Source: PsycINFO
Keywords: laryngectomee & counseling

Craven, Alison, & West, Robert (1987). Counselling and care of laryngectomees. British Journal of Disorders of Communication 22(3), 237-243. Retrieved July 15, 2002 from PsycINFO database.

Phelps, William R. (1973). Psychology of the laryngectomee. Catalog of Selected Documents in Psychology, 3, 60. Retrieved July 15, 2002, from PsycINFO database.

Xi, Shuxin, Thongchai, Chaweewan, Wankaew, Chanchai, & Xue, Wujun (2001). Body image and social support of patients who experienced total laryngectomy. Chinese Mental Health Journal, 15(3), 153-155. Retreived July 15, 2002 from PsychINFO database.

Source: PsycINFO
Keyword: Laryngectomee

Lauder, Edmund (1970). The laryngectomee and the artificial larynx: A second look. Journal of Speech & Hearing Disorders 35(1), 62-65. Retreived July 15, 2002 from PsycINFO database.

Source: Academic Search Elite
Keywords: Laryngectomee & voice

Gleeson, Michael (1992). Voice after laryngectomy. British Medical Journal. 304(6818), 2-4. Retrived July 15, 2002 from PsycINFO database.

Essential Question:
"How do people perceive the speech produced by an artificial larynx?"

Foundation Questions:
1. What is an artificial larynx?

2. How do laryngectomees with artificial larynges see themselves?

4. How do clients with artificial larynges *think* society sees them?

5. Do clients alter their lifestyle because of the way they *think* society perceives them? If they do, how?

6. How are clients with artificial larynges really viewed by society?

Tentative Point:
An artificial larynx affects both the laryngectomee and society.

Tentative Genres:
Referral Letter - Doctor (Dr. Jones)
Journal Entries - Client (Barb)
Poem - Client (Barb)
Webliography - Clinician
Power Point - Clinician
Interview- with Client (Barb) & friend (Jan)

Integration of Genres:
Ok, I have changed this too! Instead of telling the story about a laryngectomee deciding on an artificial larynx, I now want to do it about society's influence on a laryngectomee and the affect a laryngectomee has on society. I plan on using the interview as the piece that ties everything together. I am hoping its going to be like a story and then the other genres are inserted specific places in the interview.

Tentative Resources:

Blood, Gordon W., & Dineen, Mary (1993). Perceived control, adjustment, and communication problems in laryngeal cancer survivors. Perceptual & Motor Skills, 77(3), 764-766. Retrieved July 12, 2002, from Academic Search Elite database.

Christensen, John M., & Dwyer, Patricia E. (1990). Improving Alaryngeal Speech Intelligibility. Journal of Communication Disorders, 23, 445-451. Retrieved July 12, 2002, from ERIC database.

Craven, Alison, & West, Robert (1987). Counselling and care of laryngectomees. British Journal of Disorders of Communication 22(3), 237-243. Retrieved July 15, 2002 from PsycINFO database.

Gleeson, Michael (1992). Voice after laryngectomy. British Medical Journal. 304(6818), 2-4. Retrived July 15, 2002 from PsycINFO database.

Lauder, Edmund (1970). The laryngectomee and the artificial larynx: A second look. Journal of Speech & Hearing Disorders 35(1), 62-65. Retreived July 15, 2002 from PsycINFO database.

Miralles, Jose L., & Cervera, Teresa (1995). Voice Intelligibility in patients who have undergone laryngectomies. Journal of Speech & Hearing Research, 38(3), 564-571. Retrieved July 12, 2002, from Academic Search Elite database.

Phelps, William R. (1973). Psychology of the laryngectomee. Catalog of Selected Documents in Psychology, 3, 60. Retrieved July 15, 2002, from PsycINFO database.

Salva, Caroline T., & Kallail, Ken J. (1989). An investigation of the counseling needs of male and female laryngectomees. Journal of Communication Disorders, 22, 291-304. Retrieved July 12, 2002, from ERIC database.

Smithwick, Lynn, Davis, Priscilla, Dancer, Jess, Hicks, Gretchen Spring, & Montague, Jim (2002). Female laryngectomees' satisfication with communication methods and speech-language pathologists. Perceptual & Motor Skills, 94(1), 204-206. Retrieved July 12, 2002, from Academic Search Elite database.

Xi, Shuxin, Thongchai, Chaweewan, Wankaew, Chanchai, & Xue, Wujun (2001). Body image and social support of patients who experienced total laryngectomy. Chinese Mental Health Journal, 15(3), 153-155. Retreived July 15, 2002 from PsychINFO database.

With respect to the topic addressed by the essential question I developed last week, what are the foundation questions I need to answer to help me answer my essential question? If I need more than 6-8 foundation questions to answer my essential question, how can I narrow my essential question?

Since posting my essential question last week, I have changed it due to lack of information. My new essential question is totally different. It is “How can an artificial larynx restore a client’s voice after a laryngectomy?” I have come up with a few foundation questions, so far. They are:

1. Why is it important to try to restore a client’s voice after a laryngectomy?
2. What is an artificial larynx?
3. What type of clients are good candidates for an artificial larynx?
4. How does an artificial larynx work?

What are the areas of professional practice that capture my interest (this might be a disorder, anything relating to treatment or diagnosis, etc.)? With respect to this general topic, what would an essential question for me be? What do I already know about this topic? What don't I know about this topic?

I am fascinated with the adult population. I guess it is because I see how much in need they truly are. These adults have communicated normally before, and now, for whatever the reason, they no longer can. They had jobs, played games with their children, and went to parties with their friends. The sad part is that they realize that they are having problems communicating, and they remember the times when they did not have these difficulties. I also know that they are in great need of good help. I am also really interested in anything neurological, like TBI, dementia, stroke, aphasia, and dysphagia.

There are so many areas that I am interested in, that at this point I can not narrow my focus down to one topic. So, I have attempted to come up with a few from different topics in the hopes that one will be more interesting than another, or better to research than another. Some essential questions for this subject area might be “How can I ensure a smooth transition into the community for a client with a TBI?” Another may be “How can I motivate my adult client?” or “What can be done to help a patient with dysphasia?” “How can I involve a client with dementia’s family into the functional maintenance plan?” or “How can I develop a effective functional maintenance plan for a client with dementia?” Another could be “How can I help my client overcome or compensate for left neglect?” “How can I plan a management program for a client with Global Aphasia?” I already know a little about these areas from Neurogenics, and because of the time I have spent at Health South. I also have grandparents who have had strokes and have dementia and other neurological diseases. It is hard for me to say what I do not know about these areas, because I really do not know anything specific. I do know that after I start researching more I am going to be like WOW, I did not know that. I know that through research, I will discover new things that I had not even considered before.

After some thinking and group discussion, I think that my essential question is “How does dysphagia complicate the recovery of a CVA?” I may have to narrow that even farther after I get into my research. Two possible ways to narrow it are: one to specify to CVA, like “How does dysphagia complicate the recovery of a left CVA?, and other is to specify a certain area to be recovered, like “How does dysphagia complicate the recovery of language functioning after a stroke?”

Well, after some researching, I have decided to change my question. My new question has to do with restoring voice after a laryngectomy. Right now, it is, "How can an artificial larynx restore voice after a laryngectomy?"

How can I continue to forge my professional and academic development? How might I inquire (research) into my learning in an ongoing manner? How might my professional and academic development and practice be informed by my ongoing research? How do I respond to opportunities for inquiry (research)? How do I meet my own learning needs?

Can’t I just skip this question? I wish I could, but skipping this question would be the easy way out. Which kind of ties into my answer to this prompt. I can continue my academic and professional development by not taking the easy way out. So what is the easy way out? I guess, thinking in terms of a course, the easy way out would be to just do the minimum. For example, the easy way out could be that I just study the notes that the teacher gives in a course for the test, instead of going and reading in the text or looking up more information on that subject on the Internet. Thinking about it, reading additional information than required would probably be beneficial because most of the time more reading means a better understanding. Also, to continue to explore my professional and academic development, I really need to take to heart the literacy articles that I read. I need to take learning into my own hands and not rely on others to feed me information, which I am discovering right now through my math saga that that is easier said than done.

How can I research into my learning in an ongoing manner? Well the answer to that question, I am afraid, is the dreaded R word: REFLECTION. I think that the reflection process is ongoing. If I keep reflecting on my learning, then I will be doing some research within myself, some deep soul searching. I have found that the reflection process is a huge circle, similar to the clinical interaction model. Once I start reflecting on what I have learned, I learn something new from my reflection, which I then reflect on, which usually lets me discover something else and so on. By constantly reflecting, I think my academic and professional development will only be enhanced.

This is going to make me sound like a total bookworm, but I really enjoy research. I would rather write a 15-page paper (as long as I am interested in the topic) than take a test. I think I learn better through researching than studying notes and a textbook because I am actually thinking about the information and trying to explain it in a coherent manner.

How do I meet my own learning needs? Well, I set goals (sometimes unreasonable ones) and make myself accountable for accomplishing them. I read books and articles, and sometimes do research on my own. I also volunteer in the community where I have experienced things that will (and have already) helped me in the classroom. For example, while volunteering at Health South I learned a lot about people that have had a stroke. This knowledge made learning about strokes in Neurogenics easier because I had seen it first hand. I am really starting to realize the benefits of making learning MY responsibility.