By: Carissa Kautz, BS, TSHA Graduate Student Representative 

As graduate students in speech-language pathology, we are constantly refining our clinical skills while navigating the demands of coursework, research, and professional development. One of the most important lessons I’ve learned is that person-centered care is the foundation of meaningful and effective therapy. It recognizes that each person’s daily life and needs are uniquely shaped by their culture and identity, relationships, and experiences. This approach ensures that therapy is not one-size-fits-all but tailored to the client’s communication goals within their broader social, emotional, and cultural context. By deeply understanding these aspects and aligning care with individual goals, we provide compassionate support that reflects the individuality of each person. Ultimately, person-centered care is essential for delivering not only evidence-based practice but the best practice for the individual we are serving. 

Graduate school and clinical placements offer the opportunity to build this skill early in our careers by introducing us to diverse populations and evidence-based intervention approaches. During my clinical placements, I’ve gained a deep appreciation for the critical role of person-centered care in delivering effective and meaningful interventions. In my pediatric placement, I worked with a young child with an expressive language delay and quickly realized that following the child’s lead in play-based activities, like pretend play and book reading, created a natural and engaging environment for the child to develop. 

When working with children, person-centered care extends beyond the therapy room to include their broader support system. For children, person-centered care is inherently family-centered care because children rely on the collaboration of those around them for basic needs. As graduate students, we are learning to collaborate with caregivers, educators, and other professionals to ensure continuity of care. In my pediatric placement, we worked with caregivers to develop goals, integrate relevant vocabulary into intervention, and learn more about care received outside of speech therapy. Additionally, we facilitated parent education sessions, equipping families with practical strategies to reinforce skills at home. Therefore, collaborative, family-centered care is an essential part of working with pediatric populations. 

In addition to my clinical work, I volunteered as a Literacy Intervention Tutor at an elementary school, where I worked with a kindergarten student whose first language was Spanish. Recognizing how her home language influenced her English pronunciation, I made it a priority to diversify the materials we used, ensuring that stories, characters, and examples mirrored her experiences. As speech-language pathologists (SLPs)-in-training, we must continually consider how cultural and linguistic factors shape communication and ensure that our interventions honor each client’s identity. 

Person-centered care is about more than achieving clinical outcomes; it is compassionate and deeply responsive to the unique needs and values of the client. Throughout our graduate journey, we can continuously refine our clinical skills and ability to provide person-centered care. This approach demands active listening, adaptability, and a genuine commitment to understanding clients beyond their diagnosis. Ultimately, our goal is to strengthen communication skills in ways that enhance daily life, empowering individuals to connect with others and navigate the world with confidence. Whether in pediatric or adult settings, in schools or medical environments, our impact as future SLPs will be shaped by our ability to truly see and support the individuals we serve. By embracing this approach, we ensure that every individual we work with feels heard, valued, and supported in their communication journey.