Facilitating the Parent/Child Bond: The Training, the Role, and the Perceived Self-Efficacy of Speech-Language Pathologists in the Neonatal Intensive Care Unit
Date of Graduation
Bachelor of Science Education
Rehabilitation, Human Resources and Communication Disorders
Committee Member/Second Reader
Aslin, Larry W.
The purpose of this study was to evaluate the facilitation of parent/child bonding through the roles, training, and perceived self-efficacy of speech-language pathologists working in the Neonatal Intensive Care Unit, as well as to investigate what changes could be made in speech pathology bonding education. Five certified speech-language pathologists currently working in the Neonatal Intensive Care Unit were contacted through an online questionnaire and asked to describe their preferences, beliefs, and practices. While results were variable, the respondents were unified in a belief that there is a connection between feeding disorders and disruption in parent/child bonding. They reported consistently using bonding facilitation techniques but were not unanimously sure that their techniques were effective. There was also an indication that the respondents learned most of what they know about bonding from pursuits outside their college speech pathology program, and that programs should explore bonding facilitation more in the classroom.
Taber, S. (2012). Facilitating the Parent/Child Bond: The Training, the Role, and the Perceived Self-Efficacy of Speech-Language Pathologists in the Neonatal Intensive Care Unit. Rehabilitation, Human Resources and Communication Disorders Undergraduate Honors Theses Retrieved from https://scholarworks.uark.edu/rhrcuht/14