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Principles of Practice
November 2001
The Speech Pathology Association of Australia Limited
ABN 17 008 393 440
Speech Pathology Australia
Acknowledgements
In the writing of this document, Speech Pathology Australia wishes to acknowledge the valuable
contribution made by the following members:
Professional Practice, Standards and Workplace Portfolio, Victorian Branch 1996: Lidia Basile, Melissa
Bevan, Sue Gillies, Kym Torresi
With assistance from: Angela Kirsner
Professional Practice, Standards and Workplace Portfolio 1999 and 2000: Sue Gillies, Kath Sennitt,
Leone Carroll, Stacey Baldac, Robyn Cross, Cynthia Harvey
With assistance from: PPS&W Victorian Branch (facilitated by Andrew Day) and contributions from:
Kylie Lee, Charmaine Grey
Project Officer – Jackie Clark
Professional Practice, Standards and Workplace Coordinator– Alison Smith
Professional Standards Portfolio
Standards of Practice Task Group 2001: Leone Carroll, Kath Sennitt, Robyn Cross, Cynthia Harvey
Project Officer – Jackie Clark
PS Coordinator - Wendy Webster
Contributions – Lindy McAllister; Michelle Lincoln, Rina Harber, Vickie Dawson, Libby Clark, Suze
Leitão, Gail Baildon, Noni Bourke, Evelyn Terry, Trish Robustellini, Jude Eastaway, Lee McGovern,
Stacey Baldac
Principles of Practice
ISBN 1 876705 04 3
© Speech Pathology Association of Australia Limited 2001
Disclaimer
To the best of The Speech Pathology Association of Australia Limited's ("the Association") knowledge,
this information is valid at the time of publication. The Association makes no warranty or
representation in relation to the content or accuracy of the material in this publication. The Association
expressly disclaims any and all liability (including liability for negligence) in respect of use of the
information provided. The Association recommends you seek independent professional advice prior to
making any decision involving matters outlined in this publication.
Principles of Practice
Contents
Section
Heading
A.
A.1
A.2
About the Principles of Practice
Background
Purpose
1
1
1
B.
B.1
Principles
Ethics
Public Confidence in the Profession
Knowledge of Acceptable, Professional Behaviour
Client Services
Non-Individual Client Attributable Processes
Service Delivery Issues
Prioritising
Teamwork
Individual Client Attributable Processes
Referral
Consent
Assessment
Treatment/Goal Setting
Discharge/Resolution Planning
Counselling
Client/Family Education
Documentation
Service Management
Human Resource Management
Recruitment and Selection of Speech Pathologists
Advertising for Applicants
Position Descriptions
Interviewing
Selection
Qualifications
Registration
Contracts
Orientation and Induction
Leadership and Supervision
Professional Development
Performance Management of Staff
Employee Relations and Industrial Issues
3
3
3
3
3
3
3
4
4
4
4
5
5
5
6
6
6
6
7
7
7
7
7
7
8
8
8
8
8
9
9
10
10
B.2
B.2.1
B.2.2
B.3
B.3.1
B.3.2
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Page
Business Planning
10
Funding
11
Workload Parameters
11
Speech Pathology Australia
Section
Heading
B.3.3
Physical Resources and Facilities
B.3.4
B.3.5
B.4
Page
11
Work Environment
12
Information Technology
12
Facility Development and Relocation Planning
13
Physical Environment
13
Waiting Area
14
Reception Area
14
Treatment/Intervention Areas
15
Observation Room
15
Administrative Areas
16
Student Placement
16
Storage of Professional Resources
16
Storage of Files and Medical Records
16
Equipment
17
Itinerant Services
17
17
Marketing and Public Relations
Advertising
18
Promotion of Services
18
Contact with the Media
18
Public Statements
18
Promotion of Speech Pathology Australia
18
Publications and Promotional Materials
19
Professional Networks Between Organisations
19
Quality Improvement
19
Measurement Methods
19
Reporting Requirements and Advocacy
20
Education of Others
20
B.4.1
Clinical Education
20
B.4.2
Staff and Community Education
21
B.5
Research
21
B.5.1
Methodologies
22
B.5.2
Funding
22
B.5.3
Dissemination of Results
22
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Section
Heading
Page
C.
Definitions
23
D.
References
24
E.
Further Information
25
E.1
Council Structure
25
E.2
Speech Pathology Australia Position Papers
26
E.3
Other Speech Pathology Australia Resources
26
E.4
Topic References
26
Principles of Practice
A. About the Principles of Practice
A.1
Background
Association documents such as the Standards of Practice (AASH, 1994) and Recommended
Minimum Facilities (AASH, 1979) have been widely used for many years by speech
pathologists to assist with clinical practice and service management. In 1996, the Victorian
Branch of the Professional Practice, Standards and Workplace Portfolio also developed the
Guidelines for Good Practice in response to the significant changes occurring in workplaces,
employment models and organisational structures. At a national level, a decision was made
by Council to merge and extend the Standards of Practice, Guidelines for Good Practice
(AASH, 1996) and Recommended Minimum Facilities into a single, user-friendly document.
Therefore, a project was launched aiming to provide current information regarding standards
of service and service management for speech pathologists working in a range of contexts,
including rural and remote locations.
A.2
Purpose
This document provides a guide for the achievement of high standards of service and
service management, beyond the professional competency described in the Competency
Based Occupational Standards (CBOS) (Speech Pathology Australia, 2001). Emphasis is
placed on describing the broad range of processes to be used within an organisation in the
provision of quality speech pathology services to clients.
Speech pathologists and services are encouraged to use the principle structure as a
checklist upon which to evaluate current practice and to highlight areas for development.
Individual speech pathologists may utilise the information to raise their own awareness of
issues related to principles and workplace applications, enabling them to contribute to and
lobby for high standards of practice.
The Principles of Practice may be used as a framework in the establishment or organisation
of a speech pathology service. It can assist employers and services to support and work
collaboratively with speech pathologists through awareness of accepted principles within the
profession.
In outlining the principles, it is recognised that no single approach is appropriate to all
settings and that diversity is valuable in the provision of speech pathology services.
Discretion must be used in setting achievable standards for smaller departments and in
assigning levels of responsibility to individual speech pathologists. The document highlights
key areas of work practice at an organisational level, with the understanding that speech
pathologists will be flexible in their interpretation and continuously strive for the best practice
at all times. For issues related to professional competency, reference is made to CBOS
(Speech Pathology Australia, 2001).
This document provides general information and, where possible, will direct the reader to
other documents providing more specific guidelines on a topic.
Figure 1.1 highlights the relationship of the Principles of Practice to other Speech Pathology
Australia documents and departmental policies and procedures.
Best practice principles apply with consideration to:
• Quality services and care for our clients;
• Review and continual improvement of systems; and
• Demonstration of positive outcomes.
Principles of Practice
1
Speech Pathology Australia
Figure 1.1
Code of Ethics (2000)
Association Policy Manual
Principles of Practice (2001)
•
principles
•
workplace applications
•
statements
CBOS (2001)
Position Papers
In structuring the document, best practice statements are provided for the component parts
of each principle, representing core areas of clinical practice and service management.
Where possible, organisation of information is consistent with the Health Activity Hierarchy
(National Allied Health Casemix Committee, 2001), however, adaptations have been
necessary to ensure relevance to non-health specific contexts, such as private practice and
educational settings.
2
Principles of Practice
B. Principles
B.1
Ethics
Best Practice
Statement:
Speech pathologists have a professional responsibility to observe the
highest standards of integrity and ethical principles, as outlined in Speech
Pathology Australia’s Code of Ethics (2000).
Public Confidence in the Profession
The speech pathology service is required to employ speech pathologists
eligible for practising membership of Speech Pathology Australia.
Consultants or practitioners under contract to the service are also
expected to meet the same requirements as salaried personnel.
In Australia, only individuals who are eligible for practising membership of
Speech Pathology Australia are able to practise as speech pathologists.
Knowledge of Acceptable, Professional Behaviour
The speech pathology service is expected to demonstrate reference to
Speech Pathology Australia’s Code of Ethics (2000) in their employee and
client information.
Members of Speech Pathology Australia are required to know,
understand and observe the Code of Ethics (2000). Non-members are
advised to be aware of their professional responsibilities to observe the
highest standards of integrity and ethical principles.
The speech pathology service is expected to have access to the various
position papers provided by Speech Pathology Australia and CBOS
(Speech Pathology Australia, 2001).
Speech pathologists are expected to familiarise themselves and their
employers with the contents of relevant position papers and CBOS
(Speech Pathology Australia, 2001).
B.2
Client Services
Best Practice
Statement :
B.2.1
Speech pathologists are required to work collaboratively with clients and
other team members (i.e., carers and/or families, teachers, administrators
and other health care professionals) to facilitate effective service delivery
processes and to meet desired outcomes.
Non-Individual Client Attributable Processes
‰
Service Delivery Issues
Effective service delivery models are expected to be utilised for client
service, with consideration given to issues such as:
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•
the individual needs of clients in specific contexts;
•
the aims of the service within the broader organisation;
•
access to the service, including geographical constraints;
•
the needs of culturally and linguistically diverse groups;
•
available resources and staffing issues;
•
context/location/timing of intervention;
•
the continuum of care available within a community for specific
populations;
•
workplace, health and safety.
3
Speech Pathology Australia
A range of direct and/or indirect models may be considered for services
to clients.
Options may include:
• direct models of service (assessment and observation, individual and
group intervention);
•
indirect models (training facilitators, resource provision, consultation,
curriculum development, advocacy, referral to other services, health
promotion, community development, telehealth).
The provision of services across various locations in a community (e.g.
home, educational sites, institutions, hospitals, community clinics,
worksites) is recommended to meet the needs of specific populations.
‰
Prioritising
It is expected that the designated community will be serviced in an
effective, safe and timely manner through the allocation of human and
physical resources by the organisation. To manage diverse demands and
for effective service provision within existing resources, the speech
pathology service may need to consider a system of prioritising both
incoming referrals and the current caseload.
The service is required to document their prioritisation process using
clearly defined parameters such as health and safety, communicative
urgency, social and employment outcomes or learning needs.
Prioritisation systems will vary with consideration given to current
community needs data, service delivery issues, organisational ‘charter’,
evidence regarding ‘best practice’ for the setting, available resources and
location.
By documenting the prioritisation process in policies and procedures, the
service is able to provide clients and referrers with a rationale for
caseload decisions.
‰
Teamwork
It is expected that speech pathologists will work closely with clients, their
carers and other team members to provide comprehensive and holistic
management.
Other team members may include allied health
professionals, medical staff, care staff, residential care staff, welfare
support staff and educational advisers/teachers/teacher aides.
Teamwork may be offered using a multidisciplinary, interdisciplinary or
transdisciplinary approach.
B.2.2
Individual Client Attributable Processes
‰
Referral
The referral process to a speech pathology service is expected to be
clearly defined and documented. This information may be available to the
broader community and potential referrers.
It is recommended that the service shall refer a client to other services if it
is unable to offer specialised areas of management at any point in time
from initial contact to follow-up.
4
Principles of Practice
‰
Consent
It is a legal requirement to obtain permission and/or informed consent,
either from the client, guardian or person holding power of attorney, prior
to initiation of speech pathology services. The organisation is advised to
obtain some legal advice as to the process to be followed by the speech
pathology service, with consideration given to issues such as:
•
the definition of permission;
•
emergency situations;
•
the client’s capacity to provide valid ‘informed’ consent and power of
attorney;
•
the age of the client and responsibilities of parents/guardians.
‰
Assessment
The speech pathologist is required to undertake assessment as outlined
in CBOS (Speech Pathology Australia, 2001) using both informal and
formal assessment tools, in a timely manner, in order to plan
management.
It is recommended that the speech pathologist has access to sufficient
and current assessment tools, resources and technologies in order to
meet standards of practice as outlined in CBOS (Speech Pathology
Australia, 2001).
‰
Treatment/Goal Setting
In negotiation with the client and other team members, it is recommended
that a management plan be established and documented, with
consideration given to issues such as:
•
service delivery models and prioritisation processes;
•
identified needs and expected outcomes of service;
•
specific issues impacting on management and discharge planning.
It is recommended that the plan specifies the process of intervention,
outlining its relevance to impairment, activity and/or participation level
breakdown, as per ICIDH-2 (World Health Organization, 1997), depending
on specific needs. Strategies, responsibilities, timelines and outcome
measures may be documented.
The service is expected to support the speech pathologist’s access to
current information regarding evidence based practice, upon which to
base clinical decisions whenever possible. Examples may include:
•
direct electronic access to databases and journals via the world wide
web;
•
library search facilities.
It is expected that the speech pathologist has access to sufficient and
current intervention/management tools (including a policy on the use of
interpreters if necessary), resources and technologies in order to meet
standards of practice as outlined in the Code of Ethics (Speech Pathology
Australia, 2000) and CBOS (Speech Pathology Australia, 2001).
Organisations need to be aware that for intervention programs delivered
by other personnel or team members, some form of monitoring by a
speech pathologist is required, as per the Code of Ethics (Speech
Pathology Australia, 2000) sections 5.1.6, 5.1.7, 5.1.8, 5.1.9 and 5.3.4.
The nature of the program is to be clearly defined to clients as per section
5.1.1.
Principles of Practice
5
Speech Pathology Australia
‰
Discharge/Resolution Planning
The service may provide guidelines to speech pathologists for the
development of discharge/resolution plans from the current caseload.
These plans may be initiated in conjunction with the client/carer and team
when negotiating a service plan, during therapy or as an outcome of the
prioritisation process.
The plan may address issues such as timing of service, reporting
responsibilities, outcomes expected at resolution, discharge destination,
ongoing referral agencies or services required, review procedures or the
need for a facilitated program.
Due to a number of factors, it is acknowledged that some clients continue
to experience ongoing communication or swallowing difficulties at the
time of resolution/discharge from a service. It is recommended that a
reason for discharge from the current caseload and a record of ability at
resolution be documented.
Follow-up may be necessary in some contexts to review if a client has
maintained their optimal level of functioning, as determined at the time of
resolution or prioritisation of the caseload.
‰
Counselling
Speech pathologists may offer informative and affective counselling
services within their field of expertise as part of any assessment and
intervention.
For any issues outside their professional knowledge and skills, it is
recommended that speech pathologists refer clients to other
professionals or counselling services.
‰
Client/Family Education
The speech pathology service and speech pathologist have joint
responsibility to provide education to clients and caregivers to ensure
understanding of issues such as the speech pathology diagnosis,
prognosis, treatment and risk management. This may be conducted on a
one-to-one basis or in a group setting. Various training methods may be
used, such as observation, modelling, feedback or workshops.
‰
Documentation
It is recommended that minimum standards for clinical documentation are
outlined by the service in terms of:
•
frequency of recording;
•
required content and formatting (e.g. date, discipline, goals,
recommendations, discharge plan, follow-up and signature).
Client documentation remains confidential at all times in line with the
Code of Ethics (Speech Pathology Australia, 2000) and CBOS (Speech
Pathology Australia, 2001).
It is expected that the service establishes procedures for the preparation
and storage of written reports, reflecting the method and results of
assessment, service delivery models, goals of intervention and outcomes.
It is recommended that these procedures also include reference to:
6
•
the length of time records are required to be stored after the client is
discharged from the service i.e. 7 years for adults; to age 25 for
children (18 + 7 years);
•
Freedom of Information Act (1982) and Privacy Act (1998) (see
Section E.4 for website).
Principles of Practice
B.3
Service Management
Best Practice
Statement:
B.3.1
Organisations and speech pathologists have a responsibility to ensure
that effective management practices are utilised with reference to the
development and/or productivity of the service and quality of work life for
staff.
Human Resource Management
It is expected that management will operate with due consideration to the
award or contract entitlements of all staff and the documented human
resource policies and legislative requirements of the organisation. In
addition, the service is advised by Speech Pathology Australia of a
number of minimum expectations for all practising clinicians working in
Australia.
‰
Recruitment and Selection of Speech Pathologists
With all aspects of recruitment and selection, the service is required to
adhere to the relevant state and commonwealth legislation and policies
and procedures of the organisation.
‰
Advertising for Applicants
Advertisements for available speech pathology positions are required to
include:
•
stipulation of qualifications required;
•
eligibility for practising membership of Speech Pathology Australia
and registration where required.
There may also be specific advertising guidelines for the organisation, in
terms of the format and amount of information to be provided.
For allied health assistants and other staff, reference should be made to
preferred qualifications.
‰
Position Descriptions
Each position in a speech pathology service is encouraged to have a
corresponding position description that may be compiled by a senior
speech pathologist or, in the case of a sole position, by the speech
pathologist occupying that position in cooperation with the service
administrator/s or another allied health professional.
Where a new speech pathology service is being created, the organisation
is expected to seek the advice of a suitably experienced speech
pathologist. Speech Pathology Australia may also be of assistance at this
time.
The position description may include Selection Criteria and Performance
Indicators, and cover areas such as the following:
•
clinical duties;
•
administrative duties;
•
managerial duties;
•
education/continuing education;
•
student supervision.
‰
Interviewing
Interviews are to be conducted with adherence to organisational
procedures to ensure fairness, impartiality and selection based on merit.
This may involve using a panel of suitably qualified personnel, familiar
with selection procedures and the requirements of the position.
Principles of Practice
7
Speech Pathology Australia
The panel is expected to include at least one speech pathologist with the
necessary skills to ensure appointment of a suitably qualified and
experienced individual for the position.
The interview may be conducted face-to-face or by using distance
communication
systems,
such
as
by
teleconferencing
or
videoconferencing.
‰
Selection
It is expected that merit-based selection processes be used to identify the
successful applicant. Documentation is required.
The selection process of a new staff member will be based on the criteria
within the position description, performance at the interview and, when
required, after references have been obtained from relevant sources
provided by the candidate.
‰
Qualifications
It is required that new graduates are not employed as speech
pathologists until documentation is available from the university
confirming their results, thus ensuring eligibility for practising membership
of Speech Pathology Australia.
Overseas applicants must be accepted by Speech Pathology Australia as
eligible for practising membership prior to confirmation of offer of
employment.
Qualified speech pathologists who have worked for less than 1000 hours
over five years are not eligible for practising membership and need to
participate in Speech Pathology Australia’s Re-Entry program prior to
employment.
‰
Registration
In Queensland, practising speech pathologists are required by law to have
current registration with the Board of Speech Pathologists.
‰
Contracts
Employers are legally required to provide a written contract of
employment for all new employees specifying terms and conditions.
Familiarity with the relevant award and basic entitlements is
recommended. Advice from a union, prior to signing documentation, may
be beneficial.
In some states or organisations, speech pathologists may be employed
under an Individual Contract (as opposed to an Award or Enterprise
Bargaining Agreement).
Some contractors and others, such as speech pathologists operating in
private practice, are advised to seek legal advice regarding recommended
levels of professional indemnity and public liability insurance cover.
‰
Orientation and Induction
The speech pathology service is required to ensure new staff have an
orientation to the service and its principles and practices and, where
possible, access to a general organisational induction.
To assist new staff to better understand the needs of the community and
clients during induction, demographic data may be provided about
factors such as:
•
8
socioeconomic and sociocultural issues i.e. languages spoken other
than English in the community;
Principles of Practice
•
common medical and speech pathology diagnoses;
•
disability categories and recommended levels of support.
‰
Leadership and Supervision
Distinction is made between the availability of professional leadership,
supervision and line management within an organisation. This involves
clearly defining the roles of professional leaders and those of other
general managers within the organisation.
Access to professional leadership and supervision is a minimum
expectation for practising speech pathologists. This may take the form
of:
•
a hierarchical supervisory relationship with a suitably qualified senior
clinician within the organisation;
•
access to a suitably qualified supervisor external to the organisation,
such as a mentor;
•
peer and group processes.
The organisation is expected to cover the cost of professional
supervision, whether this is accessed from within or outside the
organisation.
It is recommended that the organisation makes provision for a suitably
qualified professional leader of the speech pathology team, responsible
for clinical supervision and strategic management, in line with both
professional and organisational needs.
It is recommended that
professional supervision be recognised as a responsibility for which extra
remuneration may be warranted.
It is recommended that the professional leader of the speech pathology
team have a background in speech pathology, especially in larger
facilities/departments.
Line management functions (i.e. responsibility for overseeing the general
administration duties required by the organisation) may be provided using
a range of models. In some cases, the professional leader may also
perform line management duties. However, some organisations may
have clear distinctions between the roles of professional leaders and
those of other general managers within the organisation responsible for
line management duties.
‰
Professional Development
Speech pathologists are required to participate in ongoing professional
development, as outlined in the Code of Ethics (Speech Pathology
Australia, 2000).
Speech pathologists are encouraged to participate in the Professional
Self Regulation (PSR) program of Speech Pathology Australia.
The speech pathologist and the service have joint responsibility to identify
the training and development needs of the individual, including
negotiation of access to relevant activities. This may or may not be
associated with performance measurement strategies.
Speech pathologists are encouraged to engage in self-education activities
as part of their commitment to ongoing professional development. Self
education, training and development may include:
Principles of Practice
•
accessing library services and resources;
•
attending conferences, inservices, workshops, courses;
•
using online information services, teleconferences and telemeetings;
•
attending peer network meetings;
9
Speech Pathology Australia
•
involvement in special interest groups.
There is an expectation for the service to support speech pathologists in
networking with other speech pathologists and allied health personnel as
an ongoing educational activity to enhance teamwork and maintain the
provision of a current, high-quality service(s).
There is an expectation for the service to encourage speech pathologists
to participate in formal and informal mentoring practices as an ongoing
educational activity, either internal or external to the service (see Section
E.3 Speech Pathology Australia Mentor Program).
‰
Performance Management of Staff
The speech pathology service is encouraged to conduct formal clinical
performance appraisal and review of speech pathology staff at 6 or 12
month intervals based on position descriptions, annual job plans, or
performance indicators that have been predetermined. It is expected that
only relevant personnel conduct clinical appraisals. For example:
•
an established mentor;
•
immediate professional leader;
•
peers within the facility or external to it.
Instances of inappropriate performance (e.g., disciplinary matters) are to
be dealt with jointly by professional leaders/supervisors and line
managers, in accordance with the organisation’s policies and procedures.
It is recommended that steps be put in place to reduce the risk of
recurrence. In instances where the speech pathologist is a member of
Speech Pathology Australia, action may also be taken via report to the
Ethics Board.
In the instance of a complaint being made against the speech pathologist,
it is expected that the individual will seek assistance from their
professional leader/supervisor, mentor or from a senior speech
pathologist.
The organisation is expected to cover the cost of
professional supervision if this is unavailable from within the service.
‰
Employee Relations and Industrial Issues
While Speech Pathology Australia will respond to issues that have the
potential to affect the standards of the profession, industrial issues may
be more effectively addressed by a union.
Union membership is voluntary. Legislation addressing award rates and
the role of unions has altered significantly in the past few years. It is to
the benefit of the speech pathologist to be aware of these changes and
their implications for the workplace.
For issues regarding pay-rates and grading levels, the speech pathologist
is expected to seek assistance from supervisors and/or line managers in
negotiations with the organisation. If necessary, contact with relevant
unions may be of assistance.
B.3.2
Business Planning
Speech pathologists and professional leaders are encouraged to
contribute to the formulation of a strategic plan for the service each year,
documenting the projects and actions planned for the period. These are
to be aligned with the core business of the organisation and will require
ongoing review and evaluation in terms of funding, organisation of the
service and workload parameters.
10
Principles of Practice
‰
Funding
The organisation is required to provide an adequate and equitable budget
to support the speech pathology service in terms of productivity,
standards of practice and quality of work life. For example, provision may
be made for:
•
salary and wages: professional and administrative support staffing
(including factors such as ‘on-costs’ of productivity benefit,
superannuation, leave loading, leave accrual, travel and
accommodation, rural and remote services allowance etc);
•
operating expenditure (including items such as administrative
resources and equipment, clinical resources and equipment,
information technology systems, maintenance and repairs,
professional resources, professional development costs, depreciation
of equipment);
•
extraordinary expenditure (including items such as capital works,
equipment replacement, upgrades, special project funding).
‰
Workload Parameters
On behalf of the organisation, the speech pathology team may use
information collected from clients, staff and research to define workload
parameters (maximum, minimum or optimal workload ratios) reflecting the
employment context, goals of the service and service delivery model.
Workload ratios will vary within and across employment contexts.
Some examples of workload parameters are:
•
a statement about the context;
•
a brief outline of the core business of the service;
•
a description of the service delivery models used;
•
client and non-client attributable time;
•
percentage of the working week recommended for clinical service
management, teaching and training, research;
•
supervision ratios.
Some examples of factors influencing the definition of workload
parameters include:
B.3.3
•
responsible use of client and public money;
•
client outcomes and evidence based practice data;
•
client satisfaction with the service;
•
client health and well-being;
•
staff performance with regards to the ability to satisfy minimum
standards of practice and/or complete the range of clinical and
operational task demanded of them;
•
staff satisfaction, health and well-being;
•
staff supervision levels (considering experience and geographical
factors);
•
access to professional development;
•
time for planning and preparation;
•
human resource maintenance (absenteeism and turnover);
•
length of the working day.
Physical Resources and Facilities
It is expected that speech pathologists have access to facilities that meet
local government, state, territory and commonwealth legislative
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11
Speech Pathology Australia
requirements, including Occupational Health and Safety policies, and
ensure efficient and effective delivery within the model of service.
The service and speech pathologists are referred to the Code of
Ethics (Speech Pathology Australia, 2000) sections 5.1.7; 5.1.8;
5.1.11 for further information.
The service is required to maintain physical resources and facilities
necessary for provision of professional services to clients,
considering the following:
•
•
•
Occupational, Health and Safety factors;
productivity (effectiveness and efficiency);
human resource maintenance.
‰
Work Environment
Organisations have a legal obligation to provide a healthy and safe
workplace.
The service is required to establish and implement a plan in line
with organisational policies and procedures for dealing with
emergencies such as bomb threats, fire, weather, loss of electrical
power and other events that may effect the safety of staff and
clients. Back-care training is also recommended.
The setting, clinical equipment and materials are required to be
maintained in a sanitary condition and undergo any scheduled
maintenance as specified by manufacturers. Infection control
procedures are expected to be adhered to by all staff.
An Occupational Health and Safety audit is conducted of the
physical work environment on an annual basis, with management
notified of any issues.
Examples may include:
•
•
•
•
‰
training of new staff in Occupational Health and Safety issues
and emergency procedures pertinent to their work
environment;
raising the awareness of staff that Occupational Health and
Safety is a shared responsibility of both management and
employees;
adherence to workplace Occupational Health and Safety
Standards (if available);
participation in workplace Occupational Health and Safety
Committees (if available).
Information Technology
Access to information technology can assist the speech pathology
service in the delivery of client related services and service
management. Examples of such technologies are:
•
•
•
•
12
email and Internet for research and communication;
software for data collection and reports;
software programs and hardware for intervention;
software and hardware for efficient production of therapy
resources.
Principles of Practice
It is expected that provision be made for adequate training, service
maintenance, data protection (privacy) and back-up procedures to
support any information technology system.
‰
Facility Development and Relocation Planning
In relocating or developing the work environment, issues to be considered
may include:
•
the speech pathology service delivery model (i.e., individual sessions,
group programs, etc);
•
the nature of clinical work undertaken and associated special
requirements;
•
administrative work undertaken and associated special requirements
(i.e., phone systems, computers, photocopying, fax machines);
•
clinical and administrative resource storage and ease of access;
•
storage of files and records;
•
confidentiality/privacy issues for clients;
•
Occupational Health and Safety requirements – including infection
control and fire/evacuation procedures;
•
clinical issues;
•
expansion of the service;
•
observation room and room for students.
It is recommended that the professional leader or members of a speech
pathology service be consulted and involved in negotiations around such
relocations or developments, from the initial planning phases.
Documentation of meetings may allow the tracking of decisions and
agreements.
During facility development and relocation planning, the service may
consider the following, if applicable:
•
physical environment;
•
waiting areas;
•
reception areas;
•
treatment/intervention areas;
•
observation rooms;
•
administration areas;
•
student placement;
•
storage of professional resources;
•
storage of files and medical records.
Information regarding standards is available on state government
websites (see Section E.4).
ƒ Physical Environment
Compliance with commonwealth, state and local building, fire safety and
accessibility codes is a legislative requirement.
Principles of Practice
13
Speech Pathology Australia
Relocation and development planning should consider the following
examples:
•
lighting placement and levels;
•
indoor air quality and air temperature (including in photocopying area
if applicable);
•
regulations regarding access for disabled staff and/or clients;
•
noise levels i.e. for conversation, clinical assessment and intervention,
audiometry screening, privacy and confidentiality. Clinical areas
especially may require sound treatment, and consideration of where
they are located in relation to foot traffic, lift wells and other office and
clinical rooms.
Sources of information regarding the legislative requirements associated
with these issues are provided in Section E.4.
ƒ
Waiting Area (if applicable)
Consideration may be given to the following examples, if applicable:
• ensure the location of the waiting area does not block a thoroughfare,
with ample room for seating/wheelchairs;
•
access to reception area (if applicable);
•
access to public toilets;
•
adequate space to allow for a small children’s play area, if
appropriate;
•
furniture appropriate for the needs of the clinic;
•
pamphlet rack or stand/noticeboard.
ƒ
Reception Area (if applicable)
Consideration may be given to the following examples, if applicable:
14
•
allows view of waiting area;
•
co-located to speech pathology staff offices;
•
allows interaction with either standing or seated clients without
impediment;
•
ensures equipment or material that may contain client information
may not be directly viewed from the waiting room area;
•
allows easy access to filing/storage areas;
•
reception desk/bench;
•
computer/printer and communication equipment (e.g., telephone,
facsimilie access) to support work;
•
adjustable work desk (adequate for computer and writing area) and
chair;
•
shelving for personal resources;
•
photocopy area with adequate ventilation and linked workspace to
allow layout and material preparation;
•
separate lockable file area;
•
access to staff ‘mail boxes’ and easy view of service ‘location board’
(if applicable) from work desk;
•
information brochures;
•
wheelchair access.
Principles of Practice
ƒ
Treatment/Intervention Areas
Consideration may be given to the following examples:
•
accessible to waiting area - does not require clients to move through
areas that may hold confidential client information (e.g., office area);
•
hand washbasin within treatment rooms, or immediately accessible to
the speech pathologist;
•
flooring suitable to intervention type (e.g., carpet to assist sound
treatment and/or linoleum for wet areas, carpet for a play area);
•
‘wet’ areas for treatment areas as clinically indicated (e.g., paediatric
feeding);
•
adequate storage for clinical resources used within treatment room;
•
adequate floor and workspace area, with space for a small group as
required (e.g., carers/family members, interpreters, advocates, other
clients etc);
•
wheelchair accessible treatment table;
•
power points at table height for easy access, as required (e.g., tape
recorders etc);
•
wall/ceiling examination lights mounted if clinically indicated (e.g.,
head and neck caseload);
•
wall mounted mirror, or access to portable mirror if clinically indicated
(e.g., rehabilitation settings);
•
food preparation area/equipment if clinically required;
•
facilities and means of infection control;
•
wheelchair access.
ƒ
Observation Room
If an observation room is to be considered as part of the treatment area
for specific training or assessment purposes, then the following fittings
are expected to be considered:
Principles of Practice
•
one way mirror;
•
screening capability internal to therapy room;
•
mounted wall cameras and audio/video capabilities.
15
Speech Pathology Australia
ƒ
Administrative Areas
The office area of the speech pathology service is required to reflect the
work patterns of the staff, whether located in a contained office, openplan office or co-located with a treatment space.
For example,
consideration may be given to the following:
•
adequate floor and workspace area to allow for accommodation of an
ergonomic, adjustable desk (adequate for computer, telephone and
writing area), filing cabinet/s, shelving for professional resources and
visitor’s chair;
•
if open plan office area, rooms to be available to allow private
discussion and individual supervision;
•
if not co-located, administrative area must be within close distance of
the treatment areas;
•
adjustable work chair;
•
lockable filing cabinet;
•
shelving for professional resources;
•
access to telephone and computer to allow clinical and administrative
requirements to be met (depending on work ‘flow’ within area,
therapists may require individual access to ensure they can utilise the
equipment when not engaged in direct clinical work);
•
space for project officers and research assistants.
Sources of information regarding the legislative requirements associated
with these issues are provided in Section E.4.
ƒ
Student Placement
Accommodation for clinical students should be considered in any
planning. This may include providing additional desk space, telephone
and computer access and/or identifying work areas that may be ‘booked
out’ by students. This may be multidisciplinary accommodation.
ƒ
Storage of Professional Resources
A separate area may be necessary for the storage of professional
resources. Consideration may be given to the following:
•
storage of professional resources should be readily accessible from
the administrative and treatment/intervention areas;
•
storage areas should be lockable;
•
shelving should be adjustable to allow for variances in storage
requirements (adequate shelving should be provided for items that
require greater depth than standard items);
•
heavier items that are for use in a variety of locations should be
mounted on a trolley or other suitable device to allow easy transport.
‰
Storage of Files and Medical Records
Client records are confidential. Files must be adequately secured,
ensuring confidential items are stored in a locked filing cabinet,
compactus or other fitting, with this being within a locked office or record
storage room.
Adequate space and fittings must be provided for all current files,
discharged files and archived records.
16
Principles of Practice
‰
Equipment
The service is required to ensure that all equipment used is in proper
working order and is appropriately calibrated and maintained as per
manufacturer’s advice and as stated in the Code of Ethics (Speech
Pathology Australia, 2000), section 5.1.11.
‰
Itinerant Services
It is recommended that the organisation provide information to the
recipient of the service, explaining the accommodation and any other
requirements for the speech pathologist, prior to commencement of the
itinerant service.
Risk management assessment is recommended prior to commencement
of itinerant services at new sites, to ensure the personal safety of itinerant
officers, particularly if visiting private homes. If issues are identified,
resolution is required prior to commencement of the service.
The speech pathologist may negotiate individual arrangements with a
contact person at each site for a workspace and support services,
meeting all occupational, health and safety requirements. Examples may
include:
•
quiet work space of appropriate size for client and caregiver contact;
•
access to phones and administration support for taking of messages;
•
access to a photocopier;
•
access to toilets and basic kitchen facilities;
•
specific work site health and safety requirements (i.e., procedures for
fire drills);
•
specific work site procedures for client contact (i.e., child protection
training, cardiac arrest procedures, wheelchair transfers).
Where arrangements are found to be inadequate (i.e. placing clients or
staff at risk), Occupation, Health and Safety processes may require
services to be temporarily withdrawn until alternative arrangements can
be organised by management.
The weight carried by itinerant speech pathologists in transporting
resources between work sites needs to be monitored as per state Health
and Safety Guidelines and may involve individual risk assessment (see
Section E.4).
Back-care training is to be provided by the service to itinerant speech
pathologists.
The service is required to provide appropriate base facilities for
accommodating itinerant speech pathologists.
B.3.4
Marketing and Public Relations
Speech pathologists have a responsibility to contribute to the positive
public image of speech pathology and its services to the community
through marketing, promotions and/or public relations, in accordance
with CBOS (Speech Pathology Australia, 2001), while abiding by the Code
of Ethics (Speech Pathology Australia, 2000) with particular reference to
sections: 5.1.1 (Accurate information), 5.1.2 (Professional competence),
5.1.10 (Advertisements), 5.1.12 (Private benefits), 5.2.1 (Professional
conduct), 5.3.1 (Professional standards), 5.3.5 (Public Statements), 5.3.7
(Conflict of interest).
Principles of Practice
17
Speech Pathology Australia
‰
Advertising
It is expected that all advertising be conducted within the Trade Practices
Act, Code of Ethics (Speech Pathology Australia, 2000) and in a
professional manner.
It is expected that speech pathology services are promoted through
channels and professional forums, such as the following examples:
•
listings in the telephone directory;
•
private practitioner’s associations;
•
letters to general practitioners/specialists and organisations;
•
conferences and trade displays;
•
journals and professional publications.
‰
Promotion of Services
Speech pathologists are encouraged to share knowledge freely about
research and clinical practice with colleagues and the community in
conjunction with marketing their services.
Speech pathologists and services have joint responsibility to educate and
inform the community responsibly about policies, issues and trends that
are associated with communication disabilities.
‰
Contact with the Media
It is expected that speech pathologists seek guidance from supervisors,
mentors and/or managers and access Speech Pathology Australia
resources (see Sections E.1 and E.3) when planning media releases.
The service is expected to document the procedure to be followed when
contacted by the media about issues or cases. Speech pathologists are
required to follow the guidelines of their organisation to protect patient
confidentiality.
Speech pathologists are not permitted to speak on behalf of Speech
Pathology Australia unless authorised.
‰
Public Statements
It is expected that speech pathologists exercise caution when making
public statements to ensure information is accurate and suitable for the
forum.
Speech pathologists need to state clearly whom they represent when
speaking to the media and public.
It is recommended speech pathologists liaise with colleagues, supervisors
and managers to ensure a consistent and timely approach for advocacy
or promotion.
Speech pathologists are required to represent employer’s views fairly and
in accordance with the Code of Ethics (Speech Pathology Australia,
2000).
‰
Promotion of Speech Pathology Australia
When representing Speech Pathology Australia members must seek
permission from a member of Council or ensure their material is part of an
agreed Association strategy for their Branch.
When using Speech Pathology Australia logos/materials prior written
approval must be obtained from the Association.
18
Principles of Practice
‰
Publications and Promotional Materials
At all times in the development of publications and materials, speech
pathologists are required to acknowledge the contributions of colleagues
and sources of original material (seeking permission to use the material,
according to copyright requirements). Refer to the Code of Ethics (Speech
Pathology Australia, 2000).
Care should to be taken to ensure materials published (in hard copy or
electronic form on websites) are of a high quality and are accurate and
professional.
‰
Professional Networks Between Organisations
Speech pathologists are encouraged to represent client and Speech
Pathology Australia members’ interests in appropriate forums concerning
issues with health funds, public sector bodies, unions, employers,
insurers, consumer groups, private practitioners’ groups, members of
parliament and the general public.
Speech pathologists are expected to identify and establish links with
other associations and groups and explore the options and benefits of
concerted action.
B.3.5
Quality Improvement
The organisation has ultimate responsibility for ensuring the quality,
efficiency and effectiveness of the speech pathology service. On behalf
of the service, it is recommended that speech pathologists manage the
establishment of procedures to ensure ongoing quality improvement
within quality improvement policies of the organisation and meeting
Speech Pathology Australia standards, detailed in CBOS (Speech
Pathology Australia, 2001) and the Code of Ethics (Speech Pathology
Australia, 2000).
It is recommended speech pathologists seek technical advice as to how
to best collect and organise data, using information technologies, to
facilitate queries and reports on various workload parameters, quality
assurance measures, research activities and financial management.
‰
Measurement Methods
The service and speech pathologists are encouraged to proactively
explore, trial and provide information to their organisation about suitable
measurement practices. Examples of data collected are:
•
objective, formal test/retest data;
•
observational or functional data through the use of outcome
measures;
•
measures of unmet needs and waiting time;
•
client and staff perceptions of the service.
Examples of methods of collecting this information are:
Principles of Practice
•
file audits;
•
client satisfaction surveys;
•
focus groups and formal discussion forums;
•
case meetings;
•
clinical assessment (pre/post);
•
staff needs analysis surveys;
•
staff job satisfaction surveys;
•
time management audits;
19
Speech Pathology Australia
•
formal staff appraisal
Management).
‰
Reporting Requirements and Advocacy
(see
Section
B.3.1
Human
Resource
The service and speech pathologists have joint responsibility to ensure
the organisation is informed about the effectiveness of the service. For
example, information may be provided about:
•
staffing;
•
budgets;
•
resources and equipment;
•
facilities;
•
information systems;
•
procedures and processes.
This is to be conducted in a manner consistent with the reporting
procedures of the organisation.
If these factors are shown to effect client outcomes or quality of work-life
for staff (as this relates to absenteeism and/or turnover), there is an
expectation that employing bodies explore ways to act on this
information.
B.4
Education of Others
Best Practice
Statement
There is an expectation that the organisation will support the speech
pathologist in conducting formal and informal teaching and/or training
activities that relate to the imparting of knowledge, skills and clinical
competency to others, as part of a structured program or through team
collaboration (National Allied Health Casemix Committee (NAHCC), 2000).
In addition to client and family members (see Section B.2), recipients of
this education may include:
B.4.1
•
undergraduate students;
•
postgraduate students;
•
practitioners in speech pathology;
•
other professionals and assistants;
•
community groups.
Clinical Education
All practising speech pathologists are encouraged to contribute to the
provision of clinical education and clinical placement for undergraduate
and postgraduate level speech pathology students, work experience
students and students of other health disciplines.
There is a requirement that the clinical education of students and service
delivery to clients adhere to the principles and duties described in the
Code of Ethics (Speech Pathology Australia, 2000).
When undertaken, there is a requirement that clinical educators provide
support for students to conduct assessments and treatments and to
engage in other forms of service delivery commensurate with students’
levels of experience, knowledge, competence and confidence to
undertake the task at hand. The level of supervision, surveillance or online teaching can be direct or indirect as required, to enable student
learning without jeopardising client care. Final year students should be
encouraged to be self-directing and self-evaluating of their learning.
20
Principles of Practice
The service is expected to have a supportive policy regarding clinical
education that facilitates student placements and guides clinicians in
relation to health, safety, and insurance procedures and provisions, and
the rights of clients, staff and students.
There is an expectation that the educational facility will provide clinical
educators with preparation and support for placement, and with detailed
documentation regarding the nature, objectives and assessment for any
placement.
New graduates are encouraged to participate in the clinical education of
beginning and intermediate level students at the site through providing
opportunities for observation and discussion. They are not expected to
be the sole or main clinical educator for any speech pathology student’s
placement.
Responsibility for the clinical education and assessment of advanced
students is ideally expected to be undertaken by more experienced
clinicians (i.e., with a minimum of 12 - 24 months of experience).
B.4.2
Staff and Community Education
The speech pathology service and individual speech pathologists have
joint responsibility to provide education to other professionals, therapy
assistants, staff and community groups.
Education is required to ensure others have an awareness of the needs of
clients and an understanding of issues such as the speech pathology
diagnosis, prognosis, intervention goals, useful strategies and risk
management.
Education may be conducted on a one-to-one basis or in a group setting.
Various training methods may be used, such as observation, modelling,
feedback, development and use of audio-visual resources or workshops.
If a formal intervention program is to be delivered by other personnel or
team members, organisations need to be aware that initial education and
ongoing monitoring by a speech pathologist is required, as per the Code
of Ethics (Speech Pathology Australia, 2000) sections 5.1.6, 5.1.7, 5.1.8,
5.1.9 and 5.3.4.
B.5
Research
Best
Practice
Statement:
Organisations are encouraged to support individual speech pathologists
and teams to undertake research.
The speech pathology service and speech pathologists are encouraged to
audit the service continually, identifying major issues pertinent to the
relevant population and stakeholders as priorities for research, designed to
advance the knowledge of the profession. Assistance in conducting the
research may be sought as required from associated academic/professorial
research units and/or universities and Speech Pathology Australia.
Principles of Practice
21
Speech Pathology Australia
B.5.1
Methodologies
Research is required to be consistent with the particular organisation’s
ethical procedures and/or guidelines, use suitable methods and be
adequately resourced. This may include seeking formal ethical approval
from the organisation.
Use of suitable methodologies for the research question and the population
(e.g., single-study designs, group studies, controlled experimental,
qualitative approaches) is expected.
Speech pathologists are advised to clarify issues regarding the intellectual
property rights from research or any resource development they undertake.
B.5.2
Funding
Funding may be sought internally and/or externally to support the research.
Examples of funding sources include workplaces, grants, scholarships,
philanthropic associations and charitable organisations. Guidelines are
generally obtained when an application is being made.
B.5.3
Dissemination of Results
Reporting of research efforts and results is encouraged, both within and
outside the profession in accordance with the Code of Ethics (Speech
Pathology Australia, 2000).
This may include formal conference
presentation, informal inservicing, media contact, and/or publication in
professional journals.
22
Principles of Practice
C.
Definitions
The terminology used in the Principles of Practice is defined as follows:
•
Contract: refers to a document specifying the status, time periods, remuneration, and
conditions by which the member of the service is employed.
•
Line management: refers to the general administration of mandatory organisational
procedures and daily operations, funding for resources, maintenance of facilities, access
to organisational information and staff training, amongst other functions, to ensure high
standards of service.
•
Minimum staffing levels: refers to the minimum number of staff (full-time equivalent)
required to provide adequate service to a given population. Ratios of staff to clients will
vary depending on a range of variables, such as type of caseload, travel times, other
duties expected (refer to National Allied Health Casemix Committee documentation).
•
Physical resources: refers to the physical environment of the workplace, including
building/s and equipment that are utilised by speech pathologists.
•
Planning: refers to the forward planning and scheduling of activities, services and
projects.
•
Professional leadership: refers to management of the speech pathology team and
individual speech pathologists, fulfilling the need for professional representation at an
organisational level in terms of advocacy, policy development, team building, service
development, monitoring and coordination, among other functions, to ensure high
standards of practice.
•
Qualifications: refers to the minimum academic standards that must be met before an
employee can be employed by the service. This relates to eligibility for membership of
Speech Pathology Australia for speech pathologists.
•
Registration: refers to the situation in some states (Queensland only at the time of
printing) in which a speech pathologist must meet the requirements of a Speech
Pathology Registration Board and pay a registration fee, prior to being employed as a
speech pathologist.
•
Service: refers to speech pathology workplaces in contexts ranging from health,
community services, education and private practice groups.
•
Supervision: refers to the provision of profession-specific support and guidance to
speech pathologists in relation to their clinical and administrative workloads, their work
practices, and their professional goals as determined in performance appraisal.
•
Time management skills: refers to the professional’s ability to prioritise work, to work
efficiently and to delegate appropriately (Davidson & Griffin, 2000, p.19).
•
Work environments: Work environments may encompass:
ƒ
shared intervention areas;
ƒ
shared office areas;
ƒ
individual intervention/office areas;
ƒ
the grounds and building a speech pathologist works within.
Speech pathologists may work in one of the above work environments as well as
delivering service in areas that are not under the jurisdiction of their employer, such as
a client’s home, workplace or school setting.
Principles of Practice
23
Speech Pathology Australia
D.
References
American Speech and Hearing Association (1982). Proposed Standards of Practice.
Australian Association of Speech and Hearing (1979). Recommended Minimum Facilities.
Melbourne, Victoria.
Australian Association of Speech and Hearing (1994). Standards of Practice. Melbourne,
Victoria.
Australian Association of Speech and Hearing (1995). Memorandum and Articles of
Association. Melbourne, Victoria.
Australian Association of Speech and Hearing (1996). Speech Pathology Assistants.
Melbourne, Victoria.
Australian Community Health Association (1993). Manual of Standards for Community and
other Primary Care Services.
Community Health Accreditation Standards Program (CRMP) (3rd ed.). Bondi Junction ,
NSW.
Davidson, P. & Griffin, R. (1999). Management Australia in a Global Context. John Wiley &
Sons Australia: Milton
Guidelines for the Planning of Health Centres, Health Commission of N.S.W. and
Government Architect Joint Working party pp. 25, 37, 38, March, 1977.
National Allied Health Casemix Committee (NAHCC) (2001). Health Activity Hierarchy
(Version 1.1).
National Allied Health Casemix Committee (NAHCC) (2000). Draft Discussion Sheet.
National Allied Health References Standards, Speech pathology Diagnosis/Indication for
Intervention
Speech Pathology Association of Australia (2001). Competency-Based Occupational
Standards (CBOS) for Speech Pathologists. Melbourne, Victoria.
Speech Pathology Association of Australia (2000). Code of Ethics. Melbourne, Victoria.
Speech Pathology Association of Australia, Victorian Branch (1996). Guidelines for Good
Practice. Melbourne, Victoria.
Standards Australia (1994). Catalogue of Australian Standards and Other Products.
Homebush, NSW.
Standards of Australian Association of Speech and Hearing, July 1973, Child Health Centres
– Standard Plans, Bureau of Maternal and Child Health, File No. 1292, Health Commission of
N.S.W. – ref. Meetings of 26.2.69 and 14.12.72.
The Australian Council of Hospital Standards N.S.W. (1993)
World Health Organization (WHO) (1997). ICIDH-2 International Classification of
Impairments, Activities, and Participation. Available:
www.who.int/msa/mnh/ems/icidh/icidh.htm
24
Principles of Practice
E.
Further Information
E.1
Council Structure
Council Role
Current information re:
President
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Vice President Operations
Vice President Communications
Continuing Professional Development
Member Networks
Practice, Workplace and Government
Professional Standards
Public Affairs
Scientific Affairs
Principles of Practice
International issues
Inter-association liaison
University relations
Finances
Budget
Promotional materials
Sponsorship activities
Policy and Procedure Manual
Councillor’s Handbook
Member communications
Website
Speak Out
Support for volunteers
Awards
Ethics procedures
Professional Development
Mentor Programs
Reference Groups
Special Interest Groups
Government relations
National Allied Health Casemix Committee
Health Professions Council of Australia
Medico-legal issues
Industrial liaison
CBOS
University course accreditation
Overseas qualifications
Professional Re-Entry
Professional Self Regulation (PSR)
Principles of Practice
Position papers
Media liaison
Promotional activities
Consumer Task Group
National Conference
ACQ
Research Task Group
Data collection
Advances in Speech-Language Pathology
25
Speech Pathology Australia
E.2
Speech Pathology Australia Position Papers
Under review.
E.3
Other Speech Pathology Australia Resources
Code of Ethics (2000)
CBOS (2001)
Speech Pathology Australia website at www.speechpathologyaustralia.org.au
Speech Pathology Australia Mentor contact person in each Branch
Professional Self Regulation booklet
Re-Entry information
Workplace Relations Reference Group in Practice, Workplace and Government Portfolio
E.4
Topic References
Topic:
Available from:
Equal Opportunity
Legislation
•
Australian Human Rights and Equal Opportunity Commission
(www.humanrights.gov.au)
•
Australian Privacy Commissioner (www.privacy.gov.au)
•
National
Occupational
(www.nohsc.gov.au)
•
Standards Australia and Quality Assurance Services Phone: 02
8206 6060
•
Commonwealth Government Bookshops
•
State Government Workplace Health and Safety websites i.e.
www.whs.qld.gov.au
•
Comcare Australia (www.comcare.gov.au/fs-ohs.htm)
Occupational
Health and Safety
Standards
and
Work Environment
Health
and
Safety
Commission
Clinical Education
Contacts for Universities (available from National Office)
Unions
Practice, Workplace and Government Leaders of each Branch
26
Principles of Practice