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Purpose: The aims of this project were to explore how youth justice staff perceive the speech-language pathology role and provision in an Australian youth justice setting, including the speech-language pathologist's role in supporting young people to participate in the activities of the youth justice service studied. Method: A narrative inquiry approach was employed to guide semi-structured interviews with youth justice staff. Perceptions and experiences were analysed via reflexive thematic analysis, with member checking and inter-rater coding utilised for rigour. Result: Seven semi-structured interviews were conducted. Interviewees worked in either the custodial setting (n = 3) or the community setting (n = 4) for the youth justice service studied, though most had worked in both settings. Six themes and six subthemes were identified from the interview data and related to factors that supported improved participation in the activities of the youth justice service studied. These factors were the speech-language pathology skillset and approach, and that there were systemic barriers within the service. All participants perceived speech-language pathology input as valuable for the young people in the service studied. There was also acknowledgement by the participants of how speech, language, and communication needs of the young people impacted their participation in the activities of the service studied. These findings were despite the perceived need for organisation-wide education on the speech-language pathologist role and offering. Conclusion: Increased understanding of how youth justice staff perceive the role and benefits of speech-language pathology in supporting young people in contact with the youth justice system will assist with service planning, inform education strategies, and may support policy change. [ABSTRACT FROM AUTHOR]

The World Health Organization International Classification of Functioning, Disability and Health has the power to shape professional behaviour and positively influence all aspects of health and social care practice. The visual depiction of the ICF framework belies the complexity of this multifaceted classification and coding system which students and practitioners can find challenging to grasp. This guide offers twelve integrated practical tips to help health and social care educators embed the ICF throughout the curriculum with a view to supporting student learning and ultimately interprofessional and inclusive practice. [ABSTRACT FROM AUTHOR]

The International Classification of Functioning, Disability and Health (ICF) is a compelling framework and classification system with the potential to enhance person-centred care. This mixed methods study investigates the degree to which the ICF is used by speech-language pathologists (SLPs) in Australia and ascertains their knowledge, endorsement, and perceptions of ICF implementation. Survey data were collected from 117 SLPs and analysed statistically and thematically. Respondents rated their knowledge as "good" and reported using the broader ICF framework more than the detailed classification system. Comparison revealed significantly lower ICF knowledge and use in practitioners working with children and in settings serving children, than those in adult based settings or working with adults. The ICF was discussed as being "a way of thinking" and respondents strongly indicated desire to use it further. Education and promotion strategies should aim to enhance ICF uptake and holistic, person-centred care, leading to improved client outcomes and realisation of the 2030 vision of Speech Pathology Australia. [ABSTRACT FROM AUTHOR]