Bibliographic Details
| Title: |
Integrating the International Classification of Functioning, Disability and Health Contextual Factors and a Trauma Lens to Inform Speech-Language Pathologists’ Practice With Children and Families. |
| Authors: |
Rupert, Anna1,2 arupert@georgehull.on.ca, Phoenix, Michelle3,4,5, Gracia, Leticia1 |
| Source: |
Language, Speech & Hearing Services in Schools. Jan2026, Vol. 57, p86-95. 10p. |
| Subject Terms: |
*Health services accessibility, *Community health services, *Children with disabilities, *Interprofessional relations, *Culture, *Speech-language pathology, *Communities, *Interpersonal relations, *Community-based social services, *School health services, Families & psychology, Treatment of emotional trauma, Patients' families, Holistic medicine, Professional practice, Medical personnel, Patient safety, Self-efficacy, Social determinants of health, Population health, Medical care, Health policy, Rehabilitation, Affinity groups, Sex distribution, Risk management in business, Pediatrics, Patient-professional relations, Family-centered care, Conceptual structures, Trust, Social support, Nosology, Biopsychosocial model |
| Abstract: |
Purpose: This article highlights how the World Health Organization’s International Classification of Functioning, Disability and Health framework aligns with a trauma lens in speech-language pathology practice by considering risk and protective factors in a client’s life and within clinical care interactions at individual, family, and community and population levels. This approach shifts practitioners from a traditional biomedical model to a holistic biopsychosocial model that considers the needs, strengths, and priorities of family members, in alignment with shifts in the field. Appropriate models of service delivery, the application of trauma-informed principles, and the need for changing systems and policies to promote equity in services are also discussed. Conclusions: By addressing both personal and environmental contextual factors, speech-language pathologists can better understand and support their clients’ unique experiences and needs. This comprehensive understanding fosters a more inclusive, effective, and compassionate practice, ultimately enhancing the overall well-being and outcomes of clients. [ABSTRACT FROM AUTHOR] |
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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 |
