Exploring How Speech-Language Pathologists Describe Therapeutic Relationships with Culturally/Linguistically Diverse Students: A Qualitative Descriptive Study

Abstract

The purpose of this qualitative descriptive study was to explore how school-based speech-language pathologists describe their therapeutic relationships with CLD students in the United States. Three theoretical elements served as the foundation of the study: Bordin’s conceptualization of the therapeutic working alliance, social dominance theory, and the concept of cultural flexibility. Four research questions guided this study: How do school-based speech-language pathologists describe the nature of the therapeutic relationship with CLD students? How do school-based speech-language pathologists describe how individual hierarchies influence the therapeutic relationship with CLD students? How do school-based speech-language pathologists describe characteristics of cultural flexibility in the context of the therapeutic relationship with CLD students? How do school-based speech-language pathologists describe the essential characteristics for fostering the therapeutic relationship to effectively work with CLD students? The inductive thematic analysis approach by Braun and Clarke was used to analyze the data from the individual interviews and focus group interviews. Major themes for research included: the therapeutic relationship as a mechanism of empowerment for CLD students; the positive power of individual hierarchies; SLP personality influence; SLP centralizing culture and language within therapy activities and materials; most valuable personality (MVP) traits for SLPs; the critical demand for SLP clinical skills and education; fostering relationships with cultural humility and rapport. It is recommended that future research explore cultural humility within therapeutic relationships in SLP practice.