Abstract
This exploratory case study examined the use of guided reflective writing to facilitate a relationship-based, strengths-oriented therapeutic perspective in a graduate student clinician providing intervention to a three-year-old child with a history of prenatal opioid exposure and communication delays. Over one semester, weekly therapy sessions were recorded and analyzed alongside the clinician’s guided written reflections. Qualitative analysis of early and final sessions alongside written reflections revealed a shift from a primarily compliance- and task-oriented focus to a more flexible, play-based, and relationally attuned approach. Changes were evident in the clinician’s language, activity structure, and responses to child-initiated behaviors. Findings support the potential of reflective practices in clinical supervision.
Recommended Citation
Maxwell, J.,
Rutherford, K.,
Holland, P.,
&
Black, H.
(2026).
“It Didn’t Seem too Much Like Therapy at All”: Facilitating a Relationship-Based Approach to Intervention.
Teaching and Learning in Communication Sciences & Disorders, 10(1).
DOI: https://doi.org/10.61403/2689-6443.1462
