Crafting the Dialogue: Meta-Therapy in Transgender Voice and Communication Training For years, I heard Master's-level students emerge from Voice Disorders courses saying things along the lines of “I know what to do in therapy, but how do I do therapy?” In fact, I said the same thing as a new voice clinician. Responses, including those I have given my ... Article
Article  |   October 12, 2017
Crafting the Dialogue: Meta-Therapy in Transgender Voice and Communication Training
Author Affiliations & Notes
  • Leah Helou
    Systems Neuroscience Institute, University of Pittsburgh School of Medicine, Pittsburgh, PA
  • Disclosures
    Disclosures ×
  • Financial: Leah Helou has no relevant financial interests to disclose.
    Financial: Leah Helou has no relevant financial interests to disclose.×
  • Nonfinancial: Leah Helou has presented the concept of meta-therapy in a variety of forums, including conferences and workshops, since 2013.
    Nonfinancial: Leah Helou has presented the concept of meta-therapy in a variety of forums, including conferences and workshops, since 2013.×
Article Information
Speech, Voice & Prosodic Disorders / Voice Disorders / Special Populations / Transgender / Professional Issues & Training / Attention, Memory & Executive Functions / Speech, Voice & Prosody / Part 2
Article   |   October 12, 2017
Crafting the Dialogue: Meta-Therapy in Transgender Voice and Communication Training
Perspectives of the ASHA Special Interest Groups, October 2017, Vol. 2, 83-91. doi:10.1044/persp2.SIG10.83
History: Received January 16, 2017 , Revised March 18, 2017 , Accepted April 24, 2017
Perspectives of the ASHA Special Interest Groups, October 2017, Vol. 2, 83-91. doi:10.1044/persp2.SIG10.83
History: Received January 16, 2017; Revised March 18, 2017; Accepted April 24, 2017
For years, I heard Master's-level students emerge from Voice Disorders courses saying things along the lines of “I know what to do in therapy, but how do I do therapy?” In fact, I said the same thing as a new voice clinician. Responses, including those I have given my own graduate students, were along the lines of “with time, you will grow.” Yet I always had a nagging sense that skilled clinicians could better impart the experiential wisdom that renders them expert voice clinicians.
Though time and experience are certainly valuable in transitioning from novice to expert, I propose that graduate instruction pertaining to what I call “meta-therapy”—a distinct category of clinical care that is relevant to therapy efficacy and efficiency—is also vital to hastening clinical expertise. The remainder of this article will address what meta-therapy is and is not, where the construct of meta-therapy fits with various models of clinical instruction, and ways it might be taught in graduate education. Not only will this content be addressed in the context of training graduate clinicians, but also specifically in the context of voice and communication training with clients who identify as transgender.
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