There is a number of determinants of clinician-client relationships which affects the bonding and interaction between two parties. He past researches have suggested that the extent of such bonding may vary based on the time period for which the relationship has been rated by the parents. In addition, the ethnicity of the parents and clinicians also matter as two people from different ethnicities may rate adversely each other (Fanning, 2018).
The relationship between a clinician and a client is of primary importance in behavioural treatments. Such relationship, however, gets influenced in the case where the clients are children as the understanding the problems, identification of issues and patterns may not be very easily detectable (Kovarsky, Schiemer & Murray, 2011). In such cases, parents play a critical role in helping the clinician (Shirk, Karver & Brown, 2011). In other words, the role of parents in a speech-language treatment is inevitable and the entire objective of the current study is to evaluate such roles based on the analysis of researched data and respective findings. As a result, the researcher has formed the research questions which focus on the parents’ perspectives as to whether their rating varies as per the variables like length or complexities of the treatment etc. Also, the researcher will attempt to find the answer as to what may enhance the clinician-client relationship for children’s speech language-based treatments.
The researcher undertook an online survey through Survey Monkey with three sections of the survey namely background questions, rating scale and open-ended questions. The survey was distributed among advocacy organizations and a total of 179 responses were received. The answers of open-ended questions were analysed through qualitative approach using thematic analysis. On the other hand, quantitative analysis was conducted for establishing the correlation between the total relationship rating and length of the treatment and such correlation was established through Spearman's correlation method (Ebert, 2018).
As far as the findings out of quantitative analysis were concerned, it was noted that there was no significant correlation between the length of the treatment and overall relationship rating. However, the treatment setting used to influence the relationship and hospitals and private clinics had most influences on the relationship rating as compared to home or schools. Qualitative analysis, on the other hand, generated 33 codes and 4 major themes which suggested that the emotional bond between two parties played an important role in developing a clinician-client relationship (Jack, 2018).
The findings show that the clinical setting influences the relationship and enhances the relationship through mutual bond, emotions and care. The treatment setting may be valued if the clinician may make the same fun-filled for the children. Parents may also get pleasure seeing that their children are enjoying the treatment (Ebert, 2018).
Based on the discussion and analysis performed herein, it may be concluded that the parents’ perspectives play an important role in a clinician-client relationship for the treatment of the children. Though the intended research suffers from certain inherent limitations like the drawback of thematic analysis of the written answers to the open-ended questions by the respondent, limitations of sample size, biases of the respondents etc, it may be construed that the findings of the research may provide a detailed scope for further research on the consideration that parents' role is critical on clinician-client relationship (Ebert, 2018).
Ebert, K. (2018). Parent perspectives on the clinician-client relationship in speech-language treatment for children. Journal Of Communication Disorders, 73, 25-33. doi: 10.1016/j.jcomdis.2018.03.005
Fanning, P. (2018). The New Relationship Between Parents and Schools. Focus On Exceptional Children, 9(5). doi: 10.17161/fec.v9i5.7131
Jack, R. (2018). Quantifying the Clinician-Client Relationship. ASHA Leader, 23(9), online only. doi: 10.1044/leader.fq.23092018.np
Kovarsky, D., Schiemer, C., & Murray, A. (2011). Humour, Rapport, and Uncomfortable Moments in Interactions With Adults With Traumatic Brain Injury. Topics In Language Disorders, 31(4), 325-335. doi: 10.1097/tld.0b013e3182358e98
Shirk, S., Karver, M., & Brown, R. (2011). The alliance in child and adolescent psychotherapy. Psychotherapy, 48(1), 17-24. doi: 10.1037/a0022181