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Mindfulness and the International Classification of Functioning, Disability and Health as Tools for Managing Secondary Trauma Experienced by School-Based Speech-Language Pathologists and Audiologists.

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Title: Mindfulness and the International Classification of Functioning, Disability and Health as Tools for Managing Secondary Trauma Experienced by School-Based Speech-Language Pathologists and Audiologists.
Authors: Robinson, Lee1 lee_robinson@byu.edu
Source: Language, Speech & Hearing Services in Schools. Jan2026, Vol. 57, p70-85. 16p.
Subject Terms: *Emotion regulation, *Schools, *Help-seeking behavior, *Students, *Meditation, *Memory, *Concepts, *Interpersonal relations, *Cognition, Amygdaloid body physiology, Health self-care, Job involvement, Post-traumatic stress disorder, Senses, Mindfulness, Health, Neuroplasticity, Functional status, Default mode network, Job stress, Blood pressure, Secondary traumatic stress, Nosology, Social isolation
Company/Entity: World Health Organization
Abstract: Purpose: Speech-language pathologists (SLPs) and audiologists working in public schools frequently serve students affected by trauma, placing them at risk for secondary traumatic stress, vicarious traumatization, burnout, and compassion fatigue. Despite the growing adoption of trauma-informed care across health care and education, its application within communication sciences remains limited. Trauma-informed self-care (TISC) offers a proactive framework for addressing the emotional and psychological impact of trauma exposure, yet discipline-specific guidance for SLPs and audiologists is lacking. This article explores the relevance of TISC for school-based professionals, emphasizing the importance of mindfulness practices—particularly trauma-sensitive meditation— as a core component of self-care. The World Health Organization’s International Classification of Functioning, Disability and Health (ICF) is used to conceptualize the impact of trauma on both students and clinicians, offering a holistic lens for understanding and supporting well-being. Conclusion: By integrating TISC principles, mindfulness, and the ICF framework, this article provides a foundation for sustainable, trauma-informed practice in school settings, one that prioritizes addressing the professional’s own trauma and well-being, thereby enhancing their capacity to effectively support the students they serve. [ABSTRACT FROM AUTHOR]
Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Mindfulness and the International Classification of Functioning, Disability and Health as Tools for Managing Secondary Trauma Experienced by School-Based Speech-Language Pathologists and Audiologists.
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  Data: <searchLink fieldCode="JN" term="%22Language%2C+Speech+%26+Hearing+Services+in+Schools%22">Language, Speech & Hearing Services in Schools</searchLink>. Jan2026, Vol. 57, p70-85. 16p.
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  Data: Purpose: Speech-language pathologists (SLPs) and audiologists working in public schools frequently serve students affected by trauma, placing them at risk for secondary traumatic stress, vicarious traumatization, burnout, and compassion fatigue. Despite the growing adoption of trauma-informed care across health care and education, its application within communication sciences remains limited. Trauma-informed self-care (TISC) offers a proactive framework for addressing the emotional and psychological impact of trauma exposure, yet discipline-specific guidance for SLPs and audiologists is lacking. This article explores the relevance of TISC for school-based professionals, emphasizing the importance of mindfulness practices—particularly trauma-sensitive meditation— as a core component of self-care. The World Health Organization’s International Classification of Functioning, Disability and Health (ICF) is used to conceptualize the impact of trauma on both students and clinicians, offering a holistic lens for understanding and supporting well-being. Conclusion: By integrating TISC principles, mindfulness, and the ICF framework, this article provides a foundation for sustainable, trauma-informed practice in school settings, one that prioritizes addressing the professional’s own trauma and well-being, thereby enhancing their capacity to effectively support the students they serve. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190922027
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1044/2025_LSHSS-24-00127
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 70
    Subjects:
      – SubjectFull: Emotion regulation
        Type: general
      – SubjectFull: Schools
        Type: general
      – SubjectFull: Help-seeking behavior
        Type: general
      – SubjectFull: Students
        Type: general
      – SubjectFull: Meditation
        Type: general
      – SubjectFull: Memory
        Type: general
      – SubjectFull: Concepts
        Type: general
      – SubjectFull: Interpersonal relations
        Type: general
      – SubjectFull: Cognition
        Type: general
      – SubjectFull: Amygdaloid body physiology
        Type: general
      – SubjectFull: Health self-care
        Type: general
      – SubjectFull: Job involvement
        Type: general
      – SubjectFull: Post-traumatic stress disorder
        Type: general
      – SubjectFull: Senses
        Type: general
      – SubjectFull: Mindfulness
        Type: general
      – SubjectFull: Health
        Type: general
      – SubjectFull: Neuroplasticity
        Type: general
      – SubjectFull: Functional status
        Type: general
      – SubjectFull: Default mode network
        Type: general
      – SubjectFull: Job stress
        Type: general
      – SubjectFull: Blood pressure
        Type: general
      – SubjectFull: Secondary traumatic stress
        Type: general
      – SubjectFull: Nosology
        Type: general
      – SubjectFull: Social isolation
        Type: general
      – SubjectFull: World Health Organization
        Type: general
    Titles:
      – TitleFull: Mindfulness and the International Classification of Functioning, Disability and Health as Tools for Managing Secondary Trauma Experienced by School-Based Speech-Language Pathologists and Audiologists.
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            – D: 01
              M: 01
              Text: Jan2026
              Type: published
              Y: 2026
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              Value: 57
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