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Addressing Emotions and Beliefs in Therapy

William Evans, PhD, CCC-SLP

May 25, 2015

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Question

Should an SLP address a patient's emotions and beliefs during therapy or refer the client to an outside professional? 

Answer

When a patient’s emotions and beliefs interact directly with a deficit in one of the target domains, the relationship needs to be addressed in order for treatment to be effective.  We are not going to get the outcomes we want if they are not addressed.  They need to be addressed, but maybe not just by us.  How do you decide if this is something that can be part of the services you are providing versus something that you should seek additional help?  Below is a set of litmus questions to make that determination. 

  • How much of the patient’s emotional difficulties relate directly to the targeted cognitive-linguistic deficits?  Is it a response to a change in their functioning versus having a diagnosis of schizophrenia, for example? 
  • As you are getting a better understanding of this person, do the emotional difficulties have a contributing role or a causative role?
  • Do the affective concerns overshadow your scope of practice concerns? 
  • Given my ability to provide some counseling and do it in the framework that is centered on my scope of practice, when I am working with the patient, do I feel comfortable with the content of my sessions?  Do I think I am doing the thing that I was referred for?  Do I think my medical notes reflect that?  If not, would a referral be appropriate?

William S. Evans, MS, CCC-SLP, is a Ph.D. candidate at Boston University and a speech-language pathologist at Massachusetts General Hospital. His doctoral work focuses on the role of executive control in aphasia following stroke, and his interest in Cognitive Behavioral Therapy stems from his clinical experience providing cognitive rehabilitation for patients with acquired brain injuries.


william evans

William Evans, PhD, CCC-SLP

William S. Evans, PhD, CCC-SLP, is an assistant professor of Communication Sciences and Disorders at the University of Pittsburgh, and a clinician-scientist in the Program for Intensive Residential Aphasia Treatment and Education (PIRATE) at the Pittsburgh VA. He studies the role of 'extra-linguistic' factors in aphasia, and seeks to use technology and computational techniques to improve aphasia rehabilitation. Clinically, he relies on cognitive behavioral therapy and other counseling techniques to address modifiable psychosocial factors in aphasia rehabilitation and recovery.   


Related Courses

Cognitive Behavioral Therapy for SLPs: Practice Updates
Presented by William S. Evans, PhD, CCC-SLP
Video

Presenter

William S. Evans, PhD, CCC-SLP
Course: #8899Level: Advanced2 Hours
  'Good course'   Read Reviews
This course reviews the use of Cognitive Behavioral Therapy (CBT) for SLPs, with a focus on counseling and behavioral change for adults with aphasia or cognitive deficits following acquired brain injury. Literature updates and case examples from the presenter's clinical practice are included.

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  'great real life information to help patients outside of unnatural therapy environment'   Read Reviews
An introduction to Acceptance and Commitment Therapy (ACT), a modern evidence-based counseling approach, is provided in this course. Research support for ACT is discussed, and case studies to illustrate how ACT techniques can help patients and their families with the psychosocial consequences of living with communication disorders are presented.

Supporting Aphasia Recovery with Therapeutic Games: Putting the "Fun" Back in Functional
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People with aphasia need motivating ways to fight social isolation and improve communication. Therapeutic aphasia games can address these needs by making practice more fun and engaging, especially in group contexts. This course reviews existing early-stage aphasia games research. It also describes aphasia rehabilitation and game design principles SLPs can use to develop and adapt their own therapeutic games.

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