbeabletoedityourself.Endofyearexaminationresultswillbecommunicatedtoyouviatheonlineportal.
StudentRepresentation
TheDepartmentofClinicalSpeechandLanguageStudiesisthelongest-establishedcourseinSpeechandLanguageTherapyinIreland.CurrentlytheDepartmentoffersafour-yearhonorsdegreeleadingtoaBScClinicalSpeech&LanguageStudies,aswellasasuiteoftaughtMScandPostgraduateDiplomacourses,coveringarangeofspecialisttopicsincludingchildlanguage,acquiredlanguagedisordersanddysphagia.Inaddition,postgraduatestudentspursueresearchdegrees(MScandPhD),underthesupervisionofstaffwithintheDepartment.StudentrepresentationStudentrepresentationiswelcomedatmanydifferentlevelswithintheDepartmentandtheSchool.Twostudentrepresentativesshouldbeelectedbyyourclassatthebeginningofeachacademicyear.
Departmentalmeetings:EachyeargroupisentitledtoelectTWOclassrepresentativestoattenddepartmentalmeetings,heldtwiceeachterm.Atthisforum,representativesareinvitedtocontributetodiscussionsonmattersrelevanttoundergraduateeducationwithintheDepartment,andtoraiseanyconcernsonbehalfoftheiryeargroup.StudentsareaskedtoadviseSarahRyan(oftheelectedrepresentativesassoonaspossible.
ClinicalForum:AClinicalForumisheldeachtermtodiscussanymattersrelatingtothepracticeeducationprogrammethatmayariseduringtheacademicyear.Studentsareinvitedtonominatetworepresentatives(whoneednotbetheclassrepresentatives)topresenttheirviewsatthesemeetings.Onemeetingisscheduledeachtermattendedbytwostudentrepresentativesfromeachyearandtwostaffmembers.ThereisnoobligationtoattendbutSF,JSandSSyearsareencouragedtoensuretheyarerepresented.Tofacilitatediscussion,studentsshouldsubmititemsfordiscussiontoSarahRyan,EO(atleasttwodayspriortothemeeting).
SchoolCommitteemeetings:TwostudentrepresentativesareentitledtorepresentthestudentbodyattheSchool Committeemeeting, held on the last Tuesday of each term, one representative of the Freshmanstudents(JF&SF)andonerepresentativeoftheSophisterstudents(JS&SS).StudentsareaskedtoadviseSarahRyanoftheelectedrepresentativesassoonaspossible,sothattheirnamescanbeforwardedtotheSchoolCommittee.
JFHandbook2018-2019 12
School Executive meetings: One representative of the Sophister students is entitled to representundergraduatestudentsatmeetingsoftheSchoolExecutive.
Individualmeetingswith staff:Studentswho are asked tomeetwith staff for feedback on performancewithin the programme are welcome to invite a peer or their College Tutor to accompany them as anobserver.Wherethereareotherparticipantsinvolvedinthemeeting,procedurestoaddressconfidentiallymustbeagreedatthestartofthemeeting.Pleasenotethatallstudentsmustbehaveinacourteousandprofessionalmannertowardsallstaff,whichextendstoallinteractionsincludinge-mailorphonecorrespondence.
CollegeStudentRepresentationStructures
TrinityCollegevaluesstudentrepresentationandinputatalllevelsoftheCollege’scommitteeanddecision-making structures.TheStudents’UnionandGraduateStudents’Union take responsibility forelectingandappointingrepresentatives foreach level.Theseelectedrepresentativeshaveresponsibility for raising theissuesaffectingtheirconstituencywiththerelevantCollegeauthorities.
Web:https://www.tcdsu.org
Fitness to Practice Committee: Clinical education is a vital component of educational programmes thatenable health care students to achieveboth academic andprofessional qualifications on graduation. Theachievementof theseoutcomes is dependent onpartnerships between theHigher Education Institutions(HEIs),HealthServiceExecutive(HSE)andthehealthserviceagenciesatmanageriallevel,butismorekeenlydependent on good working partnerships between those directly involved in delivering learningopportunitiestostudentsincollegesandclinics.Itisimportanttorememberthatatalltimesinthisprocess,clients’andpatients’interestsandsafetytakeprecedenceoverstudents’education.TheSchoolFitnesstoPracticeCommitteeisconvenedasrequired,attherequestofaHeadofDiscipline,toconsidermattersofconcerninrelationtoprofessionalpractice.ThiscommitteeisappointedbytheSchoolExecutive Committee, with representation from twomembers fromwithin the School and onememberfrom a non-Faculty School, where Fitness to Practice is a requirement of the course. Students called toappearbeforetheFitnesstoPracticeCommitteeareentitledtoberepresentedbytheirtutor.AcopyoftheSchool’sFitnesstoPracticedocumentisavailableonhttp://mymodule.tcd.ie/.DignityandRespectPolicy(https://www.tcd.ie/equality/policy/dignity-respect-policy/)TrinityCollege strives to createanenvironment that is supportiveand conducive toworkand study. TheDepartmentofClinicalSpeechandLanguageStudiespromotes,andiscommittedto,supportingacollegialenvironment for its staff, students and other community members, which is free from discrimination,bullying,harassmentandsexualharassment.
TheCollegeDignityandRespectPolicy,developed inpartnershipwith theCollegegroupof tradeunions,have a strong preventative focus and highlights that staff and students have a duty to maintain anenvironment inwhichthedignityofeveryoneisrespected.Ourgoal istoensurethatall interactionswithstaffandstudentsreflectrespectfortheindividualsinvolved.Thispolicyextendstooutsideclinicalsettingswherestudentsmaybeplaced.
TheTrinityCollegepolicyincludespracticaladviceontacklingcommunicationbreakdownsorinter-personaldisputes. The policy also sets out a framework for complaint resolution using informal and formal
JFHandbook2018-2019 13
procedures and through the use of mediation. The policy also contains useful information on supportsourcesforallpartiestoacomplaint.
Seealso:https://www.tcd.ie/about/policies/Student%20Complaints%20Procedure.php
DataProtectionAsa student in theUniversity youmaybecollectingand storingpersonal informationaspartof your jobrole, studies or research. You have a responsibility to ensure that the data is stored and processedappropriatelyandsecurely.Soasyoucanprotectthedataentrustedtoyou,followthetop10tipsbelow:
Top10TipsforDataProtection
1. BecomefamiliarwithTrinity’sDataProtectionpolicyandprocedures.Thesecanbeaccessedonthewebsiteatwww.tcd.ie/Info_Compliance/data-protection
2. CompleteTrinity’sDataProtectiontraining,eitherinpersonorviapodcast.3. Donotretainexcessdata,onlyrecordtheprecisedatathatyouneed4. Keepdataup-to-dateandaccurate5. Keep data safe and secure: keep offices/filing cabinets locked, password protect your computer or other
computing devices, update the softwareon them regularly anduse antivirus software to keep them freefromthreats.Seewww.tcd.ie/itservicesforfurtherinformation
6. Remembering passwords can be difficult but passwords are often the sole keys to accessing yourinformationandarefundamentaltoyoursecurity.Passwordsneedtobelong,complex,uniqueandnoteasytoguess,sonodictionarywords,namesordatesofbirth.
7. Back up digital files regularly and securely, use encryption where appropriate to protect the data fromunauthorisedaccess.
8. Donotdisclosepersonaldata toa thirdparty,evenat the requestof thedata subject’s familyor friends,withoutthedatasubject’sconsent.
9. Regularly review the data you hold and dispose of data you no longer need by confidential shredding ordeletion.Don’t forgetyourdeleted items folderand recyclebin,and takeappropriate steps toclearharddrivesoncomputers,tabletsandphonesbeforedisposal
10. Takeextracarewithsensitivedatasuchasmedicalorfinancialinformation,andonlystoresensitivedataonlaptopsordeviceswhicharepassword-protectedandhavesuitableencryptionsoftwareinplace.
RememberITServicesarealwaysavailabletoadviseyouonhowtomanagedatasecurely.Wecanadviseonencryptiontechniques,evaluateITpartners’productsandservicesorreviewyourcurrentarrangementsandadviseonanyimprovementsthatmaybenecessary.
JFHandbook2018-2019 14
CodeofProfessionalConductandEthics
Students are expected to join the Irish Association of Speech& Language Therapists (IASLT) and to befamiliar with their Code of Ethics. Students are also advised to consult CORU’s Code of ProfessionalConduct and Ethics (see:http://coru.ie/uploads/documents/SLTRB_Code_of_Professional_Conduct_and_Ethics_2014.pdf) and withGuidanceonconductandethicsforstudents(HCPCUK)(extractsbelowbutreadthedocumentinfullat
http://www.hpc-uk.org/assets/documents/10002C16Guidanceonconductandethicsforstudents.pdf:
• Youshouldalwaysactinthebestinterestsofyourserviceusers.• Youshouldrespecttheconfidentialityofyourserviceusers.• Youshouldkeephighstandardsofpersonalconduct.• You should provide any important information about your conduct, competence or health to your
educationprovider.• You should limit your study or stop studying if your performance or judgement is affected by your
health.• Youshouldkeepyourprofessionalknowledgeandskillsuptodate.• Youshouldactwithinthelimitsofyourknowledgeandskills.• You should communicate effectively with service users and your education provider and placement
providers.• You should get ‘informed consent’ from service users to carry out any intervention, except in
emergencies.• Youshouldkeepaccuraterecordsonserviceusers.• Youshouldbehavehonestly.• Youshouldmakesurethatyourbehaviourdoesnotdamagepublicconfidenceinyourprofession.
Students are expected to take responsibility for their own learning during all stages of the practiceeducationprogrammeby:
• Acquiringanadequateknowledgebaseforplacements.
• Workingactivelytodevelopprofessionalknowledge,skillsandattitudes.
• Reflectingondevelopingprofessionalknowledgeandskills.
• Practicinghonestself-evaluationofperformanceandprofessionalbehaviour.
• Identifyinglearningneeds.
• Communicatingneedstoclinicaleducators.
• Acceptingfeedbackfromclinicaleducatorsandmodifyingbehaviourifrequested.
• Respectingclient,clinicaleducators,co-workersandtheservice.
• AdheretotheCodeofProfessionalConductandEthicsatalltimes
JFHandbook2018-2019 15
StudentsontheclinicaleducationprogrammemustadheretotheProfessionalCodeofEthicsandshouldbeprofessionalinalldealingswithclients,clinicaleducatorsandco-workers.Professionalethicsandstandardsof conduct in relation to clinical practice must be observed throughout the course. A student may berequired to defer clinical practice, including any practical examination, if the Head of Discipline, on therecommendation of the Practice Education Co-ordinator determines that such a deferral is necessary onprofessionalgrounds(https://www.tcd.ie/undergraduate-studies/academic-progress/)
HealthandSafety
INTHEEVENTOFANEMEERGENCY,DIALSECURITYSERVICESONEXTENSION1999.
Securityservicesprovidea24hourservicetotheCollegecommunity,365daysayear.Theyaretheliaisonto the Fire, Garda and Ambulance services and all staff and students are advised to always telephoneextension1999(+35318961999)incaseofemergency.
Shouldyourequireanyemergencyorrescuesservicesoncampus,youmustcontactSecurityServices.Thisincludes personal injury or first aid assistance. It is recommended that all students save at least oneemergencycontactintheirphoneunderICE(Incaseofemergency).
https://www.tcd.ie/study/eu/undergraduate/admission-requirements/infectious-diseases/Immunisation:Failuretobeappropriatelyimmunisedmayprecludeattendanceatsomeclinics.Immunisation against Rubella: All students are urged to ensure that they are immune to rubella.Arrangementscanbemade through theStudentHealthService for students tocheck their statusandbeimmunisedwherenecessary.ImmunisationagainstTB:AllstudentsinHealthSciencesshouldbeimmunisedagainsttuberculosis.ABCGprogrammeisorganisedannuallythroughtheFacultyofHealthSciencesoffice.StudentsshouldcontacttheStudentHealthServiceifimmunisationisrequired.Hepatitis B: All students in the Department must be immunised against Hepatitis B. Information onvaccinationrequirementsismadeavailabletoallstudentsonapplication,andstudentsarerequiredtoactin accord with the appropriate regulations and procedures to maintain appropriate health and safetystandards.First Aid: All Freshman students are encouraged to take a course in First Aid, in their own time. ThefollowingAgenciesofferFirstAidcourses:St.John’sAmbulanceBrigadeofIreland,29UpperLeesonStreet,Dublin 4, Telephone: 6688077 and Order ofMalta – Ireland, St. John’s House, 32 Clyde Road, Dublin 4,Telephone:016140035.AllstudentsmustreadandsigntheDepartmentalHealthandSafetyStatement.
ThestatementisavailableforreadingandsigningatReception
https://www.tcd.ie/slscs/assets/documents/local/11.10.17%20Safety%20statement%202017-2018_final.pdf
JFHandbook2018-2019 16
TEACHINGANDLEARNING
GraduateAttributes
TheTrinityGraduateAttributesrepresentthequalities,skillsandbehavioursthatyouwillhavetheopportunitytodevelopasaTrinitystudentoveryourentireuniversityexperience,inotherwords,notonlyintheclassroom,butalsothroughengagementinco-andextra-curricularactivities(suchassummerworkplacements,internships,orvolunteering).
ThefourTrinityGraduateAttributesare:
• ToThinkIndependently
• ToActResponsibly
• ToDevelopContinuously
• ToCommunicateEffectively
WhyaretheGraduateAttributesimportant?
TheTrinityGraduateAttributeswillenhanceyourpersonal,professionalandintellectualdevelopment.Theywillalsohelptoprepareyouforlifelonglearningandforthechallengesoflivingandworkinginanincreasinglycomplexandchangingworld.
TheGraduateAttributeswillenhanceyouremployability.Whilstyourdegreeremainsfundamental,alsobeingabletodemonstratetheseGraduateAttributeswillhelpyoutodifferentiateyourselfastheyencapsulatethekindsoftransversalskillsandabilities,whichemployersarelookingfor.
HowwillIdeveloptheseGraduateAttributes?
ManyoftheGraduateAttributesare‘slowlearned’,inotherwords,youwilldevelopthemoverthefourorfiveyearsofyourprogrammeofstudy.
Theyareembeddedinthecurriculumandinassessments,forexample,throughundertakingindependentresearchforyourfinalyearproject,givingpresentationsandengagingingroupwork.
Youwillalsodevelopthemthroughtheco-curricularandextra-curricularactivities.Ifyouhelptorunacluborsocietyyouwillbeimprovingyourleadershipskills,orifyouplayasportyouarebuildingyourcommunicationandteam-workskills.
JFHandbook2018-2019 17
GENERALPROGRAMMEINFORMATION
ProgrammeOverview
TheprofessionalhonorsdegreecourseinClinicalSpeechandLanguageStudiesprovidesrecognitiontopractiseasaSpeech&LanguageTherapistinIreland.SuccessfulgraduatesareeligibletoapplyformembershipoftheIrishAssociationofSpeech&LanguageTherapists(IASLT)andtheRoyalCollegeofSpeech&LanguageTherapists(RCSLT),aswellasforregistrationwiththeHealth&CareProfessionsCouncil(HCPC)intheUK.TheundergraduateprogrammereceivedfullprofessionalaccreditationfromtheIASLTin2015.CORU,theHealthandSocialCareProfessionalCouncilopeneditsregistrationboardforspeechandlanguagetherapistsonOctober31st,2014.TheundergraduateprogrammeatTrinityhasbeengrantedQualificationandProgrammeApproval.GraduatesoftheprogrammeareeligibletoapplyforregistrationwithCORU.(seehttp://www.coru.ie/en/about_us/what_is_coru).
Giventhatstudentsareboundbyacodeofprofessionalconductandethicswhenonclinicalplacement,studentsareadvisedtoconsultCORU’sCodeofProfessionalConductandEthics(see:http://coru.ie/uploads/documents/SLTRB_Code_of_Professional_Conduct_and_Ethics_2014.pdf)
ProgrammeStructureandWorkload
Studentsarerequiredtosuccessfullycompleteallmoduleswithintheprogramme.StudentswhoaresuccessfulintheirJuniorSophisterexaminationsmaybepermittedtograduatewiththeordinaryB.A.degreeiftheychoosenottocompletethefour-yeardegreecourseandprovidedthataspecialrecommendationtothateffectismadebytheCourtofExaminers.TheordinaryB.A.degreedoesnotcarryalicensetopractiseandgraduateswiththisdegreearenoteligibletoregisterwiththeHealthandSocialCareProfessionalsCouncil(CORU).
ToprogresstotheSeniorSophisteryear,studentsmustachieveanoverallcredit-weightedmarkofatleast40percent(gradeIII)ineachmoduleandaccumulate60creditsintheirJuniorSophisteryear.Studentswhosuccessfullypass60ECTSintheJuniorSophisteryearandwhodonotwishtotaketheSeniorSophisteryear,maybepermittedtograduatewiththeordinaryB.A.degree.Thishoweverisanon-clinicaldegreeandongraduationwillnotbeeligibletoapplyforregistrationtopractiseasaSpeech&LanguageTherapist.
SocratesopportunitiesTheDepartmenthasstronglinkswitharangeofEuropeanpartnersandhasparticipatedinaThematicNetworkformanyyears.ThisnetworkaffordsstudentstheopportunitytoparticipateinintheSpeechLanguagePathology–International(SLP-IN),aweeklongSummerSchoolforSLTstudents,typicallyinthelatterhalfofAugusteveryyear.Participationinthisactivityiscontingentonthestudentbodyparticipatinginonefundraisingeventeachyear.Inaddition,theDepartmentsupportsstudentexchangeagreements,whereappropriaterecognitionofacademicworkcanbefacilitated.DrPaulineSloaneandDrDuanaQuigleyaretheco-ordinatorsfortheIntensiveProgramme.
EuropeanCreditTransferSystem(ECTS)
TheEuropeanCreditTransferandAccumulationSystem(ECTS)isanacademiccredittransferandaccumulationsystemrepresentingthestudentworkloadrequiredtoachievethespecifiedobjectivesofastudyprogramme.Itisdesignedtoenableacademicrecognitionforperiodsofstudy,tofacilitatestudentmobilityandcreditaccumulationandtransfer.TheECTSistherecommendedcreditsystemforhighereducationinIrelandandacrosstheEuropeanHigherEducationArea.
TheECTSweightingforamoduleisameasureofthestudentinputorworkloadrequiredforthatmodule,basedonfactorssuchasthenumberofcontacthours,thenumberandlengthofwrittenorverballypresentedassessmentexercises,classpreparationandprivatestudytime,laboratoryclasses,examinations,
JFHandbook2018-2019 18
clinicalattendance,professionaltrainingplacements,andsoonasappropriate.Thereisnointrinsicrelationshipbetweenthecreditvolumeofamoduleanditslevelofdifficulty.
TheEuropeannormforfulltimestudyoveroneacademicyearis60credits.InCollege,1ECTSunitisdefinedas20-25hoursofstudentinput.Therefore,a10-creditmoduleisdesignedtorequire200-250hoursofstudentinput,includingclasscontacttimeandassessments.TheCollegenormforfull-timestudyoveroneacademicyear,atundergraduatelevel,is60credits.TheTrinityacademicyearcomprises40weeksfromthestartofMichaelmasTermtotheendoftheAnnualExaminationperiod.ECTScreditsareawardedtoastudentonlyuponsuccessfulcompletionofthecourseyear.Progressionfromoneyeartothenextisdeterminedbythecourseregulations.Studentswhofailayearoftheircoursewillnotobtaincreditforthatyeareveniftheyhavepassedcertaincomponentcourses.Exceptionstothisruleareone-yearandpart-yearvisitingstudents,whoareawardedcreditforindividualmodulessuccessfullycompleted.
Timetablesareavailabletostudentstoaccessfromthemytcd.ieportalandahardcopywillalsobeprovided.
JFHandbook2018-2019 19
ProgrammeLearningOutcomes
ThefollowingprogrammeoutcomesforthedegreeB.Sc.inClinicalSpeech&LanguageStudieshavebeendevelopedreferencing:(i)discipline-specificcompetencies(theNationalClinicalCompetenciesdevelopedbytheTherapyAdvisoryUnitoftheDepartmentofHealthandChildrenandratifiedbytheIASLT;(ii)institutionalleveldescriptors(TCDCalendar,Part1);nationaldescriptors(theNQAINationalQualificationsFramework),Level8;andEuropeanrequirements(the‘DublinDescriptors’).Theoutcomescomprisebothdiscipline-specificandgenericcompetenciesandattributes.
Onsuccessfulcompletionofthisprogramme,studentswillbeableto:
1. Understandtheirscopeofpractice,theirownroleandtheroleofotherprofessionalsinhealthcareand educationalsettings.
2. Thinkindependently,criticallyinterpret,reflectuponandapplytheevolvingknowledgebaseincommunication,swallowingdisordersandassociateddisordersandrelatethisknowledgetoevidence-basedclinicaldecision-making.
3. Understandthevaluesandprinciplesofteamdynamicswithinclinicalpracticeandapplyrelevantprinciplestotheplanningand deliveryof assessment,diagnosisandintervention
4. Communicateeffectively,inallmedia,withthefullrangeofrelevantstakeholders,inclinicalpractice,inprofessionalliaisonsandwiththewidercommunity.
5. Demonstrateprofessionalautonomy,accountability,responsibilityandacommitmenttoethicalactionandsocialresponsibilityinprofessionalpractice
6. Demonstrateanabilitytoworkasself-directedautonomousprofessionals,whilstworkingprofessionallyandrespectfullywithothers
7. Thinkindependentlyandcriticallyandapplycoreprinciplesofresearchdesignandimplementation,withsomedegreeofautonomy.
8. Developcontinuously,personallyand professionallyanddemonstratetheskillsrequiredtosustainintellectualinterestandcriticalthinking.
JFHandbook2018-2019 20
NationalStudentClinicalCompetencyEvaluation(SCCE)(2015revised)
Developingcompetenciescoveringallareasofclinicalpracticeincludingfeeding,eating,drinkingandswallowingimpairments(FEDS)areevaluatedusinganationalform.TheSCCEformiscompletedbythestudentandPracticeEducatorspriortothemidandendofplacementmeetings.Themidandendofplacementevaluationsprovidedevelopmentalfeedbackforstudents.Studentscanusemidandendofplacementfeedbacktosetlearningobjectivesandcompletefuturelearningplans.
Belowarethe20nationalclinicalcompetenciesandthe10professionalconductcompetencies:
CLINICALCOMPETENCIES:
1. Collectsandcollatesrelevantclient-relatedinformationsystematicallyfromcasehistory,interviewsandhealthrecords.
2. Appliestheorytopracticeintheselectionofformalandinformalassessmentproceduresandtoolsappropriatetoclients’needs,abilitiesandculturalbackground.
3. Administersrecordsandscoresarangeofassessmentsaccurately.4. Analyses,interpretsandevaluatesassessmentfindingsusingtheprofessionalknowledgebase
andclientinformation.5. Formulatesappropriatediagnostichypotheseslinkingassessmentfindingsandclientprofileto
theoreticalknowledge.6. Makesappropriaterecommendationsformanagementbasedonaholisticclientprofile.7. Demonstratesunderstandingoftheindicatorsandproceduresforonwardreferral.8. Reportsassessmentfindingsorallyinanappropriateprofessionalmannertoclient/carerand
teammembers.9. Presentsaccuratewrittenclientreportsconformingtoprofessionalandlegalguidelinesand
appropriatetotheneedsofallrecipients.10. Demonstratestheabilitytoprovideclientsandcarerswithinformationinappropriateformats
tofacilitatedecisionmakingandinformedconsent.11. Demonstratestheabilitytoconsultandcollaboratewithclients/carerswhendeveloping
managementplans.12. Determinescarepathwayforclientsbasedonclientneeds,serviceresourcesandthe
professionalevidencebase13. Recognizestherolesofotherteammembersandconsultsandcollaboratesappropriatelyto
developandimplementclientmanagementplans.14. Writesholisticmanagementplansincorporatingshortandlongtermgoalsinsession,episode
anddischargeplans.15. Maintainspreciseandconcisetherapyrecords,carriesoutadministrativetasksandmaintains
servicerecords.16. Implementstherapyusingtheoreticallygrounded,evidencebasedtechniquesandresources.17. Introduces,presentsandclosesallclinicalsessionsclearlyinaclient-centredmanner.18. Demonstratesappropriatecommunicationandtherapeuticskillsduringallinteractions
including:• Observes,listensandrespondstoclient/carer.• Usesappropriatevocabularyandsyntax.• Usesappropriateintonation,volumeandrate.• Usesappropriatemodelling,expansionsandrecasting.Usesappropriateandvariedpromptsandcues.
19. Providesappropriateverbalandnon-verbalfeedbackanddirectiontoclient/carer/teammemberonperformanceduringaclinicalinteraction.
20. Continuouslyevaluatesinterventionefficacyandmodifiesinterventionanddischargeplansasrequired.
JFHandbook2018-2019 21
PROFESSIONALCONDUCT
1. Behaveswithhonestyandintegritybefore,duringandafterpracticeplacementsinallplacement-relatedmatters.
2. Demonstratesrespectfortherightsanddignityofallthroughprofessionalcommunicationwithclients,familiesandrelevantprofessions.
3. Carriesoutdutiesinaprofessionalandethicalmannercomplyingwithprofessionalcodesofconductandethics.
4. Manageshealthandwell-beingtoensurebothperformanceandjudgementareappropriateforpractice.
5. Demonstratesrespectforthesupervisoryprocessbyseekingandrespondingtofeedback.
6. Engagesinreflectionandreflectivepractice;criticallyself-appraisingandworkingtodevelopownprofessionalcompetencies.
7. Demonstrateseffectivetimemanagementi.e.meetingdeadlinesandpunctuality.
8. Adherestoalllegislationrelatedtodataprotection,confidentialityandinformedconsent
9. Adherestoplacementprovider’spolicies,procedures,protocolsandguidelinesinareassuchashealthandsafety,infectioncontrol,recordkeeping,riskmanagement,etc.
10. Presentsanappropriatepersonalappearanceconformingandadheringtoallpracticeplacementpoliciesregardingdresscode,jewelleryandcosmetics.
JSHandbook2018-2019 22
CORUDOMAINS
ThefollowingarethestandardsofproficiencyassetoutbyCORU.Thesearethestandardsrequiredofgraduatesforthesafeandeffectivepracticeofspeechandlanguagetherapy.
DOMAIN1:PROFESSIONALAUTONOMYANDACCOUNTABILITY
StandardofProficiency SpecificIndicators
Graduateswill
1.1 Practisewithinthelegalandethicalboundariesoftheirprofessiontothehigheststandard.
a)Actinthebestinterestofserviceusersatalltimesandwithintheboundariesoftheirprofessionalproficiencies.
b) Respectand,sofaraspossible,upholdtherights,dignityandautonomyofeveryserviceuserincludingtheirroleinthediagnostic,therapeuticandsocialcareprocess.
c) Provideandarticulateprofessionalandethicalpractice.
d) Practiseinaccordancewithcurrentlegislationapplicabletotheworkoftheirprofession.
e) Contributetothedevelopmentofeffective,ethicalandequitablepolicyandpractise,regardingissuesaddressedbytheirprofession.
f) Understandtheimplicationsofdutyofcareforserviceusersandprofessionals.
g) UnderstandtheprinciplesofprofessionalregulationandtheprovisionsoftheSpeechandLanguageTherapistsRegistrationBoardCodeofProfessionalConductandEthics.
h) Managethemselves,theirpractiseandthatofothersinaccordancewiththeSpeechandLanguageTherapistsRegistrationBoardCodeofProfessionalConductandEthics.
1.2 Practiseinanon-discriminatoryway
a) Acknowledgeandrespectthedifferencesinbeliefsandculturalpracticesofindividualsorgroups.
b) Promoteequalityandrespect,withoutprejudice,andpractiseinaculturallycompetent,non-discriminatoryandinclusivemanner.
c) Assistinthepromotionandimplementationofpoliciesandsystemstoprotectthehealth,safety,welfare,equalityanddignityofserviceusers,staffandvolunteerswithparticularreferencetothegroundsofgender,civilstatus,familystatus,sexualorientation,religion,age,disability,raceandmembershipoftheTravellercommunityotherethnicgroupsandsocio-economicstatus.
JSHandbook2018-2019 23
1.3 Understandtheimportanceofandbeabletomaintainconfidentiality.
a) Respecttheconfidentialityofserviceusersanduseinformationonlyforthepurposeforwhichitwasgiven.
b) Understandconfidentialitywithinateamsetting.
c) Understandthelimitsofconfidentialityparticularlyinrelationtochildprotection,vulnerableadultsandelderabuse.
d) Beawareofdataprotection,freedomofinformationandotherrelevantlegislation.
e) Understandthepotentialconflictthatcanarisebetweenconfidentialityandwhistle-blowing.
1.4 Understandtheimportanceofandbeabletoobtaininformedconsent.
a) Demonstratecompetenceingaininginformedconsenttocarryoutassessmentsorprovidetreatment/interventions.
b) Understandissuesassociatedwithinformedconsentwithindividualswithlackofcapacity.
c) Maintainaccuraterecordsrelatingtoconsent.
d) Respecttherightsoftheserviceuser.
1.5 Beabletoexerciseaprofessionaldutyofcare/service
a) Recognisepersonalresponsibilityforone’sactionsandbeabletojustifyreasonsforprofessionaldecisionsmade.
b) Understandtheneedtomaintainthehigheststandardsofpersonal/professionalconduct.
1.6 Beabletopractiseasanautonomousprofessional,exercisingtheirownprofessionaljudgment.
a) Knowthelimitsoftheirpracticeandknowwhentoseekadviceorrefertoanotherprofessional.
b) Recognisetheneedforconsultationand/orsupervision.
c) Beabletoassessasituation,determinethenatureandseverityoftheproblemandcallupontherequiredknowledgeandexperiencetodealwiththesituation.
d) Beabletoinitiateappropriateresolutionofproblemsandbeabletoexercisepersonalinitiative.
e) Recognisethattheyarepersonallyresponsibleforandmustbeabletojustifytheirdecisions.
1.7 Recognisetheneedforeffectiveself-managementofworkloadandresourcesandbeabletopractiseaccordingly.
JSHandbook2018-2019 24
a) Understandthedemandsthatareplacedontheprofessionalpractitionerinagivenfieldandtheskillsrequiredtopractiseeffectivelywiththeworkloadandavailableresources.
1.8 Understandtheobligationtomaintainfitnesstopractise.
a) Understandtheneedtopractisesafelyandeffectivelywithintheirscopeofpractice.
b) Understandtheimportanceofmaintainingtheirphysicalandmentalhealth.
c) Understandtheimportanceofkeepingskillsandknowledgeuptodateoveralifetimeofpractise
DOMAIN2:INTERPERSONALANDPROFESSIONALRELATIONSHIPS
StandardofProficiency SpecificIndicators
Graduateswill
2.1 Work,inpartnership,withserviceusersandtheirrelatives/carers,andotherprofessionals.
a) Demonstratecapacitytobuildandsustainprofessionalrelationshipsasbothindependentpractitionerandcollaborativelyasamemberofateam.
b) Demonstratecapacitytoengageserviceusersandcarersinassessmentandtreatmenttomeettheirneedsandgoals.
c) Recogniseandunderstandtheconceptsofpowerandauthorityinrelationshipwithserviceusers.
d) Beabletomakeappropriatereferrals.
2.2 Contributeeffectivelytoworkundertakenaspartofwhatevertheircontext.
a) Demonstrateprofessionalcollaboration,consultationanddecisionmaking.
b) Demonstrateanunderstandingthatrelationshipswithcolleaguescanimpactonservicedeliveryandthereforeshouldbebasedonmutualrespectandtrust.
JSHandbook2018-2019 25
DOMAIN3:EFFECTIVECOMMUNICATION
StandardofProficiency SpecificIndicators
Graduateswill
3.1 Demonstrateeffectiveandappropriateskillsincommunicatinginformation,listening,givingadvice,instructionandprofessionalopinion.
a) Beawareof,understandandmodifycommunicationtoaddressthecharacteristicsandconsequencesofverbalandnon-verbalcommunicationandhowthiscanbeaffectedbyfactorssuchasgender,civilstatus,familystatus,sexualorientation,religiousbelief,age,disability,raceormembershipoftheTravellercommunity,otherethnicgroupsandsocio-economicstatus.
b) Beabletoselect,movebetweenanduseappropriateformsofverbalandnon-verbalcommunication,includinglisteningskills,withserviceusersandothers.
c) Demonstratetheabilitytoproduceclear,conciseandobjectivewrittencommunicationandreportsthatareappropriatefortheintendedreaders.
d) Demonstrateanappropriateuseofinformationtechnologyrelevantforspeechandlanguagetherapypractice.
e) Understandtheimportanceofanddemonstrateeffectivecommunicationwithothercolleagues(inter-disciplinarycommunication).
f) Understandtheneedtoprovideserviceusers(orpeopleactingontheirbehalf)withtheinformationnecessaryinanappropriateformattoenablethemtomakeinformeddecisions.
g) Understandtheneedtouseanappropriateinterpretertoassistpatients/clients/serviceuserswherenecessary.
3.2 Understandtheneedforeffectivecommunicationthroughoutthecareoftheserviceuser
a) Recognisetheneedtouseinterpersonalskillstofacilitatetheactiveparticipationofserviceusers.
b) Demonstratecompetenceinpresentingprofessionaljudgementsandinformationinavarietyofcontextsincludingwhenconflictandresistancemayarise.
JSHandbook2018-2019 26
DOMAIN4:PERSONALANDPROFESSIONALDEVELOPMENT
StandardofProficiency SpecificIndicators
Graduateswill
4.1 Understandtheroleofreflectivepracticeinrelationtopersonalandprofessionaldevelopment.
a) Understandtheimportanceofself-awarenessandself-reflection.
b) Beabletoreflectcriticallyonpersonalpractice.
c) Beawareoftherelationshipbetweenpersonallifeexperiencesandpersonalvaluesystemsandtheimpactthesecanhaveonone’sdecisionmakingoractions.
d) Understandtherole,purposeandfunctionofsupervisionandtheimportanceofseekingsupervisionofpractice.
e) Activelyavailofopportunitiesforfeedback,mentoringandsupportfromcolleaguesinordertocontinuouslyimprovepersonalpractice
f) Takeresponsibilityforpersonalandprofessionaldevelopment.
g) Developandcriticallyreviewapersonaldevelopmentplanwhichtakesaccountofpersonalandprofessionalneeds.
h) Identifyandactonopportunitiestoadvocatefortheprofessionandfortheprofessionaldevelopmentofcolleagues.
i) Understandtheroleofperformancemanagementaspartofon-goingprofessionaldevelopmentandeffectiveservicedelivery.
j) Understandtheroleofcontinuingprofessionaldevelopmentanddemonstratecommitmenttolife-longlearning.
k) Recognisetheneedtocontributetopolicyanddevelopmentoftheprofession.
l) Recognisethecontributionandvalueofresearchindevelopingevidenceinformedpractice.
JSHandbook2018-2019 27
DOMAIN5:PROVISIONOFQUALITYSERVICES
StandardofProficiency SpecificIndicators
Graduateswill
5.1 Beabletoidentifyandassessserviceusers’needsinrelationtospeech,languagecommunicationandswallowing.
a) Beabletogatherappropriateinformation.
b) Selectanduseappropriateandspecificassessmenttechniques:undertakeandrecordathorough,sensitiveanddetailedassessment,usingappropriatetechniquesandequipment.
c) Identifyconditionsthatrequirefurtherinvestigation,makingreferralstootherprofessionalsasappropriate.
d) Analyseandcriticallyevaluatetheassessmentdataandinformationcollected.
e) Determineadiagnosisandprobableoutcomesforserviceusers.
f) Providefeedbackonassessmentfindingstoserviceusersandrelevantothers.
5.2 Formulateanddeliverplansandstrategiestomeetidentifiedneedsofserviceusers.
a) Developappropriateplans,interventionsandstrategies,accordingtoevidenceinformedpractice,agreednationalguidelines,protocolsandpathways,inconsultationwithserviceusersandrelevantothers.
b) Establishanddocumentinterventiongoals,plansandoutcomemeasurements
c) Identifyresourcesrequiredtoimplementeffectivemanagement/interventionplans.
d) Implementinterventions,monitoringprogressandmodifyinginterventionapproachesappropriately.
e) Documentandcommunicateprogress,interventionsdelivered,outcomesanddischargeplans.
5.3 Useresearch,reasoningandproblemsolvingskillstodetermineappropriateaction.
a) Recognisethevalueofresearchinthesystematicevaluationofpractice.
b) Engageinevidenceinformedpractice,evaluatepracticesystematically,andparticipateinaudit/reviewprocedures.
c) Applyknowledgeofarangeofresearchandevaluativemethodologies,includingevidenceinformedresearch.
d) Demonstratesoundclinical/professionaldecision-making,whichcanbejustifiedevenwhenmadeonthebasisoflimitedinformation.
JSHandbook2018-2019 28
e) Demonstratealogicalandsystematicapproachtoproblemsolving.
5.4 Drawonappropriateknowledgeandskillsinordertomakeprofessionaljudgments.
a) Understandtheneedtoadjust/adapttheirpracticeasneededtotakeaccountofnewdevelopments.
b) Demonstrateanappropriatelevelofskillintheuseofinformationtechnologyappropriateforspeechandlanguagetherapy.
5.5 Formulatespecificandappropriatemanagementplansincludingthesettingoftimescales.
a) Understandtherequirementtoadaptpracticetomeettheneedsofdifferentserviceusergroups,distinguishedby,forexample,physical,psychological,environmental,culturalorsocio-economicfactors.
5.6 Conductappropriateassessment/diagnosticormonitoringprocedures,treatment,therapyorotheractionssafelyandskilfully.
a) Understandtheneedtomaintainthesafetyofserviceusers.
b) Empowerserviceuserstomanagetheirwell-beingandrecognisetheneedtoprovideadvicetothepatient/client/useronself-treatmentwhereappropriate.
5.7 Implementbestpracticeinrecordmanagement.
a) Useandmaintainefficientinformationmanagementsystems.
b) Keepaccurate,legiblerecordsandrecognisetheneedtohandletheserecordsandallotherinformationinaccordancewithapplicablelegislation,protocolsandguidelines.
c) Understandtheneedtouseacceptedterminologyinmakingrecords.
5.8 Monitorandreviewtheon-goingeffectivenessofplannedactivityandmodifyitaccordingly.
a) Gatherinformation,includingqualitativeandquantitativedatathathelptoevaluatetheresponsesofserviceuserstotheirinterventions.
b) Evaluateinterventionplansusingtoolsandrecognisedperformance/outcomemeasures.Revisetheplansasnecessary,inconjunctionwiththeserviceuserasappropriate.
c) Recognisetheneedtomonitorandevaluatethequalityofpracticeandthevalueofcontributingtothegenerationofdataforqualityassuranceandimprovementofprogrammes.
d) Recogniseimportantfactorsandriskmanagementmeasures,learnfromadverseeventsandbeabletodisseminatelearning.
e) Makereasoneddecisionstoinitiate,continue,modifyorceaseinterventions/techniques/coursesofactionandrecorddecisionsandreasoning
JSHandbook2018-2019 29
5.9 Beabletoevaluate,audit,andreviewpractice.
a) Understandtheprinciplesofqualityassuranceandqualityimprovement.
b) Beawareoftheroleofauditandreviewinqualitymanagement,includingtheuseofappropriateoutcomemeasures.
c) Monitorandevaluateperformancebyconductingregularauditsandreviewsinaccordancewithnationalguidelines/bestpracticeandimplementimprovementsbasedonthefindingsoftheseauditsandreviews.
d) Participateinqualityassuranceprogrammeswhereappropriate.
e) Understandthevalueofreflectivepracticeandtheneedtorecordtheoutcomeofsuchreflection.
Recognisethevalueofcaseconferencesandothermethodsofreview.
DOMAIN6:KNOWLEDGE,UNDERSTANDINGANDSKILLS
StandardofProficiency SpecificIndicators
Graduateswill
6.1 Knowandunderstandthekeyconceptsofthebodiesofknowledgewhicharerelevanttotheprofessionanddemonstratetheabilitytoapplyknowledgetonormalandimpairedcommunicationatboththeoreticalandpracticallevels.
a) Demonstrateacriticalunderstandingofrelevantbiologicalsciences,humandevelopment,socialsciencesandotherrelatedsciences,togetherwithknowledgeofhealth,disease,disorderanddysfunction,appropriatetotheirprofession
b) Knowandunderstandtheprinciplesandapplicationsofscientificenquiry,includingtheevaluationoftreatment/interventionefficacy,theresearchprocessandevidenceinformedpractise.
c) Haveknowledgeoftherolesofotherprofessionsinhealthandsocialcare.
d) Demonstrateanunderstandingofthetheory,conceptsandmethodspertainingtopracticewithinspeechandlanguagetherapy.
e) Understandthetheoreticalbasisofandthevarietyofapproachestoassessment/diagnosisandintervention.
f) Demonstrateanunderstandingofthecriticalimportanceofeffectivecommunicationskillsforallaspectsofparticipationinsocietyandforanindividual’squalityoflife.Demonstrateanunderstandingofthepotentialimpactofcommunicationimpairmentonself-fulfilmentandautonomy.
JSHandbook2018-2019 30
g) Demonstrateanunderstandingofthefundamentalroleeating/drinking/swallowingcanplayinsocialparticipationandthepotentialimpactofanimpairmentineating/drinkingonhealth,qualityoflifeandwellbeing
h) Demonstrateanunderstandingoflinguistics,includingphonetics,languageacquisition,sociolinguisticsandalllevelsofnormalspeechandlanguageprocessing.
i) Demonstrateanunderstandingofbiomedicalandmedicalsciencesasrelevanttothedevelopmentandmaintenanceofspeech,language,communicationandswallowing.
j) Demonstrateanunderstandingofrelevantdomainsofpsychology,asrelevanttonormalandimpairedcommunication,psychologicalandsocialwellbeing.
k) Demonstrateanunderstandingofsociologyinrelationtothepracticeofspeechandlanguagetherapy,sociology,includingitsapplicationtoeducational,healthandworkplacesettingsandwithinmulti-culturalsocieties.
l) Demonstrateanunderstandingofeducationalphilosophyandpracticeandtherelationshipbetweenlanguageandliteracy.
m) Demonstrateanunderstandingoftherapeuticcontexts,modelsandprocesses,relevanttothepracticeofspeechandlanguagetherapy.
n) Demonstrateanunderstandingofdevelopmentalandacquireddisordersofspeech,language,communicationandswallowing.
o) DemonstrateanawarenessoftheissuesandtrendsinIrisheducation,social,healthandpublicpolicydevelopmentsthatinfluencespeechandlanguagetherapypractice.
p) Demonstrateanawarenessofrelevantlegislation,regulations,nationalguidelinesandstandards,findingsofenquiriesandinvestigationsinfluencingspeechandlanguagetherapypractice.
q) Demonstrateanunderstandingoftheconcepts,frameworksandguidelinesunderpinningethicalspeechandlanguagetherapypracticeindiversesocio-economicandculturalcontexts.
Recogniseaprofessionalresponsibilitytoadvocateonbehalfofpersonswithspeech,language,communicationandswallowingimpairmentstosupportfullparticipationinallaspectsofsociety.
6.2 Knowhowprofessionalprinciplesareexpressedandtranslatedintoactionthroughanumberofdifferentapproachestopractice,andhowtoselectormodifyapproachestomeettheneedsofanindividual,groupsorcommunities.
a) Beabletouseknowledgeofspeechandlanguagetherapytoassessandmanagepeoplewithdifficultiesinthefollowingareas:
• Speech
• Language
JSHandbook2018-2019 31
• Communication
• Swallowing
6.3 Havetheknowledgeandunderstandingoftheskillsandelementsrequiredtomaintainserviceuser,selfandstaffsafety.
a) Understandsystemsandimpactofcomplexityonserviceusercare
b) Understandandbeabletomanagerisk.
c) Beabletoidentify,preventandmanageadverseeventsandnearmissesandlearnfromerrors.
d) Understandtheimportanceofcommunicationwithserviceusersandstaff.
e) Beawareofapplicablelegislatione.g.healthandsafetylegislation,employmentlegislationandrelevantnationalguidelines.
f) Establishsafeenvironmentsforpractise,whichminimisesriskstoserviceusers,thosetreatingthemandothers,includingtheuseofhazardcontrolandparticularlyinfectioncontrol.
g) Worksafely,includingbeingabletoselectappropriatehazardcontrolandriskmanagement,reductionoreliminationtechniquesinasafemannerinaccordancewithhealthandsafetylegislation.
h) Undertakeappropriatehealthandsafetytraining.
JSHandbook2018-2019 32
PROGRAMMEREGULATIONS
Attendanceatalllectures,seminars,tutorials,clinicalplacements,workshopsandpracticalsiscompulsoryforallstudentsinaccordancewithCollegeregulations.
(a) Lectures:Asignedattendancerecordwillbekeptforlecturesforeachgroupofstudents.Apenaltywillbeappliedforunexcusedabsencefromlectures,seminars,tutorialsandworkshops,includingclinicalplacementsandPBLtutorials.Inthecaseofattendanceatlectures,anystudentwhoisabsentwithoutexcuse,forthreeormorehoursofanymodule,regardlessofmodulesize,willhaveapenalty5marksdeductedfromexampaperorCAassignmentasapplicableforthatmodule,evenwheresuchapenaltyresultsinafailgradebeingreturnedforthatstudent.Excusedabsencesincludeonlythoseabsencesinvolvingmedicalcertification,tutornotificationorasagreedinwriting,betweenindividualstaffandstudentonacase-by-casebasis.AllmedicalcertificationmustbesubmittedtoSarahRyan,Room105.Studentswhoareidentifiedassigninginforstudentswhoarenotpresentwillhavea10markpenaltyappliedforeachinstanceofinfringementandmaybereportedtotheJuniorDean.
(b) Attendanceattutorials,includingPBLtutorialsiscompulsory.Anystudentwhoisabsentwithoutexcuse,fortwoormorehoursofanytutoredPBLelementofamodule,regardlessofmodulesize,willhaveapenalty10marksdeductionappliedtotheircontinuousassessmentmarkforthatPBLassignment.Studentswhomissmorethan25%oftutoredPBLslots,forwhateverreason,areexcludedfromparticipatingintheassessmentassociatedwiththePBLprocessandwillbesetanalternativeassignment.
(c) Collegestipulatesthatstudentsfromallyearsmaybedeemedunsatisfactoryiftheymissmorethanonethirdofthelecturesinanycourseinanyterm.Attendancerecordsaremaintainedforeachcourse.Itisyourresponsibilitytoensureyourattendanceisaccuratelyrecorded.
Studentsmaybedeemedtobenon-satisfactoryiftheyfailtofulfilcourseworkandattendancerequirements.Studentsmaybedeemednon-satisfactoryiftheymissmorethanonethirdofarequiredcomponentcourse/moduleinanyterm.TheDirectorofTeachingandLearning(Undergraduate)mayreportsuchstudentstotheSeniorLecturerasbeingnon-satisfactoryforthatterm.Inthefirstinstance,thereportissentbytheDirectorofTeachingandLearning(Undergraduate)tothestudent'sTutor,whowillnormallyinterview,orotherwisecontact,thestudentandrespondonthestudent'sbehalftotheDirectorofTeachingandLearning(Undergraduate),detailinganymitigatingcircumstancessurroundingthestudent'snon-satisfactoryperformance.OnthespecificwrittenrecommendationoftheDirectorofTeachingandLearning(Undergraduate)totheSeniorLecturer,astudentreturnedasnon-satisfactoryforboththeMichaelmasandHilarytermsmayberefusedpermissiontotaketheirannualexaminationsandmayberequiredbytheSeniorLecturertorepeattheiryear.Furtherdetails,andacopyoftheReportonaNon-SatisfactoryStudent,canbeviewedathttp://www.tcd.ie/undergraduate-studies/academic-progress/attendance-course-work.php
JSHandbook2018-2019 33
GARDA/POLICEVETTING
Studentsoncourseswithclinicalorotherprofessionalplacementsoroncoursesthatwillbringthemintoprofessionalcontactwithchildrenand/orvulnerableadults,willberequiredtoundergovettingbytheGardaSíochánathroughtheGardaCentralVettingUnit,orotherrelevantpoliceforcepriortoregistration.If,asaresultoftheoutcomeofthesevettingprocedures,astudentisdeemedunsuitabletoattendclinicalorotherprofessionalplacements,he/shemayberequiredtowithdrawfromhis/hercourseofstudy.PleaseseetheUniversityCalendarforfurtherinformationIfyoulivedoutsideIrelandforaconsecutiveperiodof6monthsormore,thenpoliceclearancewillberequiredfromthecountryorcountriesinwhichyouresided.ThesedocumentsshouldbereturnedtotheAdmissionsOfficewithyourcompletedGardaVettingform.Youshouldkeepcopiesofalltheseclearanceformsastheymayberequiredforplacementsitesandfutureemployment.Studentsareremindedatclinicalbriefingsthattheyshouldinformthetutor/headofdisciplineiftheyhavecommittedanyactswhichcouldjeopardisetheirstatusasvettedonentry.
ProfessionalDevelopmentLogsStudentsarerequiredtocharttheirprofessionaldevelopmentusingthedepartmentalProfessionalDevelopmentLogs(PDL).Studentsarerequiredtosubmitbothqualitative(completedPDLactivities)andquantitativeevidence(completedcertifiedhoursforms)ofclinicallearningthroughouttheprogramme.
StudentsshouldusetheProfessionalDevelopmentLogtorecordrelevantpreclinicalandclinicallearningexperiencesandtoretainevidencethattheyhaveachievedthenecessarylearningoutcomes.Learningexperiencesincludeallactivitiesrelatedtoprofessionalclinicaldevelopmentandarenotconfinedtodirectclientobservation/therapysessions.Clinicallogsarekeptbythestudentasalearningtooltoreflectonexperiences,identifylearningthathasoccurredandsetfuturelearninggoals.
ACADEMICPROGRESS
Off-bookstudents.ExtractfromUniversityCalendar2017-18
63StudentsmustpursuetheirundergraduatecoursecontinuouslyunlesstheyarepermittedbytheSeniorLecturertointerruptit,normallyforaperiodofoneyear,eitherbygoing‘off-books’orbyintermittingtheirstudiesforextra-curricularreasons.
64Studentswishingtointerrupttheircourseandgo‘off-books’shouldapplythroughtheirtutortotheSeniorLecturer.Suchpermissionwillonlybegrantedtostudentswhohavecompletedtheacademicexercisesoftheirclass,i.e.arealreadyentitledtojointheclassaboveontheirreturntoCollege.InexceptionalcircumstancestheSeniorLecturer,afterconsultationwiththehead(s)ofschool(s)ordepartment(s)orcoursedirectorasappropriate,maypermitstudentswhoarenotingoodstandingtogo‘off-books’,wheretodosointhejudgementoftheSeniorLecturerisinthebestinterestsofthestudents.DuringtheperiodofinterruptionstudentsarenotrequiredtokeeptheirnamesontheCollegebooks,anddonotpayanannualfeeorareplacementfee.JuniorFreshstudentswhoseektodiscontinuetheircoursebefore1Februarywillnormallyberequiredtowithdraw(see§69below).
65StudentswhohavebeenpermittedtogooffthebooksmayreturntoCollegeasdetailedbelow,dependingonthecircumstanceoftheirgoingoffthebooks.
1. (a)JuniorFreshstudentswithpermissionfromtheSeniorLecturertogooffthebooksafter1Februaryandbere-admittedtothesamecourseofstudyataspecifieddatemustapplyforre-
JSHandbook2018-2019 34
admissionbefore1Augustbycompletingaspecialapplicationform,obtainablefromtheStudyatTrinitywebsiteathttps://www.tcd.ie/study/eu/undergraduate/apply/readmissionorfromtheAcademicRegistrydirectly.
2. (b)Studentswhoforreasonsofill-healthhaveallowedtheirnamestogooffthebookscanonlybere-admitted,eveninthecurrentacademicyear,atthediscretionoftheSeniorLecturer.SuchstudentswillberequiredtosubmittotheSeniorLecturerbefore1Augustacertificateoffitnessfromamedicalreferee,nominatedbytheSeniorLecturer,asevidencethattheycancontinuetheirstudies.
3. (c)StudentswithpermissionfromtheSeniorLecturertogooffthebooksforanacademicyearandsitexaminationsinthatyearmustpayanexaminationfeeof€382.Off-booksstudentswithpermissiontotakeexaminationsareadvisedtoconsultwiththeirschool,departmentorcourseofficebeforetheendofMichaelmastermtoconfirmtheirexaminationand/orassessmentrequirementswhileoff-books.Suchstudentsarenotrequiredtoapplyforre-admissionandshouldregisterforthefollowingacademicyearassetoutinthegeneralregulationsconcerningregistration.
4. (d)StudentswithpermissionfromtheSeniorLecturertogooffthebooksforoneormoreacademicyear(s)forreasonsotherthanmedicalarenotrequiredtoapplyforre-admissionandareexpectedtoregisterfortheacademicyearthattheyareduetoreturntoCollegeassetoutinthegeneralregulationsconcerningregistration.
66Arequirementtoundertakeaperiodofprofessionalre-orientationmayapplyinthecaseofcertainundergraduatecourseswhichhaveclinicalorpracticecomponentsandwhicharesubjecttoaccreditationbyexternalprofessionalbodies.Studentswhohavebeenoff-books,withthepermissionoftheSeniorLecturer,mayberequiredtocompleteacourseofprofessionalre-orientationbeforeproceedingtothenextyearoftheircourse.Suchprofessionalre-orientationcoursesmaynotberepeatedintheeventofnon-satisfactorycompletion,andthestudentwillberequiredtowithdrawfromtheircourse.
Studentsmustregisterfortheacademicyearandpayaprofessionalre-orientationfeebutwillnotbeliableforthestudentcontributionandrelatedlevies.
SeetheUniversityCalendarforfurtherinformationandhttps://www.tcd.ie/teaching-learning/academic-policies/
JSHandbook2018-2019 35
GENERALINFORMATIONONASSESSMENTANDSUBMISSIONOFCOURSEWORK
ProceduresforSubmissionofContinuousAssessmentAssignments
AllcontinuousassessmentassignmentsMUSTbesubmittedby12noonontheduedateandahardcopysignedinattheReceptiondeskwithasoftcopymailedtotheacademicinchargeoftheassignment.StudentsarerequiredtokeepanelectroniccopyofALLworksubmittedforassessment.AnAssignmentSubmissionFormmustbecompletedandsignedbystudentwhensubmittingassignments(seecopyofAssignmentSubmissionForm).
Forallassignments,studentsmayberequiredtouploadanelectronicversionoftheassignmenttoTurnItIn,aplagiarismdetectionsystem.Studentswillbeadvisedbyindividuallecturerswherethisapplies.Seealsoguidelinesofplagiarismonpage38
Whensubmittingassessmentworkbyemail,studentsmustusetheirCollegeusernameande-mailaccount;submissionofmaterialforassessmentwillnotbeacceptedfromexternale-mailaddresses.
Deadlinescanonlybechangedbydirectconsultationwiththestaffmemberconcerned,INADVANCEofthesubmissiondate.Itisthestudent'sresponsibilitytoensurethatagreementregardinganyextensionofadeadlinehasbeenreachedwiththerelevantstaffmemberandmusthavecompletedandsubmittedtheApplicationFormForLateSubmissionofCoursework
AssignmentprintingrequirementsAssignmentsshouldbeword-processedandcanbeprintedononeorbothsidesofthepaper,using1.5linespacing,withamarginofatleastoneinchatthetop,bottom,leftandrightofthepage.Examinerswillpayparticularattentiontothepresentationofassignments,andcandidateswhoseworkisdeficientinthisregardwillbepenalized.
Titlepage:Eachassignmentmustbeginwithatitlepagethatcontainsthefollowinginformation(inthisorder):thestudentnumberandname,therelevantmodule,thedegreeforwhichitissubmitted(BScClinicalSpeechandLanguageStudies);thetermandyearinwhichitissubmitted.Pagination:Allpagesmustbeclearlyandsequentiallynumbered.Binding:Assignmentsneednotbeboundinanyformalsense,butallpagesmustbefirmlyfixedtogether,ie.byastrongstapleandNOTsubmittedinplasticfoldersorpockets.ASSIGNMENTSSHOULDNOTBESPIRALBOUND.Thisistofacilitatereturnofassignmentselectronicallytostudents.
References:Everyassignmentmusthaveappendedtoitanalphabeticallistofreferences,presentedaccordingtotheAPAorHarvardconvention.SeeTCDwebsiteforadviceoncitationandreferencinghttps://www.tcd.ie/library/assets/pdf/Library%20HITS%202014/Library%20HITS%20Plagiarism%20and%20Citations%202014.pdf
Intheeventoflatesubmissionofanassignment,withoutsuchagreement,apenaltywillapply.Markswillbereducedinaccordancewiththeextentofthedelaywith5marksbeingdeductediftheassignmentisuptooneweeklateand10markswillbedeductediftheassignmentisbetweenoneandtwoweekslate.Assignmentswillnotbeaccepted,withoutagreement,morethan14daysafterthesubmissiondate.Receiptofassignmentsafterthistime,willnormallyresultinafail(zero)markbeingrecorded.Agreementtosubmitafterthistimemustbemadeinconsultationwiththestudent’sCollegeTutorandcanonlybeallowedonthebasisofillness(medicalcertificaterequired)orsimilarpersonalcircumstances.
StudentsarerequiredtosubmitallContinuousAssessment(CA)components.Failuretodosomayresultinastudentbeingreturnedas“Absent”and“Excluded”fromCollege.Studentswhosubmitworkwithoutappropriatebibliographieswillnothavetheirmarksreleased,andstudentswhofailtoacknowledgerelevantsourceswithintheirassignmentsmayfindthemselvesinbreachofplagiarismguidelines.
JSHandbook2018-2019 36
Studentsarerequiredtoperformsatisfactorilyineachtypeofactivity.COMPENSATIONWITHINORBETWEENMODULESISNOTPERMITTED.StudentswhoareunsuccessfulintheirMichaelmasTermexaminationsessionorintheAnnualExaminationsessionmayberequiredtoresubmitcontinuousassessmentorprojectwork,tositaformalsupplementalexaminationpaper,ortobere-assessedinclinicalpractice,intheSupplementalperiod.
InlinewithCollegepolicy,theDepartmentiskeentoensurethatContinuousAssessmentcomponentsareincludedwherepossibleandappropriateacrossallcoursestakenaspartoftheDegreeprogramme.TheDepartmentrecognisesthatfeedbackonperformanceplaysanimportanteducationalroleinrelationtocontinuousassessment.Tothisend,everyeffortwillbemadetoreturncontinuousassessmentassignmentstostudentswithinatimelyfashion.Collegepolicyrequiresthatallassignmentswillbereturnedwithin20workingdaysofsubmission.Ifthereislikelytobeadelayinmeetingthisdeadline,studentswillbeadvisedbytherelevantlecturer.Feedback,includinginformationregardingthegradeawardedtotheassignmentwillbereturnedtothestudent,eitheronaninsertedsheet,orwrittendirectlyontotheassignment.Inallinstances,inordertoprotectstudentconfidentiality,suchinformationwillbeincludedatthebackoftheassignment,sothatitisnotvisibletootherstudents.Studentswhosubmitassignmentswithoutacompletebibliographyorotheressentialcomponentswillnotreceivefeedbackabouttheirgrade,untilaftersubmissionofthemissinginformation.
Intheeventofillness,therelevantlecturerorCollegeTutorshouldbecontactedinadvanceoftheduedatewherepossible;otherwiseacertificateisneededtovouchfortheillness(orincaseofbereavement,etc.)andextensionswillordinarilybegrantedonlytocoverdayscoveredbythecertificate.
EXAMINATIONS
(i) ExaminationResults:Thesewillbeontherelevantnoticeboardswhenavailableandonthemytcdportal.StudentswillnotbegivenresultsbyphoningtheDepartmentunderanycircumstances.
(ii) ResultsfromtheMichaelmasTermExaminationswillbeavailabletostudentsinJanuarybutareprovisional,untilratifiedbytheCourtofExaminersinJune.
(ii) BreakdownofResults:Studentscanobtainabreakdownoftheirresultsthroughthemytcdportal,orthroughtheDepartment,eitherinperson,bypriorappointment,withtheHeadofDiscipline([email protected])ortheDirectorofTeachingandLearning(Undergraduate)([email protected]).Resultswillnotbereleasedbyanymemberofstafftoanyoneotherthanthestudent,inordertoconformwiththeDataProtectionAct.Studentsarealsoinvitedtoreviewtheirscriptsanddiscusstheirexaminationperformance.Normally,studentsareadvisedofadayandtimewhenscriptscanbereviewed.Pleasenotethatresourceconstraintsmeanthatstudentrequeststoreviewscripts,outsidethedesignatedtimes,maynotbeaccommodated.
(iii) Assessmentmarks:Marksdisclosedduringthecourseoftheyearforprescribedassessmentsaresubjecttomoderationbyinternaland,whereappropriate,externalexaminers,andassucharetobeconsideredprovisionaluntiltheend-of-yearresultsareconfirmedbytheCourtofExaminers
(iv) Anonymousmarking:Asampleofacompletedfrontcoverofananonymousexaminationbookletisincludedinthishandbook.Pleasefamiliariseyourselveswithallthedetailsinadvanceofyourexaminations.
JSHandbook2018-2019 37
ExternalExaminers
ProgressionRegulations
CouncilapprovedthisProgrammesderogationtotheGeneralRegulationinCollegewherebycompensationbetweenorwithinmodulesisallowed.ThismeansthatstudentsarerequiredtoperformsatisfactorilyineachtypeofactivityandthatCOMPENSATIONWITHINORBETWEENMODULESISNOTPERMITTED.StudentswhoareunsuccessfulintheirMichaelmasTermexaminationsessionorintheAnnualExaminationsessionmayberequiredtoresubmitcontinuousassessmentorprojectwork,tositaformalsupplementalexaminationpaper,ortobere-assessedinclinicalpractice,intheSupplementalperiod.
(v) AssessmentandExaminationsMarkingScale:ThefollowinginstitutionalmarkingscaleappliesacrossCollege:
First 70-100% II.1 60-69%II.2 50-59% III 40-49%F1 30-39% F2 0-29%
Thismarkingscaleisusedwithinthedepartmentforbothcontinuousassessmentandexaminationpurposes,withtheexceptionoftheDeptofAnatomy,FacultyofHealthSciences,wherethepassmarkis50.
Pleasecheckindividualmoduleinformationforspecificrequirementsinrelationtosuccessfulcompletionofexamsandassessmentcomponents.
(vi) SomeinformationontheUniversityguidelinesforstudentstakingexaminationsisbelow.Pleasealsorefertothefollowingwebsiteformoredetailedinformation:
https://www.tcd.ie/academicregistry/exams/assets/local/guideexam.pdf
https://www.tcd.ie/academicregistry/exams/student-guide/
Conductofexaminationshttps://www.tcd.ie/academicregistry/assets/local/
SpeechandLanguagePathology DrWendyCohen
Linguistics Prof.MartinJ.Ball
Psychology Prof.GaryMorgan
JSHandbook2018-2019 38
ConductofExaminations
43Exceptasprovidedforbelow,candidatesforexaminationareforbiddenduringanexaminationtodoortoattempttodo,anyofthefollowing:tohaveintheirpossessionorconsultoruseanybooks,papers,notes,memoranda,mobilephonesorwrittenorelectronicmaterialofanynature,ortocopyfromorexchangeinformationwithotherpersons,orinanywaytomakeuseofanyinformationimproperlyobtained.
44Wheretheexaminationisofsuchanaturethatmaterialsareprovidedtothecandidates,orwherethecandidatesareallowedbytherulesofthatexaminationtohavematerialsintheirpossession,thencandidatesmayofcoursemakeuseofsuchmaterials,butonlyofsuchmaterials,andthegeneralprohibitionabovecontinuestoapplyinrespectofanyandallothermaterials.
45Wherecandidateshavethepriorwrittenpermissionoftheexaminer(s),oftheSeniorLecturer,oroftheDisabilityOfficer,tohavematerialsintheirpossessionduringanexamination,thencandidatesmayofcoursemakeuseofsuchmaterials,butonlyofsuchmaterials,andthegeneralprohibitionabovecontinuestoapplyinrespectofanyandallothermaterials.
46Wherecandidatesareallowedtobringpersonalbelongingsintotheexaminationvenuesuponconditionthatsuchbelongingsarestoredinanarea–suchasthebackofthevenue–awayfromtheareainwhichthecandidatesaresittingtheirexaminations,thencandidatesmaybringpersonalbelongingsintothehall,providedthattheyareplacedintheindicatedareaandarenotreturnedtobythecandidatesuntiltheyhavefinishedtheirexaminationsandareleavingthehall.
47AnybreachofthisregulationisregardedasamajoroffenceforwhichastudentmaybeexpelledfromtheUniversity(seeConductandCollegeRegulations).
48Studentsmustnotleavethehallbeforethetimespecifiedfortheexaminationhaselapsed,exceptbyleaveoftheinvigilator.
49ExaminationsorotherexerciseswhicharepartofcontinuousassessmentaresubjecttothesamerulesasotherCollegeexaminations.Wheresubmittedworkispartofaprocedureofassessment,plagiarismissimilarlyregardedasamajoroffenceandisliabletosimilarpenalties(see§§82-91).
AbsenceFromExaminations;seeCalendar2018-19,PartIIsections44-50
https://www.tcd.ie/calendar/undergraduate-studies/general-regulations-and-information.pdf
Accesstoscriptsanddiscussionofperformanceatexams
51 Accesstoscriptsanddiscussionofperformance
(i) Allstudentshavearighttodiscusstheirexaminationandassessmentperformancewiththeappropriatemembersofstaffasarrangedforbythedirectorofteachingandlearning(undergraduate)ortheheadofdepartmentasappropriate.Thisrightisbasictotheeducationalprocess.
(ii) Studentsareentitledtoviewtheirscriptswhendiscussingtheirexaminationsandassessmentperformance.
(iii) Students’examinationperformancecannotbediscussedwiththemuntilafterthepublicationoftheexaminationresults.
(iv) Toobtainaccesstothebreakdownofresults,astudentorhis/hertutorshouldmakearequesttothedirectorofteachingandlearning(undergraduate),courseco-ordinatororappropriatemember
JSHandbook2018-2019 39
ofstaff.
(v) Examinationscriptsareretainedbyschoolsanddepartmentsforthirteenmonthsfromthedateofthemeetingofthecourtofexaminerswhichmoderatesthemarksinquestionandmaynotbeavailableforconsultationafterthistimeperiod.
52 Re-check/re-markofexaminationscripts
(i) Havingreceivedinformationabouttheirresultsandhavingdiscussedtheseandtheirperformancewiththedirectorofteachingandlearning(undergraduate)ortheheadofdepartmentand/ortheappropriatestaff,studentsmayaskthattheirresultsbereconsiderediftheyhavereasontobelieve:
(a)thatthegradeisincorrectbecauseofanerrorincalculationofresults;
(b)thattheexaminationpaperspecifictothestudent’scoursecontainedquestionsonsubjectswhichwerenotpartofthecourseprescribedfortheexamination;or
(c)thatbiaswasshownbyanexaminerinmarkingthescript.
(ii) Inthecaseof(a)above,therequestshouldbemadethroughthestudent’stutortothedirectorofteachingandlearning(undergraduate)orcourseco-ordinatorasappropriate.
(iii) Inthecaseof(b)and/or(c)above,therequestshouldbemadethroughthestudent’stutortotheSeniorLecturer.Insubmittingsuchacaseforreconsiderationofresults,studentsshouldstateunderwhichof(b)and/or(c)therequestisbeingmade
(iv) OnceanexaminationresulthasbeenpublisheditcannotbeamendedwithoutthepermissionoftheSeniorLecturer.
(v) Requestsforre-checkorre-markshouldbemadeassoonaspossibleafterdiscussionofresultsandperformanceandnolaterthantwelvemonthsfromthedateofthemeetingofthecourtofexaminerswhichmoderatedthemarksinquestion.
(vi) Anystudentwhomakesarequestforre-checkorre-markthatcouldhaveimplicationsfortheirdegreeresultisadvisednottoproceedwithdegreeconferraluntiltheoutcomeoftherequesthasbeenconfirmed.
JSHandbook2018-2019 40
Plagiarism
Toensurethatyouhaveaclearunderstandingofwhatplagiarismis,howTrinitydealswithcasesofplagiarism,andhowtoavoidit,youwillfindarepositoryofinformationathttp://tcd-ie.libguides.com/plagiarismWeaskyoutotakethefollowingsteps:
(i) VisittheonlineresourcestoinformyourselfabouthowTrinitydealswithplagiarismandhowyoucanavoiditathttp://tcd-ie.libguides.com/plagiarism.Youshouldalsofamiliarizeyourselfwiththe2015-16Calendarentryonplagiarismlocatedonthiswebsiteandthesanctionswhichareapplied;
(ii) PlagiarismDeclaration:Completethe‘Ready,Steady,Write’onlinetutorialonplagiarismat
http://tcd-ie.libguides.com/plagiarism/ready-steady-write.
Completingthetutorialiscompulsoryforallstudents.
(iii) Familiariseyourselfwiththedeclarationthatyouwillbeaskedtosignwhensubmittingcourseworkathttp://tcd-ie.libguides.com/plagiarism/declaration;
(iv) ContactyourCollegeTutor,yourCourseDirector,oryourLecturerifyouareunsureaboutanyaspectofplagiarism.
SeebelowforcalendarentryUG:CalendarPartII,GeneralRegulations,AcademicProgress,Paragraphs82andfollowingpages.
82GeneralItisclearlyunderstoodthatallmembersoftheacademiccommunityuseandbuildontheworkandideasofothers.Itiscommonlyacceptedalso,however,thatwebuildontheworkandideasofothersinanopenandexplicitmanner,andwithdueacknowledgement.Plagiarismistheactofpresentingtheworkorideasofothersasone’sown,withoutdueacknowledgement.Plagiarismcanarisefromdeliberateactionsandalsothroughcarelessthinkingand/ormethodology.Theoffenceliesnotintheattitudeorintentionoftheperpetrator,butintheactionandinitsconsequences.Itistheresponsibilityoftheauthorofanyworktoensurethathe/shedoesnotcommitplagiarism.Plagiarismisconsideredtobeacademicallyfraudulent,andanoffenceagainstacademicintegritythatissubjecttothedisciplinaryproceduresoftheUniversity.
83ExamplesofPlagiarism.Plagiarismcanarisefromactionssuchas:(a)copyinganotherstudent’swork;(b)enlistinganotherpersonorpersonstocompleteanassignmentonthestudent’sbehalf;(c)procuring,whetherwithpaymentorotherwise,theworkorideasofanother;(d)quotingdirectly,withoutacknowledgement,frombooks,articlesorothersources,eitherinprinted,recordedorelectronicformat,includingwebsitesandsocialmedia;(e)paraphrasing,withoutacknowledgement,thewritingsofotherauthors.Examples(d)and(e)inparticularcanarisethroughcarelessthinkingand/ormethodologywherestudents:(i)failtodistinguishbetweentheirownideasandthoseofothers;(ii)failtotakepropernotesduringpreliminaryresearchandthereforelosetrackofthesourcesfromwhichthenotesweredrawn;(iii)failtodistinguishbetweeninformationwhichneedsnoacknowledgementbecauseitisfirmlyinthepublicdomain,andinformationwhichmightbewidelyknown,butwhichneverthelessrequiressomesortofacknowledgement;(iv)comeacrossadistinctivemethodologyorideaandfailtorecorditssource.Alltheaboveserveonlyasexamplesandarenotexhaustive.
JSHandbook2018-2019 41
84PlagiarisminthecontextofgroupworkStudentsshouldnormallysubmitworkdoneinco-operationwithotherstudentsonlywhenitisdonewiththefullknowledgeandpermissionofthelecturerconcerned.Withoutthis,submittingworkwhichistheproductofcollusionwithotherstudentsmaybeconsideredtobeplagiarism.Whenworkissubmittedastheresultofagroupproject,itistheresponsibilityofallstudentsinthegrouptoensure,sofarasispossible,thatnoworksubmittedbythegroupisplagiarised.85SelfplagiarismNoworkcannormallybesubmittedformorethanoneassessmentforcredit.Resubmittingthesameworkformorethanoneassessmentforcreditisnormallyconsideredself-plagiarism.
86AvoidingplagiarismStudentsshouldensuretheintegrityoftheirworkbyseekingadvicefromtheirlecturers,tutororsupervisoronavoidingplagiarism.Allschoolsanddepartmentsmustinclude,intheirhandbooksorotherliteraturegiventostudents,guidelinesontheappropriatemethodologyforthekindofworkthatstudentswillbeexpectedtoundertake.Inaddition,ageneralsetofguidelinesforstudentsonavoidingplagiarismisavailableonhttp://tcd-ie.libguides.com/plagiarism.
87Ifplagiarismasreferredtoin§82aboveissuspected,inthefirstinstance,theDirectorofTeachingandLearning(Undergraduate),ortheirdesignate,willwritetothestudent,andthestudent’stutoradvisingthemoftheconcernsraised.Thestudentandtutor(asanalternativetothetutor,studentsmaynominatearepresentativefromtheStudents’Union)willbeinvitedtoattendaninformalmeetingwiththeDirectorofTeachingandLearning(Undergraduate),ortheirdesignate,andthelecturerconcerned,inordertoputtheirsuspicionstothestudentandgivethestudenttheopportunitytorespond.Thestudentwillberequestedtorespondinwritingstatinghis/heragreementtoattendsuchameetingandconfirmingonwhichofthesuggesteddatesandtimesitwillbepossibleforthemtoattend.Ifthestudentdoesnotinthismanneragreetoattendsuchameeting,theDirectorofTeachingandLearning(Undergraduate),ordesignate,mayreferthecasedirectlytotheJuniorDean,whowillinterviewthestudentandmayimplementtheproceduresasreferredtounderCONDUCTANDCOLLEGEREGULATIONS§2.
88IftheDirectorofTeachingandLearning(Undergraduate),ordesignate,formstheviewthatplagiarismhastakenplace,he/shemustdecideiftheoffencecanbedealtwithunderthesummaryproceduresetoutbelow.Inorderforthissummaryproceduretobefollowed,allpartiesattendingtheinformalmeetingasnotedin§87abovemuststatetheiragreementinwritingtotheDirectorofTeachingandLearning(Undergraduate),ordesignate.Ifthefactsofthecaseareindispute,oriftheDirectorofTeachingandLearning(Undergraduate),ordesignate,feelsthatthepenaltiesprovidedforunderthesummaryprocedurebelowareinappropriategiventhecircumstancesofthecase,he/shewillreferthecasedirectlytotheJuniorDean,whowillinterviewthestudentandmayimplementtheproceduresasreferredtounderCONDUCTANDCOLLEGEREGULATIONS§2.
89Iftheoffencecanbedealtwithunderthesummaryprocedure,theDirectorofTeachingandLearning(Undergraduate),ordesignate,willrecommendoneofthefollowingpenalties:(a)Level1:Studentreceivesaninformalverbalwarning.Thepieceofworkinquestionisinadmissible.Thestudentisrequiredtorephraseandcorrectlyreferenceallplagiarisedelements.Othercontentshouldnotbealtered.Theresubmittedworkwillbeassessedandmarkedwithoutpenalty;
JSHandbook2018-2019 42
(b)Level2:Studentreceivesaformalwrittenwarning.Thepieceofworkinquestionisinadmissable.Thestudentisrequiredtorephraseandcorrectlyreferenceallplagiarisedelements.Othercontentshouldnotbealtered.Theresubmittedworkwillreceiveareducedorcappedmarkdependingontheseriousness/extentofplagiarism;(c)Level3:Studentreceivesaformalwrittenwarning.Thepieceofworkinquestionisinadmissible.Thereisnoopportunityforresubmission.
90Providedthattheappropriateprocedurehasbeenfollowedandallpartiesin§87aboveareinagreementwiththeproposedpenalty,theDirectorofTeachingandLearning(Undergraduate)shouldinthecaseofaLevel1offence,informthecoursedirectorandwhereappropriatethecourseoffice.InthecaseofaLevel2orLevel3offence,theSeniorLecturermustbenotifiedandrequestedtoapprovetherecommendedpenalty.TheSeniorLecturerwillinformtheJuniorDeanaccordingly.TheJuniorDeanmayneverthelessimplementtheproceduresasreferredtounderCONDUCTANDCOLLEGEREGULATIONS§2.
91Ifthecasecannotnormallybedealtwithunderthesummaryprocedures,itisdeemedtobeaLevel4offenceandwillbereferreddirectlytotheJuniorDean.NothingprovidedforunderthesummaryprocedurediminishesorprejudicesthedisciplinarypowersoftheJuniorDeanunderthe2010ConsolidatedStatutes
JSHandbook2018-2019 43
SCHOLARSHIP&DEPARTMENTAWARDS
TheFoundationScholarship
FoundationScholarsareelectedannuallyontheresultsofexaminationsheldatthebeginningofHilaryTerm.StudentstaketheexaminationintheirSeniorFreshman(secondyear)inCollege,havingcompleted3semestersofcoursework.InadditiontotheprestigeofbeingascholarofTCD,otherspecificprivilegesthatstudentsareentitledtoare(ForfurtherinformationcontactyourCollegeTutor)(a) Commonsfreeofcharge(CommonsisthetraditionaleveningmealservedintheCollegeDiningHall)(b) roomsfreeofcharge(c) remissionoffeesforpost-graduatestudy
Formoredetailsconsult:https://www.tcd.ie/academicregistry/exams/scholarship/
ThisacademicyeartheFoundationScholarshipExaminationswillbescheduledtobeginonMonday7thJanuary2019(althoughitmaybenecessarytoschedulesomeexaminationsintheprecedingweek).
CandidatesintendingtopresentfortheFoundationScholarshipexaminationsmustcompletetheonlineapplicationform.Onlineapplicationswillbeacceptedfrom9.00amonTuesday16thOctoberto5.00pmonTuesday30thOctober2018.Noapplicationswillbeacceptedafterthisdate/time.Applicantsmustbefullyregisteredfortheircourseofstudyinthecurrentacademicyearbytheapplicationclosingdate.
FoundationScholarshipPapers1) NatureandAssessmentofDisordersofSpeech,VoiceandFluency2) LinguisticsandPsychology(3hours)3) GeneralPaper(2hours)
1. NatureandAssessmentofDisordersofSpeech;VoiceandFluency(3hours)• strongandclearunderstandingofmodelsofspeechprocessing• theabilitytocriticallyevaluatecontrastingmodelsofspeechprocessingandapplyinsightsfromsuchcomparisons
toexplicatespecificcategoriesofspeechdisorders• theabilitytodescribeatheoreticalbasisforarangeofspeechdisordersandformulateandrationalisean
assessmentanddifferentialdiagnosisprocessinlightofthattheoreticalfoundation• strongandclearunderstandingofthenatureofvoiceandfluencydisorders• theabilitytocriticallydiscusspossibleaetiologiesofvoicedisordersand/ortheassociatedfactorsrelatedto
fluencydisorders• theabilitytodescribeatheoreticalbasisforvoiceandfluencydisorders,andtoformulateandrationalisean
assessmentanddifferentialdiagnosisprocessinlightofthattheoreticalfoundation2) LinguisticsandPsychology(3hours)• anexceptionalunderstandingofmodelsofSocialPsychologyandLifespanDevelopmentand• ascholarlylevelofcriticalanalysisofthecontrastingtheoreticalmodels.• criticalinsightintotheproblemoffirstlanguageacquisitionanduniversalfeaturesofthehumanmind• skillinreviewingandsuggestingapplicationsfromresearchintothenatureofsocialandindividualbilingualismin
children• theabilitytoanalysechildlanguagedatainordertodemonstrateprinciplesthatarisewithinuniversal,cross-
linguistic,orlanguage-specificperspectives.3) GeneralPaper(2hours)Theabilitytocriticallydiscuss,inascholarlymanner,thedisciplineofspeechandlanguagetherapy,asrelatedto• commontheoriesofinterpersonalcommunication• thenatureofcommunicationbreakdown• theprinciplesofassessmentandevaluationincommunicationdisorders• thefoundationsofthetherapeuticprocess
JSHandbook2018-2019 44
DEPARTMENTAWARDSANDPRIZES
BEGGSLEASKPRIZEThisprizewasfirstawardedin1994tomarkthetwenty-fifthyearofeducationofspeechandlanguagetherapistsinIreland.ItwasfoundedbyRebeccaBeggsLeask,whoasDeputyDirectorassistedtheDirector,DrMariedeMontfortSupple,ininitiatingtheeducationofSpeechandLanguageTherapistsinIrelandin1969.ItisawardedannuallytotheSeniorSophisterstudentwhopresentsthebestresearchproject.
IASLTSTUDENTPRIZEThisprizeisawardedannuallytotheJuniorFreshstudentwhoachievesthehighestmarkoverall.ThisawardispresentedbytheIrishAssociationofSpeechandLanguageTherapists(IASLT)andisawardedinhonourofDrMariedeMontfort,thefounderoftheprogramme.
THEFOUNDER’SPRIZEThisprizeisawardedannuallytotheJuniorSophisterstudentwhoachievesthebestoverallmarkintheendofyearexaminations.TheFounder’sprizeisfundedbyastipenddonatedbythefounderoftheformerSchoolofClinicalSpeechandLanguageStudies,andtheformerDirectoroftheSchool,DrMariedeMontfortSupple.
NORADAWSONMARIAKISPRIZEThisprizeisawardedannuallytotheJuniorSophisterstudentwhoachievesthehighestmarkintheclinicalpracticemodule.Theawardisfundedbytheclassof1972(D.C.S.T.),inmemoryofthepioneeringlecturerandclinician,NoraDawsonMariakis.
OTWAY-FREEMANAWARDThisprizeisawardedannuallytotheSeniorSophisterstudentwhoachievesthehighestmarkintheclinicalpracticemodule.
QUATERCENTENARYPRIZEThisprizeisawardedannuallytotheSeniorSophisterstudentwhoachievesthehighestoverallmarksintheyear.
THETAVISTOCKTRUSTFORAPHASIASTUDENTPRIZEThisprizeisawardedbyTheTavistockTrustforAphasia(UK)toUniversitiesinIrelandandUKthathavecoursesinSpeechandLanguageTherapy.Theprizeistothevalueof£300andisawardedintheSeniorSophisteryearforstudentswhodemonstrateexcellenceinscholarlyworkintheareaofAphasia.
WALKERPRIZEThisprizeisawardedannuallytothestudentacquiringthehighestgradeinspeechandlanguagepathologyintheSeniorFreshyear.
JSHandbook2018-2019 45
TermDates
AcademicYearStructure2018/19
KeyDates:
Freshers/OrientationWeek: Monday3SeptembertoFriday7September2018
Study/ReviewWeek: Monday22OctobertoFriday26October2018
RevisionWeekSemester1: Monday3DecembertoFriday7December2018
ScholarshipExaminations: Monday7JanuarytoFriday11January20191
Study/ReviewWeek: Monday4MarchtoFriday8March2019
RevisionWeekSemester2: Monday15ApriltoFriday19April2019
Trinityweek: Monday29ApriltoFriday3May2019
FormalAssessmentweeks
Semester1Examinations Saturday8DecembertoFriday14December2018
Semester2Examinations Tuesday23toSaturday27April2019
(andTuesday30AprilandThursday2May2019ifrequired)
1ItmaybenecessarytoholdsomeFoundationScholarshipexaminationsintheprecedingweek.
JSHandbook2018-2019 46
DEPARTMENTFACILITIES
Thereareanumberofdepartmentalfacilities,asoutlinedbelow.Studentsareremindedoftheextensivelibraryandcomputerfacilitiesprovidedacrossthecampus.
Students’PreparationAreaRoom006,GroundFloor,maybeusedbystudentsforworkinconnectionwiththecourse-studying,preparingclinicalmaterialsetc.Materialsleftaftertheendoftermwillberemoved.Pleaseensurethatthisroomiskeptcleanandtidy,andremoveanyfoodordrinkitemsasyouleave.
ComputersStudentsmayusethecomputerfacilitiesintheDepartmentforcourseworkonly.PrintingfacilitiesarenotavailableintheDepartmentforgeneralwork.ThreecomputersaresituatedinStudentPreparationRoomaswellasinthetwoclinicrooms(Room002andRoom004)andthreeseminarrooms(Rooms005/103/104).
ClinicRoomsTheclinicrooms002and004(groundfloor)maybebookedforPBLtutorialgroupsbystudents.Katie(Reception)keepstheroombookingsheetsandallbookingsmustbemadethroughher.Studentsmaynotbringfoodordrinks(otherthanwater)intotheclinicrooms.
LecturesLecturesaregiveninsharedteachingspacewithinCollegeandwithintheDepartment(7–9SouthLeinsterStreet)whereappropriate-seeyournoticeboard.Lecturesbeginonthehourandendat10minutestothehour.Studentsmaynotbringfoodordrinks(otherthanwater)intothelecturerooms.
Studentsareremindedthattheuseofmobilephonesduringlectures/clinicsisstrictlyprohibited.Phonesmustbeswitchedoffinlecture/clinicrooms.Studentswhoareusingmobilephonestokeeptime,orasstopwatchesmustensurethatthephonecallfunctionisnotactive,unlessexplicitlyrequestedbythePracticeEducator.
NoticeBoardsEachYearGrouphasaspecialnoticeboardintheStudentPreparationArea.Theseshouldbeconsultedoftenforinformationabouttimetable,placements,supervisionetc.Notesforindividualstudentsfromstaffmaybeleftonnoticeboards;pleasecheckregularly.Pleasedonotusethesenoticeboardsforpersonalmessagesetc.
TestsandclinicalequipmentTestsandclinicalequipmentmaybeborrowedforuseon-siteonlyandbookedoutintheTest/EquipmentBookingDiary.Pleasetreatalltestsandclinicalequipmentwiththeutmostcareastheyareextremelyexpensivetoreplace,giventheirspecialistnature.Alltestsandclinicalequipmentmustbereturnedtothecorrectlocationimmediatelyafteruse.Pleaseensureallcomponentsofthetestarereturnedinthefolder(e.g.testmanual,booklet,sampletestformetc.).IncompletetestsshouldbereturnedtoKatieGriffinwithanoteindicatingmissingcomponent(s).
JSHandbook2018-2019 47
ModuleCode SLU33001
ModuleName DISCOURSEANALYSIS
ECTSweighting 5
Semester/term
taughtMichaelmasterm
ContactHours 22hours;100indicativehours
Module
PersonnelModulecoordinator:Prof.BreffniO'RourkeLecturers:Prof.BreffniO’Rourke,Prof.JeffreyKallen
Learning
Outcomes
Onsuccessfulcompletionofthismodule,studentswillbeableto:•Describelinguisticdiscourseasaphenomenonworthyofsystematicinvestigation•Transcribeconversationaldiscourseinsufficientdetailformostanalyticpurposes•Explainthefundamentalsofrelevantethnographic,pragmatic,andconversation-analyticconceptualframeworks•Analysediscoursefromethnographic,pragmatic,andconversation-analyticperspectives
Module
LearningAims
•Tointroducestudentstoarangeoftheoreticalandanalyticperspectivesondiscourse•Tointroducestudentstosomeofthemaintoolsthathavebeenusedforanalysingmeaningandspeakerchoicesindiscourse
ModuleContent
Thefollowingtopicsareindicative:•Whatisdiscourse?Whyandhowshouldwestudyit?•Transcribingdiscourse(lectureandworkshops)•Theculturalcontextofdiscourse:EthnographyofCommunication•“Doingthingswithwords”:speechacttheory•Meaningsbeyondourwords:thecooperativeprincipleandconversationalimplicature•Beyondcooperativeness:politenesstheory•Discoursemarkers•Microanalysisoftalk-in-interaction:ConversationAnalysis
Recommended
ReadingListSeeBlackboardforrecommendedreadinglist.
Assessment
Details
Studentsareassessedonthebasisofatranscriptionandanalysisassignment.
Submissiondate:12pmonFridayofTeachingWeek12,MichaelmasTerm.
JSHandbook2018-2019 48
ModuleCode SLU33002
ModuleName DYNAMICSOFDISCOURSE
ECTSweighting 5
Semester/term
taughtHilaryterm
ContactHours 22directhours;100indicativehours
Module
PersonnelModuleCoordinatorandLecturer-DrI.P.Walsh
Learning
Outcomes
Onsuccessfulcompletionofthismodule,studentswillbeableto:1.Describethedevelopmentofdiscourseskillsinchildhoodandadolescence[PO2,7]2.Analysefeaturesofspokendiscourseineverydayandinstitutionalcontexts,withparticularreferencetospeechandlanguagetherapyencounters[PO1,2,4,7,8]3.Describehowspokendiscoursemaybeinfluencedbyinterlocutors'levelsofconversationalengagement,orientationandskillincommunicationinteractions[PO1,2,7,8]
Module
LearningAims
Todemonstratetheapplicationofdiscoursetheory,includingnarrativediscourse,to(i)developmentofdiscourseskillsinchildhood,and(ii)toarangeofdifferentinstitutionaldiscoursecontexts(e.g.classroomandclinicaldiscourse).Toappreciatetheimpactofadiagnosisoflanguageand/orcommunicationimpairmentonthedevelopmentofdiscourseskills.
ModuleContent
Areascoveredwillinclude:Developmentofdiscourseskillsinchildhoodandadolescence.Discourseabilities,disabilitiesanddifferencesacrossindividuals.Institutionaldiscourseandtheclinicalencounterinspeechandlanguagetherapy.Discourseanalysisworkshops
Recommended
ReadingListSeeBlackboardforrelevantlists
Assessment
Details
Assessment:Transcriptionandanalysisofdiscoursesample(100%)Transcriptionofsample(30%)due12pmonMondayofTeachingWeek8,HilaryTerm.Analysisofsample(70%)due12pmonMondayofTeachingWeek12,HilaryTerm.
JSHandbook2018-2019 49
ModuleCode SLU33003
ModuleName EVIDENCEBASEDPRACTICE
ECTSweighting 5
Semester/term
taughtMichaelmasterm
ContactHours 24directhours;100indicativehours.
Module
PersonnelModuleCoordinatorandlecturer:DrMargaretWalshe,Lecturer:IsoldeHarpur,TCDLibrarian.
Learning
Outcomes
Onsuccessfulcompletionofthismodule,studentswillbeableto:1.Criticallyinterprettheprinciplesunderlyingevidence-basedpracticewithspecificreferencetocommunicationandswallowingdisorders[PO2,8]2.Formulateananswerablequestionforretrievalofevidence[PO6,7,8]3.Retrievehighqualityclinicalevidenceusingscientificliteracyskills[PO6,7,8]4.Criticallyappraisethemethodologicalqualityofresearchevidence[PO2,7,8]5.Integraterelevantevidencewithclinicalexperiencetoinformclinicaldecision-making[PO2,5,7,8]
Module
LearningAims
Thismoduleintroducesstudentstotheprinciplesandapplicationofevidencebasedhealthcareintoclinicalpractice.StudentsareintroducedtocriticalappraisalofliteratureacrossarangeofmethodologiesandencouragedtoapplyEBPtoresearchaswellasclinicalpractice.
ModuleContent
a)PrinciplesofEBPb)FormulationofPICOquestionforinformationretrivalc)Databasesearchingd)Criticalappraisalofresearchevidencee)ApplicationsofEBPintoclinicalpractice”Challengesandopportunities.
Recommended
ReadingListSeeEBPModuleinBlackboardforrelevantreadinglistsandonlineresources
Assessment
DetailsAnnualExamination(2hours)attheendofMichaelmasterm
JSHandbook2018-2019 50
ModuleCode
SLU33004
ModuleName
INTERVENTIONFORDISORDERSOFSPEECH,VOICE,FLUENCYANDSWALLOWING
ECTSweighting
10
Semester/term
taught
MichaelmasTerm
ContactHours
66directhours:200indicativehours
Module
Personnel
ModuleCo-ordinatorandLecturer-Dr.M.SmithLecturer-Dr.C.Jagoe,Dr.P.Sloane,Dr.J.ReganGuestlecturers
Learning
Outcomes
Onsuccessfulcompletionofthismodule,studentswillbeableto:1.Criticallyevaluatetheevidencebaseforspecificpreventionandinterventionapproachesrelatedtodisordersofspeech,voice,fluencyandswallowing[PO2,6]2.Describeandcritiquemodelsofinterventionandrelatedinterventionstrategies[PO1,2]3.Constructplansfortherapy,incorporatingspecificandmeasurablelong-andshort-termaimsthatareclient-drivenandevidence-informed[PO2,3,5,7]4.Criticallyevaluatetherapyplans,incorporatingconsiderationoftheprocessesthatoptimiseclient-providerpartnership,activeengagementandclientself-management[PO1,2,4]5.Criticallyevaluatetherapyoutcomeswithreferencetomeaningfulchange[PO2]6.Applytheprinciplesofinterdisciplinaryworking,recognisingtherolesofotherprofessionalsandrespectingtheclientandsignificantothersasactiveandinformedpartnersinallinterventionprocesses[PO1,3,6]
Module
LearningAims
ThismoduleintroducesJSstudentstotheartandscienceofintervention,encapsulatingtheprinciplesofcollaborativedecision-makingtooptimizemeaningfuloutcomesforindividualswhoexperiencedisordersofspeechproduction,disordersofvoice,fluency,andswallowing.Theconstructofintelligibilityasasharedfeatureofthespeaker,listenerandtheenvironmentisexplored,highlightingtherelationshipbetweenlevelofbreakdownandfocusofintervention,andlinkingassessmenttointerventionplanning.BuildingontheknowledgeandskillsfrommodulesinSF,studentslearnabouttheapplicationofmedical,socialandbiopsychosocialframeworksinintervention,withparticularreferencetoactivitylimitationsandparticipationrestrictionsassociatedwithdisordersofspeechvoiceandfluencyandwithdysphagia.Theimportanceofcollaborationishighlighted,incorporatingcollaborationwithclientsandfamiliesaswellasinterprofessionalcooperationand
JSHandbook2018-2019 51
engagement.
ModuleContent
1.IntroductiontomodelsandprinciplesofinterventionwithanEBPframework2.Interprofessionalpracticetosupportoptimaloutcomes3.Interventionprinciplesandpracticesforchildrenwithdevelopmentaldisordersofspeech4.Interventionwithchildrenwithcochlearimplants5.Interventionwithchildrenwithspeechandswallowingdisordersassociatedwithcraniofacialanomalies6.Interventionwithadultswithacquiredmotorspeechdisorders:acquireddysarthriaandapraxiaofspeech(AOS)7.Interventionwithchildrenandadultswithdysphagia8.Interventionwithchildrenandadultswithdisordersoffluency9.Interventionwithchildrenandadultswithdisordersofvoice.10.InterventionusingAAC
Recommended
ReadingList
SeeBlackboardforrelevantlists.
Assessment
Details
AssessmentDetails:AnnualExaminationPaper:One3-HourExamPaper-4questionstobeanswered(70%).ContinuousAssessmentAssignments:Groupassignment:30%oralpresentation(problemresolution)onWednesdayofTeachingWeek9inMichaelmasTerm(DrM.Smith)
JSHandbook2018-2019 52
ModuleCode
SLU33005
ModuleName
INTERVENTIONFORDISORDERSOFLANGUAGEANDCOMMUNICATION
ECTSweighting
10
Semester/term
taught
Hilaryterm
ContactHours
66directhours,200indicativehours
Module
Personnel
ModuleCoordinatorandLecturer-DrC.JagoeI.P.WalshLecturer–Dr.I.P.WalshC.Jagoe,Lecturer–Dr.M.SmithGuestVisitinglecturers
Learning
Outcomes
Onsuccessfulcompletionofthismodule,studentswillbeableto:1.Criticallyevaluatetheprinciplesandprocessesofpreventionandinterventionapproachesrelatedtolanguageandcommunicationdisorders[PO1,2,4,5]2.Criticallyevaluatetheevidencebaseinrelationtospecificinterventions,modelsandtechniques[PO1,2,4,7]3.Constructandrationalisetherapyplans,incorporatingspecificandmeasurableaimsandgoalsthatarestrengths-based,client-drivenandevidence-informed,withinamultidisciplinaryframeworkandinclusiveofstakeholderperspectives[PO1,2,3,4,5]4.Criticallyevaluatetherapyplans,incorporatingconsiderationoftheprocessesthatoptimiseclient-providerpartnership,activeengagementandclientself-management[PO1,2,4]5.Criticallyevaluatetherapyoutcomeswithreferencetomeaningfulchange[PO1,2,5]
6.Applytheprinciplesofinterdisciplinaryworking,recognisingtherolesofotherprofessionalsandrespectingtheclientandsignificantothersasactiveandinformedpartnersinallinterventionprocesses[PO1,3,6]
Module
LearningAims
Theaimofthismoduleistointroducestudentstoarangeofinterventionmodels,principlesandtechniquesappropriatetoclinicalworkwithchildren,adolescentsandadultswithlanguageandcommunicationdisorders.Studentswillexploretheprinciplesofdecision-makingininterventionandwillbefacilitatedinevaluatingtherapyinaperson-centredmanner.
ModuleContent
Themoduleaimswillbeaddressedacrossthefollowingcontentareas:
• DevelopmentalLanguageDisabilityDisorder
JSHandbook2018-2019 53
• DLDandassociateddisorders• Aphasia• TBI&RightHemisphereDamage• TheDementias• Communicationinadultmentalhealthdisorders• Intellectualdisability• Studentswillalsoparticipateininterventionworkshopsprovided
Recommended
ReadingList
SeeBlackboardforrelevantlists
Assessment
Details
AnnualExaminationPaper(60%).3-HourExamPaper(4questionstobeanswered).ContinuousAssessmentAssignment:IPLgroupwrittenproduct(40%).Due12pmonFriday-week11ofHilaryTerm(Dr.CJagoe/DrMargaretWalshe)
JSHandbook2018-2019 54
ModuleCode SLU33006
ModuleName RESEARCHMETHODSANDSTATISTICS
ECTSweighting 5
Semester/term
taughtMichaelmasTerm
ContactHours 24directhours,100indicativehours
Module
PersonnelModuleCo-ordinatorandLecturer-Dr.KMcTiernan
Learning
Outcomes
Onsuccessfulcompletionofthismodule,studentswillbeableto:1.Identifyanddifferentiatebetweenarangeofresearchdesignsandapproaches[PO3,8]2.Identifyandexplainthestagesoftheresearchprocess[PO3,8]3.Appraisethequalityofevidencepresentedinresearcharticles[PO3,8]4.Identify,compareandcontrastdifferentsamplingstrategies[PO3,8]5.Outlineandcriticallyevaluatedifferentdatacollectiontechniques[PO3,8]6.Demonstratetheabilitytoselectandapplyappropriatestatisticalproceduresfortheanalysisofdata[PO3,8]
ModuleLearning
Aims
Theaimofthismodelistointroducestudentstothedifferentresearchmethodologies,tothedesignofresearchprojects,andtomethodsofdatacollectionandanalysis.Furthermore,thismoduleaimstoequipstudentswithbasicskillstosupporttheirdevelopmentasindependentclinician-researchers.
ModuleContent
ResearchMethodsTopics:1.Theoryofresearchandcontextsofinquiry2.Theprocessofresearch3.Approachestoresearch4.Reviewingtheliterature5.Sampling6.DatacollectionmethodsStatisticsTopics:1.Definitionsofterms:statistics,descriptiveandinferentialstatistics;samplesandpopulations,variables,observations,values,levelsofmeasurement.2.Independentanddependentvariables3.Descriptivestatisticsandarraysofdata4.Graphicalrepresentationofdata5.Measuresofcentraltendencyandmeasuresofdispersion6.Standardscores(zscores)7.Testsofassociationandcorrelationandtheiruses
JSHandbook2018-2019 55
8.Testingfordifferences-ttests;analysisofvariance;outlineofuses.9.Choosinganappropriatetest-parametricvsnon-parametricconsiderations.
Recommended
ReadingListSeeBlackboardforreadinglist
Assessment
Details
One3-hourAnnualExamPaper(100%).Part1:Statistics(30%)Part2:ResearchMethods(70%)
JSHandbook2018-2019 56
ModuleCode SLU33007
ModuleName RESEARCHDESIGN
ECTSweighting 5
Semester/term
taughtHilaryterm
ContactHours 24directhours,100indicativehours
Module
Personnel
ModuleCoordinatorandLecturer-DrKathleenMcTiernanLecturers:Dr.PaulineSloane,Dr.CarolineJagoe,Dr.IreneWalshandDr.BreffniO’Rourke,Dr.JeffreyKallen,Dr.MartineSmith,Dr.J.Regan
Learning
Outcomes
Onsuccessfulcompletionofthismodule,studentswillbeableto:1.Thinkindependentlyandcriticallyapplythecoreprinciplesofresearchdesignandimplementation[PO2,7,8]2.Differentiatebetweenarangeofdesignsandapproachessuitableforapplicationinresearchprojects[PO7,8]3.Criticallyanalyseliteratureandplacearesearchquestionintothecontextoftheexistingliterature[PO7,8]4.Chooseappropriatesamplingstrategies,methodsofdatacollectionandproceduresfortheanalysisofdataforaresearchproject[PO7,8]5.Developandwriteamethodologicallyappropriateresearchproposal[PO4,7,8]6.Identifyandaddressthekeyethicalissuesforaproposedresearchproject[PO5,7,8]"
Module
LearningAims
Theaimsofthismoduleareto:1.Equipstudentswiththeresearchtheskillsneededtoundertakeandcompletetheirsophisterresearchproject2.Developalifelonglearningapproachtoresearchandevidencebasedpractice
ModuleContent
1.Introductiontoresearchdesign2.Overviewofthereadingforresearch3.Developmentofaresearchquestion4.Designingaresearchstudy(sampling,datacollectionandanalysis,ethicalconsiderationsofresearch)
5.Ethicalconsiderationsofresearch6.Writingaresearchproposal
Recommended
ReadingListSeeBlackboardforcompletereadinglist
JSHandbook2018-2019 57
Assessment
Details
ContinuousAssessment(100%):ResearchProposalStudentsmustsubmitaResearchProposal(wordcount2,500,excludingappendices).FurtherdetailsoftheassignmentwillbepostedonBlackboard.DateDue:12pmonFridayofTeachingWeek12,HilaryTerm.
JSHandbook2018-2019 58
ModuleCode SLU33008
ModuleName NEUROLOGYANDPSYCHIATRY
ECTSweighting 5
Semester/termtaught
Michaelmasterm
ContactHours
24directhours;100indicativehoursChildNeurology(6hours)AdultNeurology(8hours);ChildPsychiatry(6hours)AdultPsychiatry(4hours).
ModulePersonnel
ModuleCo-ordinator–DrI.P.Walsh&Dr.J.ReganNeurologyLecturers:Dr.DeclanO’Rourke(ChildNeurology),DrJ.Regan(AdultNeurology)PsychiatryLecturers:DrBDoody(ChildPsychiatry),Lecturer(tbc)(AdultPsychiatry)
LearningOutcomes
NeurologyOnsuccessfulcompletionofthismodule,studentswillbeableto:1.Applyunderstandingofthenormalneurologicalsystemtorationalisediagnosticandinterventiondecisionsinrelationstoimpairmentsofspeech,language,swallowingandvoiceinchildrenandadults[PO1,2]2.Describethecauses,features,diagnosticprocessesandmultidisciplinarymanagementassociatedwithcommonlyoccurringneurologicalconditionsinchildrenandadults[PO1,2,3,4]3.Evaluatetheimpactofcommonlyoccurringneurologicalconditionsonspeech,language,communicationandswallowingfromimpairmentandqualityoflifeperspectives[PO1,2,3]4.RationalisetheroleoftheSLTwithinthemulti-disciplinaryteaminthemanagementofchildrenandadultswithneurologicalconditions[PO1,3,4,5,6]
PsychiatryOnsuccessfulcompletionofthismodule,studentswillbeableto:1.Identifylikelysymptomprofilesofchildrenandadultswithcommonlyoccurringpsychologicalandpsychiatricdisorders[PO1,2]2.Evaluatethepotentialimpactofcommonlyoccurringpsychologicalandpsychiatricdisordersonspeech,language,communicationandswallowingfunction[PO1,2]3.Identifyinterventionapproachesusedinthemanagementofchildrenandadultswithcommonlyoccurringpsychologicalandpsychiatricdisorders[PO1,3,6]4.RationalisetheroleoftheSLTwithinthemulti-disciplinarymanagementofchildrenandadultswithpsychologicalandpsychiatricdisorders[PO1,3,4,5,6]
JSHandbook2018-2019 59
ModuleLearningAims
ModuleContent
ChildNeurology(6hours)Contentwillincludeanoverviewofthemajorneurologicaldisordersofchildhood.AdultNeurology(8hours)Contentwillincludethemajorneurologicaldisordersofadulthood,includingbutnotrestrictedtothefollowingtopics:ReviewoftheneurologicalsystemDisordersofupperandlowermotorneurones/DisordersofthepyramidalsystemDisordersoftheextra-pyramidalsystemDisordersofthecerebellarsystemImpactofneurologicaldisordersonspeech,language,communicationandswallowingRoleofSLTinthemanagementofpeoplewithneurologicalconditions
ChildPsychiatry(6hours)Contentwillincludeanoverviewofthemajorpsychiatricdisordersofchildhoodandrelatedtopics.AdultPsychiatry(4hours)Contentwillincludeanoverviewofthemajorpsychiatricdisordersofadulthoodandrelatedtopics..
RecommendedReadingList
SeeBlackboardforreadinglists
AssessmentDetails
Neurology(Child&Adult):ClassTest(MultipleChoiceQuestions)(50%)inTeachingWeek10,HilaryTerm.
Psychiatry(Child&Adult):AnnualExaminationinHilaryTerm(50%)(2hour):Section1ChildPsychiatry&Section2AdultPsychiatry.
JSHandbook2018-2019 60
ModuleCode
SLU33009
ModuleName
PRACTICEEDUCATION2
ECTSweighting
10
Semester/term
taught
MichaelmasandHilaryTerm
ContactHours
200indicativehours
Module
Personnel
ModuleCoordinator:PracticeEducationCoordinator–Dr.D.QuigleyRegionalPlacementFacilitators,PracticeTutors,PracticeEducators,Dr.M.Smith,Dr.C.Jagoe,Dr.I.P.Walsh,Dr.P.Sloane,Dr.J.Regan
Learning
Outcomes
Onsuccessfulcompletionofthismodule,studentswillbeableto:1.Engageinreflectionandreflectivepractice;criticallyself-appraisingandworkingtodevelopownprofessionalconductandclinicalcompetenciesandrespondingtofeedbackreceivedfrompracticeeducators
2.Demonstrateappropriateprofessionalconductandclinicalcompetencies,atentryorpluslevelintheNationalStudentClinicalCompetencies,intheclinicalassessmentofcommunicationandfeeding,eating,drinkingandswallowingdisorders3.Demonstrateappropriateprofessionalconductandclinicalcompetencies,atentryorpluslevelintheNationalStudentClinicalCompetencies,intheclinicalplanningofinterventionforcommunicationandfeeding,eating,drinkingandswallowingdisorders4.Demonstrateappropriateprofessionalconductandclinicalcompetenciesduringallinteractionswithclients,teammembers,andpracticeeducators5.Describeandadheretoclinicalpolicies,procedures,protocolsandguidelinesonprofessionalconduct,health&safety,infectioncontrol,riskmanagement,dataprotectionandchildprotection
Module
LearningAims
Thisisamandatorymoduleforstudentsundertakingtheundergraduatespeechandlanguagetherapyclinicaleducationprogramme.Studentsattendclinicalbriefingsinthedepartmentfollowedbytwopracticeeducationplacementswhichprovidethemwithopportunitiestoassess,diagnose,planandimplementinterventionprogrammeswithasmallnumberofclientsinatleasttwoclinicalsettings.Studentsworkwithclientsunderthesupervisionofprofessionallyqualifiedspeechandlanguagetherapistswhoaimtoprovidestudentswithopportunitiestodevelopthecompetenciesneededtoworkasaspeechandlanguagetherapist.
JSHandbook2018-2019 61
ModuleContent
Clinicalbriefings,Clinicalworkshops,ProfessionalDevelopmentLog(PDL).Thismoduleincludestwopracticeeducationplacements:1.JSWeeklyPracticeEducationPlacementTheplacementtakesplacefor10-12ThursdaysbetweenTeachingWeek3andTeachingWeek5ofHilaryTerm.InductionwilltakeplacebyarrangementinMichaelmasterm.Itisrecommendedstudentsobtainanaverageof2-3hoursdirectclientworkperdayduringpracticeeducationplacementsinJSyear.
2.JSBlockPracticeEducationPlacementTheplacementconsistsofa30daypracticeeducationplacement(24dayson-siteand6researchdays).ThisplacementisevaluatedaspartoftheSSmoduleSLU44006.PLEASENOTE:Placementsareallocatedprimarilybasedonlearningneedsandgapsinexperiencetoensurestudentsgainvariedopportunitiesinamultitudeofsettingsandwithdiverseclientgroups.Placementscannotbeallocatedsolelyonpersonalpreferencesorconvenienceoflocation.Everyeffortwillbemadetomatchstudentswithsuitableplacementstomaximiselearningopportunitiesandthedevelopmentofclinicalcompetencies–thismayinvolvetravellingtoclinicalsettingsoutsideoftheDublinregion.
Recommended
ReadingList
Studentsarealsorequiredtoreadmaterialsfromtheprofessionalknowledgebaserelevanttotheirclientsandtheservicesetting,whichwillenablethemtolinkandapplytheorytotherapyandcase,caseloadandservicemanagement.SeeBlackboardforfullreadinglist.
Assessment
Details
1.JSWeeklyPracticeEducationPlacement(a)ContinuousAssessment(50%):PracticeEducatormapsstudent’scompetenciesontheNationalStudentClinicalCompetencyEvaluationForm(SCCEF)Level2Transition.Themid-placementsessioncanbescheduledbetweenday5andday6oftheplacement.Studentsmustberatedonall10professionalconductcompetenciesandaminimumof15clinicalcompetenciesontheNationalStudentClinicalCompetencyEvaluationForm.Casebasedclinicaldiscussionscanbeusedtoassesscompetenciesifopportunitiesfordirectobservationhavenotariseninclinicalwork.Inordertopasstheplacement,all10professionalconductcompetenciesmustberatedasacceptableand12ormoreclinicalcompetenciesmustfallwithintheevident/plusrange.(b)ClinicalExam(30%):PracticeEducatormapsstudent’scompetenciesontoNationalStudentClinicalCompetenciesbasedonanevaluationofstudentconductingatherapysessionwithaclientwhileonplacement.Studentsareexaminedwithaclientwithwhomtheyarefamiliarwith,orwhoisfromaclientgrouptheyhaveworkedwithduringtheplacement.Theclinicalexamtakesplacetowardstheendoftheplacementandhas4components:(i)File(Fileisexaminedforevidencethatcompetenciesinrelationtomaintainingclinicalrecordsaredeveloping,eitherbeforeorafterthesession)(ii)Presentation(Studentisrequiredtogiveabrieforalsummary(<5mins)ofthecliente.g.relevanthistory,diagnosis,previousassessment/therapy)
JSHandbook2018-2019 62
(iii)ClinicalSession(Thestudentisobservedworkingwithclientby2examiners,eitherseparatelyorinturn)(iv)Viva(Theclinicalsessionisfollowedbyashortviva)ThemarkfortheclinicalexamisbasedonLevel2:TransitionNationalStudentClinicalCompetencies.Studentsmustbeassessedonaminimumof10clinicalcompetenciesfortheclinicalexam.Markswillbeevaluatedproportionally.Inordertopasstheclinicalexam,70%ofthecompetenciesratedmustfallwithintheevident/plusrange.(c)CasePresentation(20%):Studentspresentacasefromtheirclinicalplacement;evaluatedinCollegebyPracticeEducatorCo-ordinator(PEC)andPracticeTutor/RegionalPlacementFacilitatorormemberoftheacademicstaffonThursday(allday)ofTeachingWeek8ofHilaryTerm.Eachstudentwillbeallocatedamaximumof10minutesforthepresentationand2-3minutestoanswerquestionsfromtheexaminers.MarkingcriteriaforthispresentationwillbemadeavailableonBlackboard.(d)ProfessionalDevelopmentLog(PDL)(Pass/Fail):PDLevaluatedforaccuracy,completeness,qualityofreflectivepracticeandoverallpresentation.Tobesubmittedby12pmonFridayofTeachingWeek12inHilaryTerm.ThiswillbemarkedasPassorFail.ThePDLmustbepassedinordertopassthemodule.(e)Afterplacementcompleted:
• SubmissionofthesummaryofcertifiedhoursformstotheDepartmentExecutiveOfficerwithinoneweekofcompletingplacement(pass/fail).(Note:youmustalsokeepacopyofthecertifiedhoursformsforyourPDL).
• Submissionof‘StudentEvaluationofPracticeEducationPlacement’formtotheDepartmentExecutiveOfficerwithinoneweekofcompletingplacement(compulsorysubmission).
PLEASENOTE:Studentswhopassthecontinuousassessment(CA)componentbutwhofailtheclinicexamcomponentwillcarrythatCAmarktotheadditionalplacement.Studentsarethenrequiredtodemonstrateapassstandardforcontinuousassessmentontheadditionalplacementpriortoproceedingtothesupplementaryclinicalexam.
2.JSBlockPracticeEducationPlacement(JSSummerBlockPlacement):(Totalof60%ofSeniorSophisterPracticeEducation3Module:SLU44006)(a)ContinuousAssessment:TheassessmentmarkawardedforthisplacementisbasedoncontinuousassessmentontheNationalStudentClinicalCompetencyEvaluationForm(Level2:Transition).Studentsmustberatedonall10professionalconductcompetenciesandaminimumof15clinicalcompetencies.Inordertopasstheplacement,all10professionalconductcompetenciesmustberatedasacceptableand12ormoreclinicalcompetenciesmustfallwithintheevident/plusrange.Markcontributes40%towardstheSSPracticeEducation3moduleSLU44006.(b)CasePresentation:Studentspresentacasefromtheirclinicalplacement;evaluatedinCollegebyPracticeEducatorCo-ordinator(PEC)andPracticeTutor/RegionalPlacementFacilitatorormemberoftheacademicstaff.ThiswilltakeplaceinMichaelmasTermofSSyear.TheSpeechandLanguagePathologyExternalExaminermayalsobepresent.Eachstudentwillbeallocatedamaximumof10minutesforthepresentationand2-3minutesto
JSHandbook2018-2019 63
answerquestionsfromtheexaminers.MarkingcriteriaforthispresentationwillbemadeavailableonBlackboard.Markcontributes20%towardstheSSPracticeEducation3moduleSLU44006.(c)ProfessionalDevelopmentLog(relevantdeclaration,hoursandreflectivepracticerelatedformstobecompletedandsubmittedaspartofPDLforSSPracticeEducation4module)(d)Afterplacementcompleted:
• SubmissionofthesummaryofcertifiedhoursformstotheDepartmentExecutiveOfficerwithinoneweekofcompletingplacement(pass/fail).(Note:youmustalsokeepacopyofthecertifiedhoursformsforyourPDL).
• Submissionof‘StudentEvaluationofPracticeEducationPlacement’formtotheDepartmentExecutiveOfficerwithinoneweekofcompletingplacement(compulsorysubmission).
JSHandbook2018-2019 64
Appendix
SAMPLEFORMS
1 AssignmentSubmissionForm2 ApplicationFormforLateSubmissionofCoursework3 SampleAssignmentFeedbackForm4 EssayMarkingCriteria5 SampleEssayEvaluationForm6 SamplecopyoffrontpageofExaminationBooklet
JSHandbook2018-2019 65
DEPARTMENTOFCLINICALSPEECH&LANGUAGESTUDIES,TCDAssignmentSubmissionForm
StudentName
StudentNumber
AssessmentTitle
ModuleCode
ModuleTitle
ModuleCo-ordinator
Staffmemberresponsibleforassignment
DateDue
DateSubmitted
ASIGNEDCOPYOFTHISFORMMUSTACCOMPANYALLSUBMISSIONSFORASSESSMENT.STUDENTSSHOULDKEEPACOPYOFALLWORKSUBMITTED.EnsurethatyouhavecheckedtheDepartment’sproceduresforthesubmissionofassessments.Note:Therearepenaltiesforthelatesubmissionofassessments.ForfurtherinformationpleaseseeStudentHandbookandPermissionforLateSubmissionform.Plagiarism:☐ IhavereadandIunderstandtheplagiarismprovisionsintheGeneralRegulationsoftheUniversity
Calendarforthecurrentyear,foundathttp://www.tcd.ie/calendar☐ IhavealsocompletedtheOnlineTutorialonavoidingplagiarism‘ReadySteadyWrite’,locatedat
http://tcd-ie.libguides.com/plagiarism/ready-steady-write.DeclarationofAuthorship☐ Ideclarethatallmaterialinthisassessmentismyownworkexceptwherethereisclear
acknowledgementandappropriatereferencetotheworkofothers.Signed:______________________________________Date:_______________________
JSHandbook2018-2019 66
APPLICATIONFORMFORLATESUBMISSIONOFCOURSEWORK
StudentmustcompleteSectionAofthisform.Itisthestudent’sresponsibilitytoaskappropriateStaffMembertocompleteSectionB.TheStaffMemberwillreturntheformtothestudent.StudentsmustthennotifytheDepartmentofficeofthenewsubmissiondate(ifgranted)andshouldattachtheoriginalcompletedformtotheircourseworkwhensubmitting.Studentsandstaffshouldretainacopyofthiscompletedformfortheirrecords.
SECTIONA: TOBECOMPLETEDBYSTUDENT.
StudentName:
StudentNo:
StudentContactdetails:
Tutor:
ModuleCode:
ModuleTitle:
Assessmentcomponent:
DueDateforsubmission:
ModuleCo-ordinator:
RequestedNewdateforsubmission:
Statereasonforextensionrequest:StudentSignature: Date:
SECTIONB:TOBECOMPLETEDBYSTAFFMEMBERRESPONSIBILITYFORASSIGNMENT
PermissionGranted: Yes☐ No☐
Penalty(pleasetickone) Yes☐ No☐(ifyesstatepenaltytobeappliedusingdepartmentpolicyonlatesubmission)
Agreednewsubmissiondate:
Reasonfordecision/comments(givedetails)
StaffmemberSignature: Date:
JSHandbook2018-2019 67
DEPARTMENTOFCLINICALSPEECHANDLANGUAGESTUDIES
SAMPLEASSIGNMENTFEEDBACKFORM
MODULE:MODULECO-ORDINATOR:STUDENTNAME:STUDENTNUMBER:Theheadingsbelowidentifythekeyelementsagainstwhichyourworkisassessed
I II.1 II.2 III F1 F2
Useofdatasetprovidedtodriveclinicaldecisions Useofliterature&evidenceofreadingtosupportpointsmade
Knowledge&understandingofcorecontent Accuracy&analysisofinformation Developmentofcoreprincipledargument Evidenceofcriticalthinking Originality Relevancetolearningoutcomes Structure&organisation Presentation&style Referencingwithintextandlistofreferences Marker’scomments:Tohelpimproveyourfutureworkyouarerecommendedto: Followmorecarefullytheguidelines
forassignmentgiven Carefullyproofreadyourassignmentbefore
submission Ensureyourworkreflectsthe
assignmentbriefandmodulelearningoutcomes
Payparticularattentionto:spelling/punctuation/sentenceconstruction/paragraphs/coherence
Readmorewidely FollowCollege’sreferencingguidelines Arrangetomeetcourselecturer NoteadjustmentofmarksforlatesubmissionOverallGrade:
Marker: Date:
Moderator(ifappropriate): Date:
JSHandbook2018-2019 68
DEPARTMENTOFCLINICALSPEECHANDLANGUAGESTUDIESESSAYMARKINGCRITERIA
(I)70-)• DepthofReading:Detailed,accurate,relevantandwide-rangingreading• StructureofArgument:Rigorouslyargued,logical,easytofollow.• DiscussionandInterpretation:Extensiveevidenceofindependentthoughtandcriticalanalysis• UseofEvidence:Keypointssupportedwithevidence,criticallyevaluated;exemplaryawarenessofkey
issues.• OrganisationandFormatting:Clear,imaginative;excellentuseofillustrations(ifappropriate);• AcademicReferencing:Exemplaryuseofacademicreferencingthroughout.(II.1)(60-69%)• DepthofReading:Detailed,accurate,relevantreading• StructureofArgument:Directlyaddressesquestion.• DiscussionandInterpretation:Attemptstogobeyondtheideaspresentedinsecondaryliterature.• UseofEvidence:Mostpointsillustratedwithrelevantevidence.• OrganisationandFormatting:Generallyclear,gooduseofillustrations(ifappropriate)• AcademicReferencing:Verygooduseofacademicreferencingbutwithsomeminorerrors.(II.2)(50-59%)• DepthofReading:Generallyaccurateandrelevant,butperhapssomegapsand/orirrelevantmaterial;
narrowerreadingbaseoverall.• StructureofArgument:Notalwaysclearorlogical;maybeoverlyinfluencedbysecondaryliterature
ratherthantherequirementsofthetopic.Addressessomeaspectsofquestion.• DiscussionandInterpretation:Littleattempttogobeyondorcriticisesecondaryliterature.• UseofEvidence:Someillustrativematerialbutnotnecessarilywellselectedandnotcriticallyevaluated.• OrganisationandFormatting:Someorganisationandpresentationerrorsbutgenerallycompetent.• AcademicReferencing:Areasonableattemptatusingtheconventionsofacademiccitationbutsome
inconsistenciesorerrors.(III)(40-49%)
• DepthofReading:Littleevidenceofwiderreadingbeyondlecturenotesorcoursecontent.• Structure:Argumentunderdevelopedandnotentirelyclear.Answersacloselyrelatedquestion.• DiscussionandInterpretation:Fairlysuperficialandgenerallyderivativeanduncritical.• UseofEvidence:Somementioned,butnotintegratedintopresentationorevaluated.• OrganisationandFormatting:Notalwaysclearoreasytofollow.• AcademicReferencing:Inconsistentevidenceofattributingcontenttosourceandlittleevidenceofa
soundgraspoftheconventionsofacademiccitation.•
Pleasenote:(i) Errorsinfactualcontentrelevanttolife-threateninginformationwillresultinanautomaticfail.(ii) Anyplagiarismoffenceevidentinthesubmittedpieceofworkmayresultinafailmark (seehttp://tcd-ie.libguides.com/plagiarism)
JSHandbook2018-2019 69
FAILI(30-40%)• DepthofReading:Extremelylimitedreadingbase,withmanyerrorsandgaps.• StructureofArgument:Ofincidentalrelevanceonly.Argumentcompletelylackingstructure.• DiscussionandInterpretation:Entirelyderivative,generallysuperficial.• UseofEvidence:Littleornoevidencediscussed.• OrganisationandFormatting:Clumsy,disjointed,difficulttofollow.• AcademicReferencing:Verypoorandexecutedwithmanyerrors;failuretoattributecontenttosource.FAILII(0-29%)• DepthofReading:Littleevidenceofknowledgeofthetopic,withnoevidenceofcorereading.• StructureofArgument:Muddled,incoherent.• DiscussionandInterpretation:Seriousconceptualerrors.• UseofEvidence:Incorrectuseofevidence.• OrganisationandFormatting:Disorganisedandpoorlyformatted.• AcademicReferencing:Incompleteorentirelyabsent.
WORDLIMIT
Wordlimitforessaysrangesfrom2,000–3,500.A5%deductioninmarkswillbeappliedforexceedingwordlimit.
JSHandbook2018-2019 70
DEPARTMENTOFCLINICALSPEECHANDLANGUAGESTUDIES
SAMPLEESSAYEVALUATIONFORM
STUDENT: __________________________________________________________
COURSE: __________________________________________________________
LECTURER: __________________________________________________________
DATE: __________________________________________________________
DepthofReading GOOD POOR
Sound,relevant Sketchy,irrelevant,incorrect
StructureofArgument GOOD POOR
Coherent,logical Muddled,fragmentary
DiscussionandInterpretation GOOD POOR
Sophisticated,original Superficial,narrow,derivative
UseofEvidence GOOD POOR
Exemplaryuseofprimary Fewsources,poorlychosenor secondarysources
OrganisationandFormatting GOOD POOR
Imaginative Disjointed
AcademicReferencing GOOD POOR
Exemplary Absentorpoorlyexecuted
Bestfeaturesofessay:
Suggestionsforimprovement:
Mark:
Signed:__________________________________ InternalAssessor1/2
Date:____________________________________
JSHandbook2018-2019 71
JSHandbook2018-2019 72