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Abstract
The affective components that arise as speech-language pathologists (SLPs) interact with the clients they serve and how these factors impact the process of ending therapy and SLPs' job satisfaction were discussed within the lead article to this scientific forum (Hersh, Citation). The development of a decision-making paradigm for dismissal is an expected outcome of training programs for SLP students, but this area may need more emphasis in the curriculum. Graduate students in the United States often complete practicum experiences in 10–12 weeks. Their assignments may require continuing an intervention program initiated by others, and they generally move to another practicum site before their patients' dismissal. This training schedule may limit the opportunities to develop a solid foundation in dismissal guidelines and practices unless this area is emphasized. Increased efforts to engage students in focused discussions about patient dismissal from the time treatment is initiated might lead to greater confidence in making these decisions independently after graduation. Discussions of dismissal should include case load management, service delivery models, review of practice guidelines from credentialing organizations and funding sources. Development of the counseling skills needed to promote improved understanding of the affective components that impact both SLPs and their patients must be cultivated.