MaryAnn S. Wyatt, M.A.

, CCC-SLP
Rita Purcell-Robertson, Ph.D., CCC-SLP
ASHA 2010

Career Pathways for the

SLP: Revitalizing Your
Career
 This Presentation is Dedicated to Our Parents
Whose Encouragement and Love Touched Our Lives
So We Could Help Others

MaryAnn’s Mom and Dad

In Loving Memory of John A. Serabian
And Love to Anna C. Serabian

Rita’s Mom and Dad

Edward and Anne Purcell
 Our professional field seems

to be ever expanding and increasingly

demanding, while our personal energy
reserves seem to be shrinking.
Sometimes it can be difficult just to get up and
get through the day.

Goal: When you leave here, you will have

resources and tools to help guide and/or
revitalize your career.
THE SLP’S CAREER
• Different Pathways
• Important aspects of your career
• An opportunity to reconsider, analyze, and
assess your career
• Settings: University (professors and students),
private practice, education, hospital, long-term
care, home health
No More Whispering Around
Corners
Today we will:
• Address issues that are facing our profession
• Dispel myths
• Explore challenges
• Discover obstacles
Taking a Closer Look At Your Career

• What you do
• How you do it
• Who you help
• Who you do not help
• Your accountability
• Stress: conflict in the workplace
How You Can Improve
• Mentoring & Leading by example.
• As a leader: how do you handle stress?
• Are your management techniques up to date?
• Ways to proceed in your career

We hope that we may help each person

realize the possibility of their potential,
regardless of the setting or work environment.
Mutual respect for our colleagues is essential.
GEMS: Michael Jordan

“If you’re trying to achieve, there will be

roadblocks. I’ve had them; everybody has
had them. But obstacles don’t have to stop
you. If you run into a wall, don’t turn
around and give up. Figure out how to
climb it, go through it, or work around it.”
Looking Back-Looking
Forward

• Do you remember why you went

into this profession?
• Who influenced you?
• What inspired you?
• How did you get to where you are now?
• Rita and MaryAnn share
Different settings

What does each of our work

settings have in common?
If I had only known…..
Schools:
You aren’t a teacher, so how did you end up in the schools? If
you knew how litigious the schools are, you would have
become a lawyer.
Clinic:
You work for a private or non-profit clinic: you put in endless
hours helping someone else build their practice, but you
have little or no benefits.
Private Practice
You are a private practitioner and you are overwhelmed:
you not only practice S/L therapy, you are an accountant,
you also practice marketing and sales, you negotiate with
insurance companies; and on top of that, you never have a
break and the business is on your mind all the time.
 If I had only known…..
Home Health Care
You are a HHC SLP; nurses make promises you can’t keep, the
traveling is exhausting, and the home environments are
unpredictable.
Long-term care
You work in a long-term care but many of your patients will never
get better, and it is starting to get you down.
Hospital
You work in a hospital, and have had to deal with down sizing, right
sizing, lay-offs, and increased paperwork. You have patients
who are terminally ill and die….they didn’t offer “Grief 101” in
your Grad program.
University
You are a professor: no one ever told you about the complex
politics of a college or a university. You seem to be “on call” to
students all the time. Beyond that….it is publish or perish!
What do these SLPs have in common?

They wonder if they would be happier,

if they had another job!
Or
What if they had taken a
different path in their career?

Some may have taken risks and

feel burned by bad experiences.
The Grass is Always Greener on the
Other Side….or is it?
The Three Billy Goats Gruff Analogy
• What the goats represent
• Small goat: younger professional, or your idealistic
view of the field.
• Medium Sized Goat: Mid life professional, someone
making transitions.
• Big goat: “Mature Professional” or one who has
traversed the career bridge, knows the
dangers/challenges of crossing but steps out and
takes a risk.
• The Troll: represents obstacles, myths, misconceptions,
ignorance, and/or antiquated ideas.
The Bridge ……Taking Risks

• The Bridge is an Opportunity to Explore

Other Areas in Your Career.

• If you are interested in moving into another

stage in your career, you will have to throw
the Troll overboard.
Troll Overboard!
• We are almost to 2011: allow yourself to think about
other professions or your career trajectory
• By crossing that bridge, you can start down the pathway
of re-thinking your career.
• You will need to assess your own strengths and
weaknesses.
• With resources we give you, you can determine if you
want to stay on the same track, or “switch tracks”.
• Regardless of which track you take, you must also
review the pitfalls of the current profession, options,
alternatives, and occupational trends.
• We will provide that framework for you.
The Making of an SLP

• Important to have an understanding about your

current position.
• Becoming an SLP is not for the faint hearted.
• It is physically, emotionally, and intellectually
demanding; more so than many other
professions.
• The average SLP is “smarter than the average
bear”.
What makes up the SLP?
O*Net, the Department of Labor’s website that gives
detailed information about occupations.
• When you hear what it takes to be an SLP, you’ll have
an opportunity to appreciate your strengths.
• You will also note descriptions of your duties that you
don’t like about being an SLP.
• Use this information to determine other professions or
career ladder jobs you may wish to pursue.
• Extensive preparation is needed to be an SLP, and more
often than not, we find that SLP’s are frustrated and feel
stagnant because they are not able to use all of their
skills in their respective work settings.
O-Net OnLine
Knowledge required for SLPs (not complete):

• English Language
• Therapy and Counseling
• Psychology
• Education and Training
• Customer and Personal Service
• Clerical
• Medicine and Dentistry
• Law and Government
O-Net OnLine
Continued
• Sales and Marketing
• Personal and Human resources
• Transportation
• Mathematics
• Computers and Electronics
• Engineering and Technology
• Telecommunications
• Administration and Management
O-Net OnLine
Skills Needed to practice SLP:
• Speaking and Active Listening
• Time Management
• Learning Strategies
• Critical Thinking
• Monitoring
• Writing
• Judgement and Decision-making
• Social Perspectiveness
• Complex Problem-Solving
O-Net OnLine
Work Activities (incomplete list):
• Developing Objectives and Strategies
• Making decisions and problem-solving
• Getting information
• Organizing, planning, and prioritizing work
• Establishing and maintaining interpersonal
relationships
• Evaluating information to determine compliance
with standards
• Analyzing data or information
O-Net OnLine
Work Activities, cont.
• Processing Information
• Documenting and recording information
• Interpreting the meaning of information for
others
• Scheduling work and activities
• Performing administrative activities
• Interacting with computers
• Assisting and caring for others
• Coaching and developing others
ASHA Scope of Practice

“The scope of speech-language pathology

includes prevention, diagnosis, habilitation, and
rehabilitation of communication, swallowing, and
other upper aerodigestive disorders; elective
modification of communication behaviors; and
enhancement of communication.”
(ASHA, 2001, p. I-28)

York, T. and Davison, M. (2008). Mission Impossible: Realities and Practical Implications of the ASHA Scope of Practice. ASHA
retrieved 17 February 2008. http://www.asha.org/NR/rdonlyres/CDDD304A-BA60-4264-8EB4-1A9BE357E18F/ 0/378Handout.ppt -
156.5KB - ASHA Web Site
Expanding “Scope of Practice” in
Speech-Language Pathology
“Factors such as changes in service delivery
systems, increasing numbers of people needing
services, projected United States population
growth of cultural and linguistic minority groups,
and technological and scientific advances
mandate that a scope of practice statement for
the profession of speech-language pathology be
dynamic in nature” (ASHA, 2001, p. I-26).

York, T. and Davison, M. (2008). Mission Impossible: Realities and Practical Implications of the ASHA Scope of Practice. ASHA retrieved 17
February 2008. http://www.asha.org/NR/rdonlyres/CDDD304A-BA60-4264-8EB4-1A9BE357E18F/ 0/378Handout.ppt - 156.5KB - ASHA
Web Site
Breadth of “Scope”

Simply put, this means

too much information
and too little time to
accomplish it all
York, T. and Davison, M. (2008). Mission Impossible: Realities and Practical Implications of the ASHA Scope of Practice. ASHA
retrieved 17 February 2008. http://www.asha.org/NR/rdonlyres/CDDD304A-BA60-4264-8EB4-1A9BE357E18F/ 0/378Handout.ppt -
156.5KB - ASHA Web Site
Challenges, Scope of Practice, and
Professional Issues

• Encroachment
• Conflict in the Workplace
• Lack of Skills
• Lack of Mentoring and Leadership
• Workload
• On Ramping and Off Ramping
Why Discuss These Issues?

• Seems to be on everyone’s mind the most

• Instead of just “recycling” issues, we will offer
recommended solutions
• Will give resources to help you
GEMS Joseph Farrell

“The man who most vividly realizes a

difficulty is the man most likely to
overcome it.”
What We Will Not Be Covering As Much

• We will not be going into details about caseload

or workload
• Other seminars give more focused attention to
that
• Some information you learn here, will help with
workload and caseload issues
Encroachment

• Within the profession vs. outside the profession

• Within the profession: colleagues in the
workplace and in other settings
• Outside the profession and allied professions
• Experiences that have been stressful and/or
caused us to rethink our jobs
Encroachment- Outside the Profession &
Allied Professions
• Individuals and Professionals who encroach
• ABA trainers
• Advocates
• Parents
• Neuropsychologists
• Psychologists
• Teachers-All types
• Parents
• Occupational/Physical Therapists
• Nurses
• Administrators of private special education schools
• Others-Can you think of more????
Encroachment Within the Profession
• Not often talked about
• Disparaging comments by others that
perpetuate myths
GEMS Eleanor Roosevelt

“A woman is like a teabag –

you can’t tell how strong she is
until you put her into hot water.”
 Conflict in the Work Place
• Abuse from families, co-workers, and clients
• Grief 101: experiencing others’ intense emotions
Work environment issues:
• Infection control, limited space, HVAC problems

Unrealistic expectations of parents/clients:“Syndromes”-

• “If only syndrome” - “IOS” If only my child/husband/wife
had enough SL therapy…….
• “Deprivation syndrome”- “DS” Because you didn’t give my
child/husband/wife enough SL therapy, they are doing poorly

People within and outside the profession

may help reinforce these beliefs
Limited Leadership Opportunities

• Limited plans for mentoring and leadership

• Lack of management training-critical to SLP’s
just to do the job!
• Antiquated management techniques
• Lack of planning to develop employees
Limited Skills to Manage the Job
• Limited “on the job” time to take CEUs
• Limited or no money for CEUs
• Limited training program for therapists to “learn the job”
in different environments.
• Lack of follow through to see how employees are
performing
• Outdated “job descriptions”
• Limited training/preparation in our colleges/universities
for: business aspects of S/L which includes time
management and group dynamics, lack of career
planning, program management, dealing with difficult
clients, understanding client grief and how it affects you
in the workplace (coping mechanisms?)….can you think
of more?
WORKLOAD!

• Unrealistic expectations of therapists and those who

train them (including supervisors and professors).
• SLPs need training to assess work environments
• Knowing that caseloads are high, additional skills need
to be taught including working with groups of
clients/students
• Realistic education and training regarding insurance and
management techniques
• This does not mean that we give up on caseload
reduction, or insurance reform
• It does mean that we realistically match the training of
SLP’s with the actual job
Problems and Solutions
What You Can Do To Navigate Your Career
• Encroachment: Maintain Clear Professional
Boundaries
• Make your role clear
• Actively correct wrong information
• Go on record in writing
• Clarify roles and educate client
• Stay ethical
• Do not own personal issues of advocates, parents,
other professionals, or therapists
• Make your intentions clear
• Don’t make promises you can’t keep
Problems and Solutions
What You Can Do To Navigate Your Career
• Go on record in writing: “The _______hospital s/l
report of ________, incorrectly reported that________.
The correct information is _____________. This
information should be corrected in the report.”
• Clarify roles and educate clients: “The
neuropsychologist reported that your child has a
phonological disorder. His testing is different than
speech-language testing and is in a different context.
Your child does not have a phonological disorder.
Here’s why. This handout explains a phonological
disorder.”
• Stay ethical: If someone says they want their child
fixed, or another person/professional claims they can
cure or fix that person, make it clear that it is against
your code of ethics to make such claims.
Problems and Solutions
What You Can Do To Navigate Your Career
• Do not own personal issues of advocates, parents,
other professionals, or therapists. Take the “high
road” and do not get embroiled in arguments.
• Make your intentions clear: “I can do this for your
child, but I do not know if he will be able to accomplish
___________.”
• Don’t make promises you can’t keep and especially
do not accept responsibility for a promise someone
else has made for you: E.G., “I know the nurse said
that we would be able to continue speech therapy, but
your husband appears to have reached maximum
benefit at this time.”
Problems and Solutions
Conflict in the Workplace
• Conflict: Find and take a Conflict Mediation
class-yesterday. Excellent reference: Getting to
Yes by Roger Fisher and William Ury, Penguin
Books, 1991
• Job Demands: Accept, understand, and be
realistic about the demands of your job to protect
yourself. ASHA has extensive information that
will help you develop a policy and/or protect
yourself.
• Dealing with Intense Clients, Parents, and/or
Co-Workers: Take a class or earn CEU’s for
topics related to: Grief Process, Abnormal
Psychology, Positive Psychology
Problems and Solutions
Conflict in the Workplace
• Infection Control: Understand your workplace policy. If
there isn’t one, ask your managers to develop one. Take
personal responsibility to protect yourself. ASHA has
extensive information that will help you develop a policy
and/or protect yourself.
• Poor Work Environment (Facilities/Materials): Ask
supervisor or responsible party to check into problem.
Do not own the problem if it is not within your job. If the
facility is creating health problems, speak up without
complaining. E.G., “I’ve noticed there is a strong smell in
here after it rains. Then, I end up with a headache.
Does this building have a mold problem? What can you
do to help me have a healthy office/therapy room that is
conducive to staff and clients.”
Problems and Solutions
Abuse from Clients/Families/Others:
1. Physical Abuse: You never have to accept verbal
and/or physical abuse.
• If you are dealing with a physically abusive client, enlist
behavior specialists.
• Establish clear boundaries immediately: “I have to end
the session because we are not getting any therapy done.
Let’s meet to discuss behavior issues and what we can
realistically expect client/your child to do.”
• Report the physical abuse right away to your supervisor,
and if necessary, complete a report.
• Document exactly what happened in your notes.
Problems and Solutions
Abuse from Clients/Parents/Others:
2. Verbal Abuse: Document exactly what happened.
• If it is from a client, or patient, give a verbal warning that you will
have to end the session if the behavior occurs again. If the behavior
occurs again, end the session immediately, and leave the room.
Document exactly what happened in your notes.
• If it is from an angry parent, teacher, or client, excuse yourself from
the room. If it is your meeting, give verbal notice that you are ending
the meeting because it is not productive, and will reschedule it.
E.G., “I hear what you are saying. At this time, I am suspending the
meeting because it is not productive. I will be in touch with you to
reschedule. Thank you for coming.” Leave the room. Document
exactly what happened in your notes.
• If from colleagues: walk away and report it to your immediate
supervisor.
Problems and Solutions
Abuse from Clients/Parents/Others:

In summary, if you do not feel safe with a

client, make an appointment to discuss the
issue with your supervisor. If you feel that
the situation/s is/are affecting your
performance, ask that someone else take
the client.
CAREER PROGRESSION

• On ramping and off ramping:

• Extensive study done by Sylvia Ann Hewlett
• Many women have nonlinear careers
• Loss of corporate knowledge due to off ramping
• Excellent Source: Hewlett, Sylvia Ann, OFF-
RAMPS And ON-RAMPS, KEEPING
TALENTED WOMEN ON THE ROAD TO
SUCCESS, Harvard Business School Press,
Boston, Mass., 2007
Problems and Solutions
Lack of Leadership Opportunities
• You are a Speech-Language Pathologist: By
job definition, you are a manager. Find ways
to improve your management skills (see
below).
• Discuss your goals with a supervisor, mentor, or
career consultant. Ask for training specifically
related to leadership opportunities. E.G., If you
are a college professor: “I’d like to attend the
leadership training that may lead to a position as
the Dean of __________College.”
Problems and Solutions
Lack of Leadership Opportunities
• Ask for responsibilities that will lead to advancement:
E.G., “I’d like to supervise _______therapists, so I may
have the opportunity to advance into full time
supervision.”
• Ask your employer to pay for a Certificate Program that
will add to your management skills (E.G., Human and
Organizational Development)
• If you are a manager, supervisor, department chair,
and/or in some other leadership position; it is essential to
update your management skills. Request that your
employer enroll you in a coaching program, or provide
updated training. Find the classes, seminars, and/or
training yourself and ask for the $$$$ to send you.
Accentuate the benefits to the organization, and/or how it
will improve your performance.
Lack of Skills
Workload
• Assess your skills
• Accentuate your strengths
• Take a time management class/seminar
yesterday! (Excellent classic reference: Lakein,
Alan. How to Get Control of Your Time and
Your Life, Signet Books, 1989)
• Ask for help when you are overwhelmed. Tell
your supervisor what you can do, not just what
you are struggling with
Lack of Skills
Workload

• Off ramp/switch tracks to another work environment that

has a different momentum
• If you are burned out, admit it and seek help
• If you are so stressed from your job that it is upsetting
you, and you are having difficulty going to work, seek
professional counseling
• If you are not prepared for the kind of caseload you are
working with, seek a transfer or seek employment in
another environment
• If you are a professor and don’t like the classes you are
teaching, ask for opportunities to develop a new class.
Problems and Solutions
On Ramping and Off Ramping
And Other Career Pathways
• Why it’s important to know our career trends
• Who is affected
• Loss of corporate knowledge
• How professions have changed: Most us will be
working in our 50-70’s.
• How to on ramp and off ramp successfully
GEMS Will Rogers

“Even if your on the right track,

you’ll get run over if you just sit there.”
Identifying Core Interests, Skills, and
Knowledge Needed to Achieve
Capstones Across the Lifespan

Stretching Ourselves Within Our

Scope of Practice
MANAGING YOUR CAREER ACROSS
THE LIFESPAN
AGENDA
• Facts about the profession
• Twists and turns you will deal with
• (Reading: Women and the Labyrinth of
Leadership by Alice H. Eagly and Linda L. Carli,
Harvard Business Review, September, 2007)
• Frustration due to limited opportunities as a
therapist
• Others who aspire to different positions
• Some leave the field
CAREER PATHWAYS

• Women oriented profession

• More subject to “on ramping and off ramping”
• Career pitfalls due to interrupted career path
• Work-life balance challenges significantly affect
women more
ASSESSING CAREER OBSTACLES
Eagli, Alice H., and Carli, Linda L., Women and
Labyrinth of Leadership: Harvard Business
Review, September 2007

• Glass ceiling vs. labyrinth analogy

• Women meet obstacles at each level
of advancement: not just the top
• Women must temper their management style
according to the work environment
• Transformational vs. transactional management
style
PERSONAL EXAMPLES

• Our career progression

• How we on and off ramped
• Why we did what we did
• What we learned
ATTRITION IN OUR FIELD
Approaches
• ASHA Attrition Survey, Jan
07
• “off-ramping /on-ramping”
vs. attrition
• How it affects you
• What you can do
• Knowledge and information
is critical
ASHA ATTRITION SURVEY RESULTS

• Conducted in 2000 and 2003

• Surveyed unemployed SLP’s
• Hired REDA International to survey
• Findings were significant
ATTRITION SURVEY RESULTS

• 77.7 % were not seeking employment; 6.5 %

were
• 70.3 % left for family reasons
• Majority who left last position due to job
conditions specified systemic factors (high
caseload, too much paperwork) for leaving
• 61.7 plan to return to SLP profession
• One third of respondents plan to return in 2-5
years
ATTRITION SURVEY
CAREER INTENTIONS

• “Many respondents said that flexibility with

hours, including part time positions would
motivate them to return to work
• Half of all respondents said they need more
training to help them return to the workforce.
Training may include workshops, conferences,
and refresher courses.”
GEMS William Shakespeare

“One man in his lifetime plays many parts.”

HOPES AND DREAMS
MANAGING ONESELF
• By Peter Drucker
• Harvard Business Review, January 2005
• Companies/organizations don’t manage your
career-you do.
• Assess your strengths
• Use feedback analysis to understand yourself
• Feedback analysis allows you to find your
strengths and where you have no or limited
strengths
HOPES AND DREAMS
MANAGING ONESELF

• Assess how you perform: look at your

personality
• How do you learn?
• What are your values? Do your values match
your organization?
• Where do you belong?
• Look for opportunities that are compatible with
allowing you to play to your strengths, how you
work, and your values.
HOPES AND DREAMS
MANAGING ONESELF

• Knowledge worker: What should my contribution

be?
• Plan up to eighteen months ahead
• Respect your co-workers/colleagues
• Know their strengths
• Take responsibility for communication
• Second half of your life: develop a second career,
or parallel career
 HOPES AND DREAMS
HOW YO PLAY TO YOUR STRENGTHS
By Roberts, Speitzer, Dutton, Quinn, Heaphy, and Barker
Harvard Business Review, January 2005
• Accentuate your positive, not your negative traits
• Traditional feedback: ok
• Focusing on weaknesses prevents organizations from
getting a star performance from someone
• Reflected Best Self Exercise (RBS): Allows you to do a
self portrait you can you use for your career, helps you
redesign your job, and aligns your strengths with
possibilities you wouldn’t have previously considered!
• http://www.bus.umich.edu/Positive/CPOS/Teaching/rbs
e.html
Professional Strengths

• Smart
• Flexible
• Capable
HOPES AND DREAMS
The Doom Loop System
By Dory Hollander, Ph.D.
Viking Penguin Press, 1991
• Developed a four quadrant system for analyzing
career/job satisfaction based on Charles Jett’s
system.
• Found a consistent theme with individuals regarding
career mastery and their satisfaction at different
stages
• Accentuated skills people need to identify to navigate
a career successfully, including a political skills
literacy checklist
• Explains ways to determine capstone, and how to get
around obstacles
HOPES AND DREAMS
LIFE DOESN’T HAPPEN IN A VACUUM
Manage Your Energy, Not Your Time
By Tony Schwartz and Catherine McCarthy
Harvard Business Review, September 2007

• How to balance aspects according to

your routines in your work/life
• How they have helped individuals in organizations
reassess their energy and stamina
• They shift the focus from how to get more out of people
to investing in them
• The organizations investment includes helping
employees renew their energy in four areas: Physical,
Emotional, Mental, and Spiritual
HOPES AND DREAMS
LIFE DOESN’T HAPPEN IN A VACUUM
Manage Your Energy, Not Your Time
By Tony Schwartz and Catherine McCarthy
Harvard Business Review, September 2007

Must read
• for those who feel burned out, or for those of you who
are working long hours and feel that your life is out of
balance.
• for people who don’t work long hours, your energy may
be drained by the type of stress you are experiencing.
 HOPES AND DREAMS
IN SUMMARY
• SLPs are an exceptional group of people
• Superior knowledge and skills allow SLPs to perform at a very
high level
• The demands of the job and career path can erode one’s self
confidence and focus
• SLPs need strong leadership/skills to help them negotiate the
career maze
• Organizations need a variety of recruitment, retention, and
reattachment techniques to keep the SLP engaged
• SLPs need to develop a portfolio where they can add
accomplishments and assess skills on an ongoing basis
• SLPs need to continue to update their education in areas that
challenge them
• Many resources from the field of organizational development,
business, and within the field (ASHA) should be used
Do for ourselves what we do for our clients

Using all available resources

• Identify problems
• Set goals
• Implement program
• Assess progress
PERSONAL GEMS

Never think that one moment

Of your career
Has been wasted.
 THE FOUR AGREEMENTS
BY DON MIGUEL RUIZ

Everything we do is based on agreements we have

made.
In these agreements we tell ourselves who we are, what
everyone else is, how to act, what is possible, and what is
impossible.
What we have agreed to believe creates what we
experience.
When these agreements come from fear, blocks and
obstacles develop keeping us from realizing our greatest
potential.

HTTP://WWW.MCUNIVERSE.COM/THE-FOUR-AGREEMENTS.445.0.HTML
BE IMPECCABLE WITH YOUR WORD

Speak with integrity. Say only what you mean.

Never gossip about others.
Most importantly, never use your word against
yourself. Putting yourself down will stop the
creative process.
Use the power of your word in the direction of
truth. Your word is your bond ­ you will create
consistency and trust, empowering you to
expand.
DON'T TAKE ANYTHING PERSONALLY

You have to let things roll off your back - nothing

others do to you or say to you is because of you.
It is their perception or belief.
When you are immune to the opinion of others, you
won't be the victim of needless suffering. You can
clearly focus on objectives ­ avoiding drama.
DON'T MAKE ASSUMPTIONS

Find the courage to ask questions and to

express what you really want.
To avoid misunderstandings, sadness, and
drama, it is critical to communicate with
others as clearly as you can.
It is important to follow-up and verify the
communication to firm up next steps, actions,
or consequences.
ALWAYS DO YOUR BEST

Your best is going to change from moment to

moment; it will be different when you are healthy
as opposed to sick.
Under any circumstance, simply do your best, and
you will avoid self-judgment, self-abuse, and
regret.
Gems from William James

The art of being wise is

the art of knowing what to overlook.
Gems from Winston Churchill

A pessimist sees the difficulty in every

opportunity;

an optimist sees the opportunity in every

difficulty.
GEMS: Karen Kaiser Clark

“Life is change. Growth is optional. Choose

wisely”
Gems from Winston Churchill

We make a living by what we get

But
We make a life by what we give.
Questions???
 THANK YOU FOR COMING!
And
LET US KNOW HOW YOU ARE DOING!

CONTACT INFORMATION
MaryAnn [email protected]
Rita [email protected]
Selected references
ASHA, Scope of Practice in Speech-Language Pathology: Ad Hoc
Committee on the Scope of Practice in Speech-Language
Pathology, Approved by the ASHA Legislative Council on
September 4, 2007; http://www.asha.org/docs/html/SP2007-
00283.html

ASHA, ASHA Speech-Language Pathology Attrition Survey Report,

REDA International, Inc., January 2007. ASHA website

ASHA, Infection Control: Compilation of Resources for SLP’s

including: ASHA Policy Documents, Infection Control Basic,
Disease Prevention in Health Care, Resources for School SLP’s,
Practice Guidelines, Articles of Interest, and Important Links;
http://www.asha.org/members/slp/infectioncontrol.htm?print=1

Drucker, Peter F., Managing Oneself: Harvard Business Review,

January 2005
 Selected references
Eagli, Alice H., and Carli, Linda L., Women and Labyrinth of
Leadership: Harvard Business Review, September 2007

Fisher, Roger, and Ury, William, Getting to Yes; Penguin Books,

December, 1991; Classic book regarding negotiation strategies, a
critical skill for SLP’s

Hewlett, Sylvia Ann, Off Ramps and On-Ramps; Keeping Talented

Women on the Road to Success, Harvard Business School Press,
2007; An excellent read and necessary to managers and employees
alike, who are engaged in periodic breaks from the workforce. –
Break through information regarding women’s careers; what
causes them to “off-ramp”, and successful methods to have them
“on ramp” to return to work. Dealing with Retention, recruitment,
and reattachment issues? You will be at a distinct advantage from
your competitors after this reading. *Research information
included that may be used to present to your management team
 Selected references
Hollander, Dory, The Doom Loop System, A Step-By-Step Guide to
Career Mastery, Viking Penguin, NY, NY, 1991 ; Describes the Four
Quadrant System Developed by Charles Jett, Leading Career
Management Consultant, and how Hollander expanded the model
with clients for career planning. Although out of print, may be
ordered through Amazon. A Must Read

Lakein, Alan, How To Get Control of Your Time and Your Life, Signet,
February, 1989. A time management classic; describes Lakein’s A/C
priority planning, among other successful strategies. Quick reading
and easy to follow.
 Selected references
Mindtools http://www.mindtools.com/pages/article/newTMC_05.htm
Mindtools is a web site that discusses essential skills for a successful
career. It has sections on time management, stress management,
communication skills, memory improvement, among other issues.
The above URL address takes you directly to their discussion on
S.W.O.T. (Strengths, Weaknesses, Opportunities, Threats)

Motivational Appraisal of Personal Potential (M.A.P.P.)

www.Assessment.com;
An online tool that identifies what motivates you and allows you to
match yourself to job categories. Taken by over 4.5 million people
and used by employees, job seekers, employers, and career/job
coaches. Range of fees based on type of analysis you would like.
Good tool for identifying signature strengths.
 Selected references
O-Net (Occupational Online Information Network)
http://online.onetcenter.org
The O-net system serves as a source of occupational information,
providing comprehensive information on key attributes and
characteristics of workers and occupations.

Roberts, Spreitzer, Dutton, Quinn, Heaphy, and Barker, How to Play to

Your Strengths; Harvard Business Review, Managing Yourself,
January 2005; Description of Reflective Best Self Exercise included.

Schwartz, Tony, and McCarthy, Catherine, Manage Your Energy, Not

Your Time, Harvard Business Review, October 2007

University of Michigan, Ross School of Business: Positive

organizational scholarship); Cases, tools, and assessments that
help organizations improve their practice (for individuals as well):
Included Reflective Best Self Exercise;
http://www.bus.umich.edu/Positive/CPOS/Teaching/rbse.html