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Purpose Little is known about the professional knowledge, training, and attitudes of current and future speech-language pathologists (SLPs) toward serving people who are transgender. The purpose of this study was to understand the current climate of students and professionals in delivering voice and communications services to people who are transgender. An understanding of these areas is necessary to help practicing and aspiring SLPs work toward cultural competence in serving this population. Method A survey was completed by 386 speech-language pathology students and SLPs at three professional conferences. The survey assessed the professional and ethical knowledge, training experiences, and attitudes of the participants in relation to communication services for people who are transgender. Results In terms of professional knowledge, the majority of students and experienced SLP respondents agreed or strongly agreed (77.8%) that treating clients who are transgender was within the SLP scope of practice and was their ethical responsibility (82.2%). Regarding training, approximately 20% of survey respondents received training for working with people who are transgender, whereas approximately 8% of survey respondents reported having experience working with clients who are transgender. With respect to attitude, approximately 54% of survey respondents reported being comfortable treating clients who are transgender, and 37% of survey respondents reported they were likely to pursue training for treating clients who are transgender. Additional analyses were completed comparing students and experienced SLPs as well as the influence of geographic region. Discussion Students and SLPs were generally knowledgeable of professional guidelines and standards regarding serving people who are transgender. However, in this survey, very few clinicians indicated they had received training to serve this population. Recommendations to address this gap are discussed.

Purpose Microaggressions and how they affect underrepresented college students have been frequently documented. However, there is a lack of literature on the experiences of underrepresented communication sciences and disorders (CSD) students. The purpose of this study is to understand how underrepresented post baccalaureate, undergraduate, and graduate students in CSD experience microaggressions in their academic programs. Method A 19-item electronic survey was developed by American Speech-Language-Hearing Association's Multicultural Issues Board and distributed via multiple online platforms. A diverse group of 155 underrepresented CSD students completed the survey. A multistage qualitative thematic analysis was used to analyze students' experiences. Results Students (64.51%) who completed the survey have experienced microaggressions in their academic programs. Prominent themes of students' descriptions of microaggressions included feelings of otherness, damaging generalization, maltreatment from faculty, and maltreatment from peers. Students reported various responses to microaggressions including identity management strategies, disengaging, and working hard to exceed expectations and to prove themselves. Conclusions This study illustrates the ways that underrepresented CSD students experience symbolic violence from clients, peers, and faculty. It has implications for the need to cultivate more inclusive learning and social environments in CSD programs. Further research is needed to explore the ramifications of microaggressions and ways to effectively reduce and eventually eradicate them. Supplemental Material https://doi.org/10.23641/asha.15240723

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The following chapter constitutes an overview of the literature on art on prescription, where people are referred to a programme of art workshops (visual arts), by health care professionals, with the aim of improving psychosocial health and wellbeing.