Connecting Clinic and Classroom to Enhance Group Transgender Voice and Communication Training in a College Environment This paper describes the transgender voice and communication program at The College of Saint Rose. Connections between the clinical program and academic coursework have been an important part of the program's effectiveness and have provided valuable experiences for students, even those not directly involved in the clinical practicum. Among the ... Article
Article  |   October 12, 2017
Connecting Clinic and Classroom to Enhance Group Transgender Voice and Communication Training in a College Environment
Author Affiliations & Notes
  • Dan Kayajian
    College of Saint Rose, Albany, NY
  • Jack Pickering
    College of Saint Rose, Albany, NY
  • Disclosures
    Disclosures ×
  • Financial: Dan Kayajian and Jack Pickering have no relevant financial interests to disclose.
    Financial: Dan Kayajian and Jack Pickering have no relevant financial interests to disclose.×
  • Nonfinancial: Portions of this paper were previously presented at the 2012 Convention of the American Speech-Language-Hearing Association.
    Nonfinancial: Portions of this paper were previously presented at the 2012 Convention of the American Speech-Language-Hearing Association.×
Article Information
Special Populations / Transgender / School-Based Settings / Speech, Voice & Prosody / Part 2
Article   |   October 12, 2017
Connecting Clinic and Classroom to Enhance Group Transgender Voice and Communication Training in a College Environment
Perspectives of the ASHA Special Interest Groups, October 2017, Vol. 2, 116-122. doi:10.1044/persp2.SIG10.116
History: Received December 12, 2016 , Revised February 7, 2017 , Accepted March 10, 2017
Perspectives of the ASHA Special Interest Groups, October 2017, Vol. 2, 116-122. doi:10.1044/persp2.SIG10.116
History: Received December 12, 2016; Revised February 7, 2017; Accepted March 10, 2017

This paper describes the transgender voice and communication program at The College of Saint Rose. Connections between the clinical program and academic coursework have been an important part of the program's effectiveness and have provided valuable experiences for students, even those not directly involved in the clinical practicum. Among the benefits of the clinic-classroom connection, evidence suggests that cultural competence can be enhanced through experiences that facilitate meaningful interactions between CSD students and people who are transgender.

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