ASHA Learning Pass

This was a popular course in November 2024. See more popular courses.

This webinar will discuss ways that SLPs can incorporate mindfulness in a variety of treatment contexts with patients to improve voice, fluency, speech, cognition, and communication. The presentation will include case studies as well as a short mindfulness practice opportunity. Mindfulness involves techniques like focused breathing and body awareness to enhance awareness of sensations and emotions without judgment. Research shows it can lower stress, anxiety, and depression, which are common among patients with communication disorders.

Learning Outcomes
You will be able to:

• Define essential components of mindfulness 
• Identify measures and scales to measure mindfulness, stress, depressive symptoms, and anxiety and their association with speech, voice, and cognition 
• Discuss methods for incorporating mindfulness into counseling, goal generation, and speech-language intervention 
• Apply mindfulness practices to the treatment of fluency, voice, and cognitive-communication disorders

Course Reviews

"I appreciated the importance [of] being aware of how you are feeling, and allowing yourself to relax and step away so as not to be overwhelmed, as well as how that helps our clients."

"I enjoyed the video example and the question-and-answer session at the end. This was my first live ASHA course and I found it very informative."

"I liked that there were 4 speakers who spoke about using mindfulness in different types of therapy. I also liked the examples of integrating mindfulness into therapy goals."

Presenter Information

Jean Neils-Strunjas, PhD, CCC-SLP (she/her/hers) is Professor and Chair of the Department of Communication Sciences and Disorders at the University of South Carolina. Her research and teaching focus on cognitive impairment related to dementia due to Alzheimer's disease and other degenerative neurological disorders. She is Director of the Aging Gracefully Lab and is currently conducting intervention research on mindful walking and an intergenerational book club that incorporates social engagement. She frequently collaborates with exercise science and social work.

Financial Disclosures:

• Financial compensation from ASHA for this presentation

Nonfinancial Disclosures:

• None

Michael Boyle, PhD, CCC-SLP, is an Associate Professor and Graduate Program Coordinator of the Speech-Language Pathology Master's program in the Department of Communication Sciences and Disorders at Montclair State University. He teaches a variety of courses including fluency disorders and counseling. His research is focused on psychosocial aspects of stuttering including stigma, disclosure, and communicative participation in people who stutter, and he has published numerous articles and book chapters on these topics. Dr. Boyle also wrote a seminal article on the connection between mindfulness and stuttering intervention, and he has presented on this topic nationally and internationally over the past decade. His research program on better understanding methods to reduce social stigma and self-stigma experienced by people who stutter has been funded by the National Stuttering Association and ASHA. Dr. Boyle currently serves as an editor for the American Journal of Speech-Language Pathology.

Financial Disclosures:

• Financial compensation from ASHA for this presentation

Nonfinancial Disclosures:

• None

Diana Rose Becker, MS, CCC-SLP (she/her/hers) is a voice-specialized speech-language pathologist at the Emory Voice Center. She earned a Master of Science degree in speech-language pathology from the University of Pittsburgh, as well as dual Bachelor of Music degrees in classical vocal performance and music education from the University of Rochester's Eastman School of Music. Ms. Becker's clinical interests include working with the professional and singing voice as well as educating novice voice users about how to use their instruments to achieve their unique voice goals. A native of New York, Ms. Becker has extensive experience as a professional singer and has performed throughout the U.S. and internationally.

Financial Disclosures:

• Financial compensation from ASHA for this presentation

Nonfinancial Disclosures:

• None

Assessment Type

Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge.

To earn continuing education credit, you must complete and submit the learning assessment by the end date below.

Program History and CE Information

Live webinar date: November 13, 2024
End date: November 15, 2029

This course is offered for 0.2 ASHA CEUs (Introductory level, Related area).