TISLP May2021 EI - I’m an SLP… I know racism is a real issue… what can I do_.mp3

Kyomi Gregory-Martin, PhD, CCC-SLP

PhD, CCC-SLP

General

We’ve talked about the role of the SLP as it relates to cultural competence, cultural humility, and white supremacy. So what’s next? How do you take action? <a target="_blank" rel="noopener noreferrer" href="https://www.nbaslh.org/jnbaslh">JNBASLH</a> recently published a series of papers for a <a target="_blank" rel="noopener noreferrer" href="https://nbaslh.memberclicks.net/assets/2020%20Winter%20NBASLH%20Journal.pdf">special issue</a> titled “Removing the Stranglehold of Racism in CSD.” The title itself might leave you speechless.&nbsp; But you if you are uncomfortable, you need to get comfortable being uncomfortable.&nbsp;&nbsp;<blockquote>“The professionals that serve these populations must change to meet the needs of their clients. This change is achieved primarily through education.&nbsp;– Toliver-Smith &amp; Robinson, 2020</blockquote>&nbsp;<h3 style="margin-left:0px;">So, what can you do?&nbsp;</h3>&nbsp;<ul><li>Be aware of your own implicit biases. These are attitudes or stereotypes that a clinician might hold against others that impact their decision-making. Lecointe (2020) discusses the importance of increased awareness about these internalized beliefs, and Jessie (2020) discusses helping to educate our peers and provide them with the tools they need to be accountable. Remember that implicit bias, prejudice, and racism can often be intertwined. Admitting that we all have biases is the first step to working on how you interact with others. Two useful resources for next steps are <a target="_blank" rel="noopener noreferrer" href="https://implicit.harvard.edu/implicit/user/agg/blindspot/indexrk.htm">the Harvard University Implicit Bias Test on Race</a> and the article by Harley (2021) entitled <a target="_blank" rel="noopener noreferrer" href="https://leader.pubs.asha.org/do/10.1044/leader.OTP.26012021.38/full/">“My crash course in cultural differences in home health.”&nbsp;</a></li><li>It is important to continue to take professional development centered on multicultural and multilingual infusion (MMI). Toliver-Smith and Robinson (2020) outlined key components of MMI curriculum, examining clients’ needs, and the skills and knowledge required that can lead clinicians toward cultural humility, responsiveness, and competence.&nbsp;</li><li>Understand the different types of microaggressions. For a basic understanding see our <a target="_blank" rel="noopener noreferrer" href="https://www.theinformedslp.com/review/am-i-qualified-let-s-talk-about-privilege-in-speech-language-pathology">#AmIQualified series</a>. Davis (2020) discusses microinsults (interpersonal communication that conveys rudeness, insensitivity, or stereotypes that provide a negative attitude about a particular group), microinvalidations (communication that excludes, negates, or excludes the realities of specific groups), and microassaults (biased attitudes, beliefs, or behaviors that are communicated to a specific group). For specific micro-intervention strategies refer to <a target="_blank" rel="noopener noreferrer" href="https://psycnet.apa.org/fulltext/2019-01033-011.pdf">Sue et al. (2019).</a>&nbsp;</li><li>Participate in sustained efforts towards racial transformation according to Butterfield &amp; Robinson (2020) by participating in comprehensive continuing education focused on equity, racial awareness, and recognition.&nbsp;</li><li>Examine how culture and language use has a profound impact on various learning styles. Davis &amp; Stanford (2020) discuss the importance of being aware of varying learning styles to mitigate bias.&nbsp;</li><li>Expose high school students from culturally and linguistically diverse populations to the professions of communication sciences and disorders (CSD). Wyatt &amp; Mayo (2020) discussed the UNCG Chance program that exposes LatinX high school students to an intensive five-day college program and the academic major of CSD. Active recruitment at the high school level serves as a pipeline and pathway to this profession. As an SLP you could serve as that guide.&nbsp;</li><li>Remember your role in advocacy. Hoyns (2020) tells us that SLPs can collaborate with local police departments and funds could be reallocated to provide training on how to work with individuals that have disabilities and concurrent cognitive disabilities. This encompasses our caseload of clients with communication disorders that include but are not limited to clients who are neurodiverse (autistic, ADHD, etc.) or intellectually disabled. We can train law enforcement officers to quickly identify characteristics of different disabilities and then utilize these strategies to respond to a situation during an interaction and deescalate the situation.&nbsp;</li><li>So maybe, you are thinking what does this have to do with racism…..well Black individuals are less likely to receive an ASD diagnosis and may remain undiagnosed. <a target="_blank" rel="noopener noreferrer" href="https://pubmed.ncbi.nlm.nih.gov/27844248/">Rava, Shattuck, Rast, and Roux (2017)</a> indicate that by the age of 21, approximately 20% of autistic youth have been questioned by the police and 5% have been arrested. According to the <a target="_blank" rel="noopener noreferrer" href="https://namiillinois.org/half-people-killed-police-disability-report/">National Alliance on Mental Illness</a> individuals with disabilities make up a third to a half of all people killed by law enforcement officers.&nbsp;</li><li>Stowe (2020) tells us we must recognize that systemic racism goes beyond physical violence and overt discrimination but is also represented by the lack of diversity in leadership within this profession. Visibility is definitely a statement. The voices in leadership must reflect the diverse demographics of our nation.&nbsp;</li><li>Watch the documentary <a target="_blank" rel="noopener noreferrer" href="https://pushoutfilm.com/">Pushout: The Criminalization of Black Girls in Schools</a> (Morris, 2020). According to Vaughan-Robinson &amp; Jessie (2020), they utilized this video at their university to highlight systemic racism in the public schools, specifically focusing on Black female students. For many school-based SLPs this can offer an opportunity some of the systemic challenges in the school system that impact children that we serve.&nbsp;</li><li>Include dynamic assessment as a crucial part of language sampling. Moses et. al (2020) asks clinicians to consider the potential influence of cultural and linguistic history on children’s responses to various tasks. This article highlights the role of spontaneous language sampling and our obligation to research the language domains of the communities that we serve in a variety of observation contexts.&nbsp;</li></ul>&nbsp;<blockquote>“We have a responsibility to take steps to avoid biases in our assessments of children who may not share our cultural and linguistic heritage.”&nbsp;– Moses et al., 2020</blockquote>&nbsp;Let’s consider integrating a client’s cultural history into therapy for individuals at risk for dementia. Postman and Slay (2020) discussed the use of reminiscence therapy for individuals with cognitive-communication decline. This type of therapy is designed to focus on past events and experiences of your clients while utilizing past artifacts. This type of therapy can also be done in a group to support collective memory recall. Postman and Slay (2020) describe their adaptation of reminiscence therapy when working with a group of Black elders who were at risk for dementia. The therapy session described in the article focused on the current socio-political climate to facilitate the participants’ community involvement in their communities’ racial justice efforts. The therapy sessions connected with a group of local community activists. This study resulted in a group reminiscence therapy protocol for a program called Senior Social Group for Brain Health as We Age.&nbsp;&nbsp;<blockquote>“We are at the beginning of a long, and at times, draining process, and this step of making the conversation critical and interwoven into all we do is essential to current and future change&nbsp;&nbsp;– Stowe, 2021</blockquote>&nbsp;As a profession, we have the ability to contribute to making systemic changes. We recommend you read some of the articles that we highlighted or at least the articles that feel most relevant to your clinical practice.&nbsp;

Professional Issues

SLPs have implicit biases, which are internalized attitudes or stereotypes that a one might hold against others, that impact their decision-making.

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Preschool through Adults (Annual, without CE hours)

Preschool & School-Age (ARC-Annual-009)

Preschool & School-Age (ARC-009)

STUDENT GROUP: University of Oklahoma Health Sciences Center

STUDENT GROUP: Worcester State University

GROUP: Great Ormond Street Hospital (n=4; Birth through High School)

Preschool & School-Age (Annual-ARC-002)

Birth through High School (Annual-ARC-001)

Preschool & School-Age (without CE hours)

Preschool & School-Age (Annual-ARC-006)

Preschool & School-Age (Annual-ARC-001)

STUDENT GROUP: Western Washington University

Birth through High School (Annual-ARC-004)

Birth through High School (Annual-ARC-005)

GROUP: MHealth Fairview (n=10; Birth through High School)

GROUP: UGDSB CLSS (n = 12; Preschool & School-Age)

Preschool through Adults (without CE hours)

GROUP: DIGNA

Birth through Adults w/ Courses (Annual-ARC-001)

Birth through Adults (without CE hours)

GROUP: Berns Therapy Solutions

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GROUP: Capital Area Intermediate Unit (n=4; Birth through High School)

STUDENT GROUP: Gallaudet University

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Survey Guest Pass

GROUP: Oceanside Unified School District (n=18; Birth through High School)

STUDENT GROUP: Florida State University

STUDENT GROUP: St. Ambrose University

GROUP: Preschool & School-Age Access

GROUP: CUSD201 (n = 4; Preschool & School-Age)

STUDENT GROUP: Old Dominion University

Preschool & School-Age (ARC-008)

GIFT TO: Preschool & School-Age (without CE)

GROUP: Full Access

Birth through High School (without CE hours)

GROUP: Albemarle County Public Schools (n=15; Preschool & School-Age)

GROUP: Birth through High School

GROUP: The Lab School of Washington (n = 7, Preschool & School-Age)

STUDENT GROUP: California State University, Sacramento

STUDENT GROUP: Northeastern State University

GROUP:  Elk Island (n=15; Preschool & School-Age)

GROUP: Holland Bloorview (Birth through High School)

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Preschool through Adults (Annual)

Friends of TISLP

GROUP: University of South Carolina (n= 9; Full Access)

TISLP Staff

GIFT TO: Full Access (without CE)

STUDENT GROUP: St. John's University

One Month Free

Birth through Adults (Annual, without CE hours)

Birth through High School (Annual, without CE hours)

GROUP: Hudson School District (n=11; Birth through High School)

Preschool & School-Age (ARC-006)

GROUP: Naperville School District 203 Group C (n=4; Preschool & School-Age)

GROUP: Harford Academy SLPs (n=1; Birth through Adults)

Preschool & School-Age (Annual, without CE hours)

GROUP: San Diego USD  (n=173; Full Access)

GROUP: AnthroMed Education (n=14; Preschool & School-Age)

GROUP: St Charles CUSD303 (n=27; Preschool & School-Age)

GROUP: DCIU Schools (n = 10; Preschool & School-Age)

GROUP: SPEECH for Kids (n=7; Birth through High School)

Birth through High School (Annual-ARC-CE-a)

Birth through High School (Annual-ARC-003)

GROUP: West Fargo Public Schools (n=37; Birth through Adults)

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GROUP: Alexandra Hills (n=13; Birth to Five and Preschool & School Age)

Author Access (CE)

Preschool & School-Age (ARC-CE)

GROUP: Sunnyside USD (n=27; Preschool & School Age)

Cartoonist Plan

Preschool & School-Age (Annual-ARC-CE)

Birth through High School (Annual)

Preschool through Adults

Birth through Adults

6 months free

Birth through High School

Preschool & School-Age (Annual)

Birth through High School (ARC-CE)

Archived Membership w/ CE 2021

Birth through Adults (Annual) 

Birth through High School (Annual-ARC-CE-b)

GROUP: ECM- Hudson (n=3; Full Access)

GIFT TO: Preschool & School-Age

STUDENT GROUP: University of Illinois at Urbana-Champaign

GROUP: Professional Speech Therapists (n=15; Birth through High School)

GROUP: Millcreek (n = 2, Birth through High School)

STUDENT GROUP: University of Arizona

STUDENT GROUP: Penn State University

GROUP: Emilia's Kids (N=14; Birth through High School)

Giveaway Membership

Birth through Adults (ARC-001)

Preschool & School-Age

Adults (Annual-ARC-Honeycomb)

Adults (Annual, without CE hours)

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Infants and Adults (Annual, without CE hours)

Infants and Adults

Infants and Adults (Annual)

Adults

GIFT TO: Adults

Adults (Annual)

STUDENT GROUP: Appalachian State University

GROUP: University of Wisconsin-Madison (n=8; Full Access)

GROUP: Sound Speech & Hearing Clinic (n = 4; Full Access)

Adults (ARC-001)

Adults (ISHA)

GROUP: Big Stone Therapies (n=3; Full Access)

STUDENT GROUP: Marshall University

Gift to the Grad

STUDENT GROUP: Northern Arizona University

Test free trial plan

STUDENT GROUP: Texas Tech University Health Sciences Center

STUDENT GROUP: Supervising Faculty

Staff Gift

STUDENT GROUP: Abilene Christian University

Gift to the Grad 2023

GROUP: Vista Unified School District (n=36; Full Access)

Free April Trial (MNSHA)

STUDENT GROUP: Bloomsburg University

STUDENT GROUP: Brigham Young University

STUDENT GROUP: Bob Jones University

Birth through Adults (ISHA)

Trial Test

Special: SPA 2022 Free Pass

STUDENT GROUP: Maryville University

ImpSci Guest Pass

STUDENT GROUP: San Jose State University

Adults (SLPShareASale)

GROUP: Staunton City Schools (n=5; Full Access)

One Year Free

GROUP: Boys Town National Research Hospital (n=13; Full Access)

GROUP: THKMC SLT (n=10; Full Access)

STUDENT GROUP: University of New Haven

STUDENT GROUP: The University of Toledo

GROUP: Naperville School District 203 Group B (n=3; Adults)

STUDENT GROUP: Harding University

GROUP:  Mudgeeraba Creek State School (n=4; Full Access)

STUDENT GROUP: Calvin University

STUDENT GROUP: Eastern Illinois University

STUDENT GROUP: University of Memphis

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GIFT PAYMENT: Adults

STUDENT GROUP: East Tennessee State University

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Birth to Five (without CE hours)

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Birth to Five (Annual-ARC-CE)

Birth to Five (Annual)

Birth to Five

Birth to Five (ARC-CE)

GROUP: Talk with Me (n=6; Birth to Five)

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Birth to Five (ISHA)

GROUP: Cajon Valley USD (n=9; Birth through High School)

GROUP: Interior Health ECD SLPs (n= 11; Birth to Five)

Cultural humility expert Dr. Kyomi Gregory shares resources from a special issue of JNBASLH and beyond.&nbsp;

#AmIQualified: I’m an SLP… I know racism is a real issue… what can I do?