THIRD ANNUAL CONFERENCE

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• THIRD ANNUAL CONFERENCE
• of the
• Innovation, Creativity and Culture
• Vilnius Gediminas Technical University and
  Mykolas Romeris University
• Vilnius, Lithuania European Capital of Culture
  2009
• 22-23 October 2009

A CHALLENGE TO INNOVATION AND CREATIVITY AT
UNIVERSITY FERNANDO PESSOA (PORTO, PORTUGAL)
ACTING UPON SPEECH-LANGUAGE DISORDERS AS A
TECHNIQUE AND AS AN ART
Alexandre Frey PINTO DE ALMEIDA, M.D., Ph.D.
Associate Professor / Head of Department Dep.
of Speech Therapy Health Sicences
Faculty University Fernando Pessoa Porto /
PORTUGAL fpinto_at_ufp.edu.pt
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University Fernando Pessoa is a Portuguese
private foundational Higher Education institution
located in Porto, the 2001 European Capital of
Culture.


UFP
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University Fernando Pessoa - Porto, Portugal
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Its motto is "nova et nove", which means in latin
"making new things in a new way".
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University Fernando Pessoa is devised in three
faculties (Health Sciences, Human and Social
Sciences, Science and Technology), one School of
Health Sciences and one autonomous unit (Ponte de
Lima College).

• School of Health Sciences
• Undergraduate Programs
• Nursing
• Clinical Analyses and
• Public Health
• - Psychomotor Rehabilitation
• Physiotherapy
• Speech Therapy

A detail of UFP Faculty of Health Sciences (the
entry of the Pedagogical Clinic of Odontology)
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SPEECH THERAPY Portuguese framework for the
professional definition

• Speech Therapy
• The Speech Therapist is responsible for
  the development of activities in the domain of
  prevention, assessment and treatment of human
  communication disorders, including not only all
  functions associated to verbal oral and written
  comprehension and expression, but also other
  forms of non verbal communication
• (Dec.-law n.º
  564/99, 21 of December 1999)

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TRADICIONAL CONCEPTIONS AND MODERN CONCEPTIONS OF
SPEECH THERAPYTHE UFP MODEL
In Portugal, the model of Speech Therapy
developed by UFP since 2002 helped to change
social and professional conceptions of the role
of speech therapists.
TRADICIONAL CONCEPTIONS MODERN CONCEPTIONS
Speech Therapy centred on verbal oral communication Speech Therapy open to communication of every kind, verbal or non verbal, oral or written, and also to augmentative and alternative forms of communication
Speech Therapy having as main goal the treatment and rehabilitation of communication disorders Speech Therapy open to normal communication as much as to disturbed communication including in its aims screening, prevention, preparation, diagnosis, evaluation and not only rehabilitation
Speech Therapy having as its proper object  the clinical approach from the point of view of emission Speech Therapy open to clinical approaches acting on emission or on the reception, and also on central processing
Speech Therapy centred on a few techniques and protocols of rehabilitation Speech Therapy involved with protocols of screening and evaluation in the same way it is interested at protocols of rehabilitation
Speech Therapist as a technician who helps medical doctors in the therapeutic achievement Speech Therapist as a technician able to do a functional diagnosis of communication disorders and to develop a therapeutic plan and strategies in order to obtain an adequate rehabilitation
Speech Therapist more interested in certain techniques than in their corresponding foundations Speech Therapist interested in several techniques in function of their corresponding foundations
Speech Therapist in the basis of a hierarchical pyramid having doctors at the top ST as a final executor of a decision taken by someone else Cooperative model of  the Speech Therapist, engaged in an individualized approach of the patient within an interdisciplinary team
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Bologna Process compelled to a curricular
reorganization centered on student work and
responsibility, and encouraged a new
competence-based model for pedagogical methods
and techniques.


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UFP - BACHELOR IN SPEECH THERAPY(approved by the
Ministry since 2002 and recognized by the
Professional Association since 2003 as suitable
for the formation of speech therapists)

• OBJECTIVES
• Students should develop specific competences of
• ? Prevention
• ? Evaluation
• ? Treatment
• ? Scientific study
• of Human Communication Disorders, including
• - All the processes and functions inherents
  to expression and comprehension of oral and
  written language
• - Other forms of non verbal and verbal
  communication (for instance, using structured
  symbols and gestures)
• - Other related functions, such as
  swallowing.

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BACHELOR IN SPEECH THERAPY CURRICULAR
ORGANIZATION AFTER BOLOGNA
1st-2d Semesters Anatomophysiology I Methods / Techniques of Communication English Language I Biostatystics and Epidemiology Basic Gestures in Health Theories of Language and Communication Anatomophysiology II Biophysics and Biomecanics English Language II Psycholinguistics and Language Development General Microbiology Observation Training
3d-4th Semesters Phonetics and Phonology Biochemistry Politic Organization of Portugal and EU Voice, Orofacial Motricity and Swallowing Applied Psychology Applied Psychopathology Neurosciences and Neurolinguistics Applied Otorhynolaryngology Communication and Language in Children Neurology and Neuromotor Pathologies Ethics and Professional Deontology Integration Training
5th-6th Semesters Audiology Communication and Language in Adults Applied Psychopedagogy Methods and Techniques of Evaluation and Intervention in Speech Therapy Construction and Validation of Instruments Clinical Learning I Professional Training I Alternative / Augmentative Communication Foreign Language Psychomotricity Early Intervention in Neonatology and Pediatrics Graduation Project Clinical Learning II Professional Training I
7th semester Professional Training II
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A Pedagogical Clinic of Speech Therapy was
provided within UFP in order to ensure students
supervised clinical practices in real and
authentic situations a pioneer project,
completely new in Portugal and rare even in
Europe, where comparable units are yet quite hard
to find.



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This kind of assistance is offered to the
academic community itself, but there are also two
mobile units of an Ambulatory Project of Oral and
Public Health that offer many screening services
to the surrounding community in different
clinical valences, thus contributing to the
signalling of patients and draining a part of
them to the Pedagogical Clinics of the
University, including the one of Speech Therapy.
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MASTER IN SPEECH THERAPY
More recently, a Master in Speech Therapy and a
Doctorate in Language Development and Disorders
were created, and the Pedagogical Clinic is also
the place for the main part of the corresponding
research.

• OBJECTIVES
• Students should develop specific competences of
  this post-graduate level, such as
• ? Administration of Health Units
• ? Intervention in the Community
• ? Scientific Research
• ? Education and Formation
• ? Training Orientation and Supervision
• ? Improvement of Basic Knowledge
• ? Specialization in two main Domains
• Language in the Child
• Language in the Adult

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CURRICULAR ORGANIZATION OF THE MASTER IN SPEECH THERAPY CURRICULAR ORGANIZATION OF THE MASTER IN SPEECH THERAPY CURRICULAR ORGANIZATION OF THE MASTER IN SPEECH THERAPY
1st Semester Administration of Health Services Speech Therapy in Educative Contexts Psycholinguistics and Neurolinguistics Functional Neurology and Speech Therapy Research MethodsApplied Phonetics Administration of Health Services Speech Therapy in Educative Contexts Psycholinguistics and Neurolinguistics Functional Neurology and Speech Therapy Research MethodsApplied Phonetics
2d Semester Specialization in Language in the Child Communication and Swallowing in the Preverbal Period Disorders of Oral Language in the Child Autism Spectrum Disorders Speech Therapy in Multideficiency Disorders of Written Language in the Child Specialization in Language in the AdultVoice and Dysphonias Communication and Interaction Gerontology and Speech Therapy Acquired Disorders of Communication and Language Speech Therapy and Neuromotor Pathology
3th Semester Hearing Processing and Speech Therapy Expressive Therapies Orofacial Motricity and Swallowing in the Child Speech Therapy and Neuromotor PathologyClinical Cases, Orientation and Supervision of Professional Training Professional VoicePhonostomatologyExpressive TherapiesNeurogenic and Oropharyngeal Dysphagia Clinical Cases, Orientation and Supervision of Professional Training
4th Semester Project / Dissertation Project / Dissertation
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DOCTORATE IN LANGUAGE DEVELOPMENT AND DISORDERS

• OBJECTIVES
• Students should develop knowledge and
  competences allowing them to deal with problems
  of language, either concerning its development,
  either its disorders.
• The doctorate provides two differentiation
  areas
• ? Psycho and Neurolinguistic Development
• ? Language Disorders.
• These specialities fall within the general
  scope of the thesis to be developped,
  corresponding to main areas in which the teaching
  staff has been involved, engaged in projects of
  national and international research, and
  resulting in a very considerable number of
  scientific papers and "products" such as new
  diagnostic, therapeutic and educational
  approaches.

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CURRICULAR ORGANIZATION OF THE DOCTORATE IN LANGUAGE DEVELOPMENT AND DISORDERS CURRICULAR ORGANIZATION OF THE DOCTORATE IN LANGUAGE DEVELOPMENT AND DISORDERS
Curricular Part (Doctorate Course) Curricular Part (Doctorate Course)
1st Semester Research MethodsLanguage and Verbal CommunicationParalanguage and Non Verbal CommunicationLanguage ProcessingBrain and Language
2d Semester Language Development Language Disorders in Educative ContextsLanguage Disorders in Clinical Contexts
Doctorate Thesis RESEARCH GROUPS Advisors work several lines of research in labs of different Faculties and different University institutions, such as screening mobile units of the Ambulatory Project of Oral and Public Health, Pessoainhas kindergarden, Pedagogical Clinic of Speech Therapy, and others where students can obtain data and some kind of support. Doctorate Thesis RESEARCH GROUPS Advisors work several lines of research in labs of different Faculties and different University institutions, such as screening mobile units of the Ambulatory Project of Oral and Public Health, Pessoainhas kindergarden, Pedagogical Clinic of Speech Therapy, and others where students can obtain data and some kind of support.
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UFP is the Portuguese Higher Learning
institution with more publications in this field.
Cadernos de Comunicação e Linguagem
(Notebooks of Communication and Language), for
instance, is a periodical publication of UFP
Press (1 volume, several numbers each year) which
presents not only the best works of UFP
researchers and students, but also those of other
national and foreign prestigiated institutions
(works in English and French are welcome!).
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A large interdisciplinary team with six speech
therapists, two psychologists and three doctors
acting in different domains provide most part of
the clinical work with patients, which are
sometimes examined and treated in cooperation
with professionals from other Pedagogical Clinics
of the University. For some patients, this kind
of approach is unique in the town and even in the
country. University Fernando Pessoa do it with no
more taxes than public hospitals, and
accomplishes in this way very important tasks of
academic extension and social engagement with
health and social problems of its surrounding
community and the town in general.

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A large swiming-pool provides new contexts for
the approach of some selected patients (e.g.
autists)
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UFPSPEECH THERAPY AFTER BOLOGNA

• Curricular changes
• - A continuous debate on Bologna
  objectives was carried out with other national
  and foreign Higher Learning institutions (e.g.
  Speech Therapy working group within the Group
  implementing Bologna in the country as a whole,
  according with CPLOL definition of skills, etc.)
• - An attentive internal reflexion was
  made, since 2002 (when the Bachelor in Speech
  Therapy started), about Bologna objectives, in
  order to set up common criteria in that field
• The obtention of a national
  consensus among Higher Education institutions
  about the main goals for the formation of speech
  therapists
• The construction of a common space
  for European Higher Education institutions,
  allowing the effective mobility of students

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UFPSPEECH THERAPY AFTER BOLOGNA

• Curricular changes (cont.)
• Not forgeting the aim of building
  up a common space for Lusophone Higher Education
  institutions (together with other countries
  speaking Portuguese) Fortaleza Declaration, 2004
• Fev. 2003 (UFP, Porto,
  Portugal) I Luso-Brazilian Symposium of
• Speech Therapy /
  Phonoaudiology and Lusophony
• Fev. 2005 (UFP, Porto,
  Portugal) II Luso-Brazilian Symposium of
• Speech Therapy /
  Audiophonology after Bologna
• Fev. 2007 (UFP, Porto,
  Portugal) III Luso-Brazilian Symposium of
• Speech Therapy / Contexts of
  Audiophonology
• Aug. 2009 (UMESP UFP, S.
  Bernardo do Campo, SP Brazil) IV
• Luso-Brazilian Symposium of
  Speech Therapy I Luso-Brazilian
• Symposium for Health

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Some UFP events in the area of Speech Therapy
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UFPSPEECH THERAPY AFTER BOLOGNA

• Curricular changes (cont.)
• Consequently, the weight of certain components
  was reinforced
• - Experimental work
• ? Skills in research methodologies and
  experimentation developped in each curricular
  unit
• ? Specific curricular units conceived
  to reinforce such skills, e.g. Construction and
  Validation of Instruments (5th semester),
  Project of Graduation (6th semester) - both
  recently introduced in the curricular
  organization
• ? Scientific articles written in
  response to the Call for Papers of a periodical
  publication of UFP Press in this area - with a
  good structure and respecting the Editorial Rules
  of UFP and its Manual for Monographs (in several
  moments along graduate and pos-graduate programs)
  
• ? Experiences in the classroom a part
  of daily academic activities since the 1st
  semester (for instance, in the matter of
  Theories of Language and Communication)

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UFPSPEECH THERAPY AFTER BOLOGNA

• Curricular changes (cont.)
• The reinforcement of certain components (cont.)
• - Work of Project
• A whole work to develop, but also a
  curricular unit (with specific formation on
  research and presentation of scientific works).
  In the end, there is a presentation, discussion
  with the jury and defense.
• - Work within an interdisciplinary team
• Speech Therapy is based on different
  scientific domains biomedical sciences,
  language, behaviour and educational sciences.
  Teachers are then asked to integrate knowledges
  coming from many different areas, supporting this
  practice on the Pedagogical Clinic of Speech
  Therapy. This one articulates clinical activities
  of speech therapists with those of psychologues,
  psychomotricists and doctors of different
  specialities.

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UFPSPEECH THERAPY AFTER BOLOGNA
Curricular changes (conclusion)
Speech therapy in UFP theoretical, practical,
contact, project, experimental and training
components in the curricular organization pre and
post-Bologna (comparing both plans). One can see
the reinforcement of experimental components
(practical courses, training), leading to an
increased ratio between experimental and
theoretical courses (results from the Working
Group for the study of the Concretization of
Bologna in UFP).
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UFPSPEECH THERAPY AFTER BOLOGNA

• Pedagogical Clinic of Speech Therapy
• Clinical practice
• Supervised clinical practice and training
  along the Bac. in Speech Therapy
• Training orientation and supervision
  during the Master in Speech Therapy
• Assistencial work
• Academic community
• Surrounding population
• Cases refered by the staff or by
  accredited / partner institutions
• Scientific research
• Bachelor (individual works and group
  works, Project of Graduation)
• Master (individual works and group works,
  Master Dissertation)
• Doctorate (individual works and group
  works, PhD Thesis)

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UFPSPEECH THERAPY AFTER BOLOGNA

• UFP Directions for Scientific Research in Speech
  Therapy
• Hearing and Equillibrium
• Phonation and Speech
• Oral Language and Communication
• Written Language and Communication
• Non Verbal Communication
• Swallowing and Stomatognatic Functions
• Epidemiology and Community Intervention

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UFPSPEECH THERAPY AFTER BOLOGNA

• More success!
• - A good predefinition of expected
  competences for each curricular unit
  (coordination work)
• - Recovery and stimulus to the participation
  in the classroom (more control upon presences,
  more learning opportunities)
• - Debate of the most important notions
• - Tutorial sessions to inform, to discuss and
  orient works, to indicate sources and references,
  to give access to materials, train selected
  techniques, reinforce some competences, obtain
  counselling, provide remediation of certain
  deficits, and a second chance if necessary
• - Frequent practical works for training of
  most important skills
• - A continuous evaluation as the general
  rule formative Vs. summative, auto Vs.
  hetero-evaluation

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UFPSPEECH THERAPY AFTER BOLOGNA

• More success!
• - More extra-curricular work (events, PASOP,
  screenings outside, etc.) considered as relevant
  in the scope of certain curricular units and as a
  Supplement to Diploma
• - Validation of competences acquired
  elsewhere (more than one itinerary to obtain
  competences)
• - Project methodology a specific curricular
  unit
• - Publication of the best works
• - New chances by means of the
  internationalization of the institution
  training, orientation and supervision received
  from other national and foreign institutions who
  set bilateral agreements (e.g. UNIMESP), formal
  exchange programs (Erasmus, Alban, Erasmus
  Mundus) participation in NETQUES, the CPLOL
  proposal for Academic Networks to the European
  Commission (Network for Tuning Standards
  Quality of Educational programmes for Speech
  Language Therapy in Europe)

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UFPSPEECH THERAPY AFTER BOLOGNA

• The professional focus of learning
• - Observation training (2d semester) by
  means of an unidirectional mirror, placed between
  contiguous cabinets in the Pedagogical Clinic of
  Speech Therapy (observers follow real
  consultations in an authentic context of clinical
  work)
• - Integration training (4th semester)
  students observe different contexts of work of
  speech therapists
• - Clinical Learning I and II (5th and 6th
  semesters) supervised clinical practices in the
  Pedagogical Clinic of Speech Therapy (students
  consult, make clinical registers, organize
  clinical files, reports and forwards) screenings
  supported by PASOP projects and partnerships
  with other centers, providing new working
  contexts (e.g. advertisements about the
  profession of speech therapist to the population
  served by PASOP, assessment of communication
  skills of students of Journalism who are acting
  in the TV lab of the UFP for reports, newscasts,
  etc.)
• - Professionalizing training (6th and 7th
  semesters) screenings within the population who
  seeks the services of the Pedagogical Clinic of
  Speech Therapy (in order to obtain a convenient
  selection of patients) seminars and case
  discussions supervised clinical practices in
  authentic contexts of clinical work (being
  oriented in training centres and supervised by
  the training coordinator of the department of
  Speech Therapy)

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UFPSPEECH THERAPY AFTER BOLOGNA

• The professional focus of learning (cont.)
  
• - Psychopedagogy this curricular
  unit prepares students to integrate
  interdisciplinary teams acting in kindergardens,
  schools and centers dealing with individuals who
  have special learning and educational needs
• - New careers and innovative
  areas students are stimulated to develop their
  academic works in new and challenging domains,
  and originality is welcome!
• - Master providing competences of
  orientation and supervision of clinical work and
  training (clinical practices in the Pedagogical
  Clinic of Speech Therapy)
• - Stimulating, on one hand, a
  personalized approach and the perfect adaptation
  of the therapist to the limits and remaining
  capacities of his client, and, on the other hand,
  the construction of his own instruments and
  techniques when necessary, the formation provided
  by University Fernando Pessoa is not quite only a
  matter of applied sciences and techniques, it is
  also the practice of a clinical art.

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The professional focus of learning
(conclusion) - To learn how to
learn, thats the main competence!
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The End