We spent our second day doing assessments and therapy at Armonizar today. As students, we're just learning the art of our profession, which is always a challenge when beginning a placement. What I feel I should have anticipated more is the challenge of conquering this feat...in another language. We all came with varying levels of Spanish. Adriana grew up learning Spanish from her father and we rely on her a lot for her fluency. Victoria and I have had various Spanish-related experiences but are learning that as time has passed between then and now, we're a little rusty. Sue has been absorbing all she can in 12 weeks of lessons prior to this trip while Taz is even newer to the language. Michelle is getting by with her Italian (quite nicely actually).
As SLP's, we learn to communicate and want to communicate. When conducting assessments and therapy in Spanish, our limited vocabulary can make this a challenge. Sue, Victoria and I have spent many hours in a room together over the last couple days, sharing clients and supplementing each other's sentences. I find myself speaking only in present tense. Victoria surprises herself with some long, fluent sentences separated by our more typical 2-word utterances. Sue sometimes speaks English with a Spanish accent. We all gesture wildly trying to make our point like a game of charades. We get by, but I can't help but think I would have more to offer if I spoke the language better. Nonetheless, our young clients smile and look to their parents for a Spanish translation of our "Spanish". Their parents nod and offer words when we can't find them. A local SLP, Elvira, sits in on our sessions and offers helpful phrases. Throughout a session, parents and children both appear to leave satisfied, with a "muchas gracias" and a kiss on the cheek.
While challenging, even with the language barrier, we're getting the job done and getting a small glimpse into what it may be like for some of our clients facing a communication disorder. Every day, as we help our clients with their speech, I'll learn probably twice as much from them towards improving my Spanish vocabulary. I'm so thankful for being able to participate in this experience and maybe along with "Armonizar" on my resume, I'll be able to write a little "Yo hablo Espanol" next to it.
Tuesday, August 4, 2009
Monday, August 3, 2009
A new world, a new day
It is hard to explain what we, as students, have experienced in the last few days. There was a comment made during our final evening meeting on the first full day in Peru that has stuck in my mind since I heard it. I believe it was Jana that said: At home we come across so much red tape when it comes to therapy... (or something like that). It resonated in my head - at home there is so much red tape and here there is nothing but a red carpet. It amazed me right away that the parents, the families and even the professionals we encounter have so much faith in us. So much hope, so much trust.
We're here to do our small part. To teach and to help, yes, but also to learn. I don't know that any of us could learn what we're learning each and every day...about love, respect, dignity and service. We spent years studying to be professionals and (what feels like) thousands of hours sitting in classrooms waiting to figure out exactly how it feels to be a speech-language pathologist (SLP). I don't know that we ever really expected this. To go beyond every book that we have read and every note that we have taken...and to hold a 5 month old child with an open complete cleft lip and palate in our arms, to take children from a shanty town to the park for the very first time, to give a child from the jungle a piece of candy and watch his face light up, to have a young girl who refused to cooperate in a therapy session draw you a picture as a gift....
We are all so thankful for this experience. I know that we went in to this first day of clinic with such a feeling of fear and anxiety (mixed in with all this excitement) because of the language barrier, because of the lack of experience in the area. We came out of this day, however, realizing what an honour it is to do what we do, to have the privilege to learn what/how we learn, and to come here to this wonderful place to do both those things.
We're here to do our small part. To teach and to help, yes, but also to learn. I don't know that any of us could learn what we're learning each and every day...about love, respect, dignity and service. We spent years studying to be professionals and (what feels like) thousands of hours sitting in classrooms waiting to figure out exactly how it feels to be a speech-language pathologist (SLP). I don't know that we ever really expected this. To go beyond every book that we have read and every note that we have taken...and to hold a 5 month old child with an open complete cleft lip and palate in our arms, to take children from a shanty town to the park for the very first time, to give a child from the jungle a piece of candy and watch his face light up, to have a young girl who refused to cooperate in a therapy session draw you a picture as a gift....
We are all so thankful for this experience. I know that we went in to this first day of clinic with such a feeling of fear and anxiety (mixed in with all this excitement) because of the language barrier, because of the lack of experience in the area. We came out of this day, however, realizing what an honour it is to do what we do, to have the privilege to learn what/how we learn, and to come here to this wonderful place to do both those things.
Sunday, August 2, 2009
Preparations and Play
Today was scheduled for rest and relaxation -the calm before the storm!!!
Students spent the morning in consultation with Sue and Taz preparing for the 12 clients that they will be seeing regularly throughout the next week. Will be seeing two returning clients from last year's program and at least 10 new clients including a 12 year old girl who continues to have an open palatal cleft (due for repair in 8 weeks)!
Afternoon saw students join the main group for an afternoon of fun with the children from the Shantytowns. You will notice from the shantytown photos the lack of horizontal play surfaces and greenery so this afternoon's program is an opportunity for these kids to experience parks and playgrounds with the Solidarity in Action participants. With 40 participants and 60 kids, I'm sure they will be a tired bunch on return!
Students spent the morning in consultation with Sue and Taz preparing for the 12 clients that they will be seeing regularly throughout the next week. Will be seeing two returning clients from last year's program and at least 10 new clients including a 12 year old girl who continues to have an open palatal cleft (due for repair in 8 weeks)!
Afternoon saw students join the main group for an afternoon of fun with the children from the Shantytowns. You will notice from the shantytown photos the lack of horizontal play surfaces and greenery so this afternoon's program is an opportunity for these kids to experience parks and playgrounds with the Solidarity in Action participants. With 40 participants and 60 kids, I'm sure they will be a tired bunch on return!
First Day in Clinic
Today the students provided two of their caregiver presentations related to language and literacy development, at Armonizar. These presentations had been prepared by the students, in Spanish, prior to leaving. The students worked hard at relaying the information, responding to the questions and comments from parents, and interacting with the children, despite the obvious language barriers! They received a warm welcome from the audience and it was clear that everyone was interested and motivated to apply the strategies provided. Adriana rose to the challenge of providing on-line translation. Sometimes the other students (and clinical educators!) experienced some frustration at knowing the information but not being able to easily communicate it to the parents.
To relieve our translation fatigue, we finished the day with a trip to the Catacombs of the San Fransiscan Monastery!
Friday, July 31, 2009
Getting our Bearings
Day 1 has proven to be busy day for us all. We started early with a trip to the 'shantytowns' that rise into the foothills just beyond Lima. It really served to highlight the very dire circumstances in which some of children live. The shantytowns are home to many of the children who come to the clinic to receive services.
We followed this with an introduction to the people and families at Armonizar. We all were forced to put our Spanish skills to the test when we were provided with the 12 charts of the children who we will be seeing. All involved were welcoming and eager to have us in their clinic. Sue and a returning student from last year's trip were excited to re-connect with some of the children who were seen last year!
We followed this with an introduction to the people and families at Armonizar. We all were forced to put our Spanish skills to the test when we were provided with the 12 charts of the children who we will be seeing. All involved were welcoming and eager to have us in their clinic. Sue and a returning student from last year's trip were excited to re-connect with some of the children who were seen last year!
Wednesday, July 29, 2009
Speech Language Pathology Peru Clinical Placement 2009
Welcome to the Speech Language Pathology Clinical Placement in Peru Blog
This speech language pathology clinical placement follows on the successful Peru clinical placement that was completed by 3 second year students and their clinical supervisor in August 2008. This placement is a joint venture between The University of Western Ontario’s School of Communication Sciences and Disorders, Solidarity in Action (SIA), and Armonizar.
The 2009 Clinical Team
This year’s clinical team includes Michelle Colli, Victoria Lewis, Adriana Lopez and Jana Zalmanowitz.
UWO School of Communication Sciences and Disorders Clinical Faculty includes Susan Schurr and Taslim Moosa.
Who are our Partners?
SIA is an international Canadian based not-for-profit social justice organization that was started in 2006. To date, it has helped 16 Canadian universities and chaplaincies organize denominational and non-denominational social justice/academic solidarity trips, programs and experiences. SIA coordinates the clinical component of this trip with their partner clinic, Armonizar, and its executive director Alberto Garcia.
Armonizar is the first integrated initiative for the treatment of Cleft Lip and Palate in Peru. Its mission is to promote the physical, psychological and spiritual harmony of children with a lack of economic resources. The clinic receives clients from a wide catchment area and delivers a well-integrated service. The organization operates with a small paid staff and large number of committed professional volunteers representing dentistry, genetics, paediatrics, social work and surgery.
The clinic’s volunteer Speech Language Pathologist, Dr. Fatima Dantas coordinates the clinical schedule for the students. She also provides clinical teaching in conjunction with other Armonizar Inter-Professional Team members and UWO Clinical Faculty.
What are we doing?
An important pre-departure dynamic of the SIA program rests in the collection of donations to be collected and transported by the students. Students are encouraged to reserve half of their 100lb. luggage allowance for donations. Students were motivated and determined to collect a variety of resources as suggested by Armonizar. We were able to collect toys, Spanish children’s books, medical and dental supplies, hearing aids, Spanish speech and language assessment and treatment materials and specialized feeding equipment.
Students were selected for the placement in January 2009. This allowed them to coordinate the drive for donations and to participate in a variety of preparatory teaching clinics. These 6 teaching clinics focused on:
1. developing knowledge and understanding of the philosophy of SIA and Armonizar (conducted by SIA)
2. establishing roles, determining the responsibilities and expectations of all parties, and discussing the supervisory process
3. ensuring logistical preparation including scheduling, waivers, health requirements, contact information, donations etc.
4. developing in-service materials - literacy, early language development, feeding/swallowing
5. investigating Spanish phonology and specific sound production differences
6. teaching specific to Cleft Lip and Palate assessment and management (resonance, co-articulation, compensatory articulation, fistulas)
Student clinical activities will include:
- provision of daily therapy (in Spanish) to 6 children and their families
- provision of Spanish in-services to families – information regarding specialized feeding strategies, feeding , early language development and early literacy development – all services not currently provided by the clinic
- participation in the professional consultations provided to children and families, including otolaryngology, dentistry, genetics, surgery, social work and paediatrics
Student cultural opportunities include:
- a trip to Machu Picchu
- Lima city tour
- traditional music and dance exhibitions
- market
- salsa lessons
Other student opportunities:
- daily evaluation meetings will offer students the opportunity to envision the connection between their career goals and social justice in an international context
Planning for the Future
This year we are investigating a clinical component that we hope will be worthy of expansion into an additional clinical placement experience in 2010. UWO-Clinical Faculty, Taslim Moosa, will be conducting a needs survey at a school for students with multiple physical and developmental delays. The need for support regarding augmentative and alternative communication, safe feeding and swallowing procedures and literacy development will be explored. Additionally the School for the Deaf in Cuzco will also be visited.
Broadening their Horizons
Additionally, The School of Communication Science and Disorders has three students participating in the general Solidarity in Action trip alongside students from other Canadian University programs. Two students are representing The School of Communication Sciences and Disorders Audiology program and one is representing the Speech Language Pathology program.
This speech language pathology clinical placement follows on the successful Peru clinical placement that was completed by 3 second year students and their clinical supervisor in August 2008. This placement is a joint venture between The University of Western Ontario’s School of Communication Sciences and Disorders, Solidarity in Action (SIA), and Armonizar.
The 2009 Clinical Team
This year’s clinical team includes Michelle Colli, Victoria Lewis, Adriana Lopez and Jana Zalmanowitz.
UWO School of Communication Sciences and Disorders Clinical Faculty includes Susan Schurr and Taslim Moosa.
Who are our Partners?
SIA is an international Canadian based not-for-profit social justice organization that was started in 2006. To date, it has helped 16 Canadian universities and chaplaincies organize denominational and non-denominational social justice/academic solidarity trips, programs and experiences. SIA coordinates the clinical component of this trip with their partner clinic, Armonizar, and its executive director Alberto Garcia.
Armonizar is the first integrated initiative for the treatment of Cleft Lip and Palate in Peru. Its mission is to promote the physical, psychological and spiritual harmony of children with a lack of economic resources. The clinic receives clients from a wide catchment area and delivers a well-integrated service. The organization operates with a small paid staff and large number of committed professional volunteers representing dentistry, genetics, paediatrics, social work and surgery.
The clinic’s volunteer Speech Language Pathologist, Dr. Fatima Dantas coordinates the clinical schedule for the students. She also provides clinical teaching in conjunction with other Armonizar Inter-Professional Team members and UWO Clinical Faculty.
What are we doing?
An important pre-departure dynamic of the SIA program rests in the collection of donations to be collected and transported by the students. Students are encouraged to reserve half of their 100lb. luggage allowance for donations. Students were motivated and determined to collect a variety of resources as suggested by Armonizar. We were able to collect toys, Spanish children’s books, medical and dental supplies, hearing aids, Spanish speech and language assessment and treatment materials and specialized feeding equipment.
Students were selected for the placement in January 2009. This allowed them to coordinate the drive for donations and to participate in a variety of preparatory teaching clinics. These 6 teaching clinics focused on:
1. developing knowledge and understanding of the philosophy of SIA and Armonizar (conducted by SIA)
2. establishing roles, determining the responsibilities and expectations of all parties, and discussing the supervisory process
3. ensuring logistical preparation including scheduling, waivers, health requirements, contact information, donations etc.
4. developing in-service materials - literacy, early language development, feeding/swallowing
5. investigating Spanish phonology and specific sound production differences
6. teaching specific to Cleft Lip and Palate assessment and management (resonance, co-articulation, compensatory articulation, fistulas)
Student clinical activities will include:
- provision of daily therapy (in Spanish) to 6 children and their families
- provision of Spanish in-services to families – information regarding specialized feeding strategies, feeding , early language development and early literacy development – all services not currently provided by the clinic
- participation in the professional consultations provided to children and families, including otolaryngology, dentistry, genetics, surgery, social work and paediatrics
Student cultural opportunities include:
- a trip to Machu Picchu
- Lima city tour
- traditional music and dance exhibitions
- market
- salsa lessons
Other student opportunities:
- daily evaluation meetings will offer students the opportunity to envision the connection between their career goals and social justice in an international context
Planning for the Future
This year we are investigating a clinical component that we hope will be worthy of expansion into an additional clinical placement experience in 2010. UWO-Clinical Faculty, Taslim Moosa, will be conducting a needs survey at a school for students with multiple physical and developmental delays. The need for support regarding augmentative and alternative communication, safe feeding and swallowing procedures and literacy development will be explored. Additionally the School for the Deaf in Cuzco will also be visited.
Broadening their Horizons
Additionally, The School of Communication Science and Disorders has three students participating in the general Solidarity in Action trip alongside students from other Canadian University programs. Two students are representing The School of Communication Sciences and Disorders Audiology program and one is representing the Speech Language Pathology program.
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