Gillie Stoneham | University College Plymouth: St Mark & St John (original) (raw)

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Research paper thumbnail of Toward a Protocol for Transmasculine Voice: A Service Evaluation of the Voice and Communication Therapy Group Program, Including Long-Term Follow-Up for Trans Men at the London Gender Identity Clinic

Transgender health, May 1, 2019

A service evaluation was undertaken with 10 participants identifying as trans men who received vo... more A service evaluation was undertaken with 10 participants identifying as trans men who received voice and communication group therapy and 12-month follow-up at the London Gender Identity Clinic between February 2017 and March 2018, to investigate levels of satisfaction, how helpful they found the program in facilitating vocal change and skill development, and whether they would recommend it to others. Methods: Participant evaluations of overall and ideal rating of masculinity of voice, and level of feeling comfortable with voice, evaluations of voice skills and changes in speaking and reading fundamental frequency were retrospectively reviewed and analyzed. Results: Six participants reported being very satisfied with the service; four were satisfied. Eight participants found the program very helpful in achieving voice and communication change; two found it helpful. Eight strongly agreed and two agreed with recommending the service. Participants' overall and comfort ratings of voice significantly increased (p < 0.01), while there was no significant change in ideal ratings (p = 0.063), and a significant decrease in the difference between overall and ideal ratings (p < 0.01). Participants achieved a significant decrease in fundamental frequency for reading and speaking (p < 0.01), a significant decrease in voice fatigue (p = 0.039) and restriction in voice adaptability (p < 0.01), a significant increase in confidence in public speaking (p < 0.01), but no significant change in vocal projection (p = 0.07). Conclusion: Ten trans men reported high levels of satisfaction with the voice group program and long-term follow-up, making significant positive shifts in voice skills and vocal self-perception. These findings apply locally but suggest appropriate interventions toward a transmasculine voice modification protocol.

Research paper thumbnail of Toward a Protocol for Transmasculine Voice: A Service Evaluation of the Voice and Communication Therapy Group Program, Including Long-Term Follow-Up for Trans Men at the London Gender Identity Clinic

Transgender Health, 2019

A service evaluation was undertaken with 10 participants identifying as trans men who received vo... more A service evaluation was undertaken with 10 participants identifying as trans men who received voice and communication group therapy and 12-month follow-up at the London Gender Identity Clinic between February 2017 and March 2018, to investigate levels of satisfaction, how helpful they found the program in facilitating vocal change and skill development, and whether they would recommend it to others. Methods: Participant evaluations of overall and ideal rating of masculinity of voice, and level of feeling comfortable with voice, evaluations of voice skills and changes in speaking and reading fundamental frequency were retrospectively reviewed and analyzed. Results: Six participants reported being very satisfied with the service; four were satisfied. Eight participants found the program very helpful in achieving voice and communication change; two found it helpful. Eight strongly agreed and two agreed with recommending the service. Participants' overall and comfort ratings of voice significantly increased (p < 0.01), while there was no significant change in ideal ratings (p = 0.063), and a significant decrease in the difference between overall and ideal ratings (p < 0.01). Participants achieved a significant decrease in fundamental frequency for reading and speaking (p < 0.01), a significant decrease in voice fatigue (p = 0.039) and restriction in voice adaptability (p < 0.01), a significant increase in confidence in public speaking (p < 0.01), but no significant change in vocal projection (p = 0.07). Conclusion: Ten trans men reported high levels of satisfaction with the voice group program and long-term follow-up, making significant positive shifts in voice skills and vocal self-perception. These findings apply locally but suggest appropriate interventions toward a transmasculine voice modification protocol.

Research paper thumbnail of Book Review: Proceedings of the twenty-seventh annual child language research forum

Child Language Teaching and Therapy, 1998

Research paper thumbnail of The Act of Dialogue: exploring the dialogue of role play simulations as a vehicle for learning clinical communication skills

Clinical simulations in a skills laboratory setting are used to explore role-play as a context fo... more Clinical simulations in a skills laboratory setting are used to explore role-play as a context for experiential and reflective learning. The impact on the quality of learning by using simulated patients who are skilled in both acting and facilitating is explored. A sample of dialogue provides rich data for analysing this environment as a context for situated learning. Furthermore, we use reflective dialogue between tutor and simulated patient to debate evidence of scaffolding the integration of new knowledge and skills for effective practice. Although clinical communication skills are the focus of learning in this example, the benefits may be generalised to a range of contexts where the learning outcomes include the development of more effective behaviours

Research paper thumbnail of Trans and Gender-Diverse Voice & Communication Therapy:Competency Framework

Research paper thumbnail of Critical and Reflective Practice in Education

The Higher Education (HE) curriculum in the twentyfirst century is a highly contested arena in wh... more The Higher Education (HE) curriculum in the twentyfirst century is a highly contested arena in which different epistemological constructs and paradigms compete to shape and determine its form, content and character. This paper explores these interacting forces, epistemological pressures and drivers of paradigmatic change in order to provide a critical insight and understanding of the contemporary HE curriculum. The paper is written from my perspective as a Dean of Faculty in a University College of Higher Education and draws upon the findings of an ethnographic case study of curriculum at my own institution (Peach, 2010). The paper aims to offer an interpretive analysis and overview of the key catalysts of curriculum change: i) the changing student body; ii) student consumerism and the marketisation of HE; iii) political and economic incentives for HE curricula to be more vocationally oriented and directly linked to economic priorities and workforce development and iv) the reconstru...

Research paper thumbnail of The voice book for trans and non-binary people: A practical guide to creating and sustaining authentic voice and communication

Written by two specialist speech and language therapists, this book explains how voice and commun... more Written by two specialist speech and language therapists, this book explains how voice and communication therapy can help transgender and non-binary people to find their authentic voice. It gives a thorough account of the process, from understanding the vocal mechanism through to assimilating new vocal skills and new vocal identity into everyday situations, and includes exercises to change pitch, resonance and intonation. Each chapter features insider accounts from trans and gender diverse individuals who have explored or are exploring voice and communication related to their gender expression, describing key aspects of their experience of creating and maintaining a voice that feels true to them. This guide is an essential, comprehensive source for trans and non-binary individuals who are interested in working towards achieving a different, more authentic voice, and will be a valuable resource for speech and language therapists/pathologists, voice coaches and healthcare professionals.

Research paper thumbnail of Trans and Gender-Diverse Voice & Communication Therapy: Competency Framework

Research paper thumbnail of Giving Voice to our Transgender Clients

Research paper thumbnail of Expanding the evidence: Developments and innovations in clinical practice, training and competency within voice and communication therapy for trans and gender diverse people

International Journal of Transgenderism

Background: Speech and language therapists (SLTs) deliver voice and communication therapy for tra... more Background: Speech and language therapists (SLTs) deliver voice and communication therapy for trans and gender diverse people to facilitate authentic vocal and communicative expression. Davies, Papp and Antoni (2015) have provided a comprehensive review of the literature, with recommendations for good clinical care. Several areas highlighted as gaps in the research were identified by the current authors as ones where evidence is expanding. Aims: To demonstrate 1) an expansion of the evidence base in particular innovations in voice group therapy for trans women and trans men; 2) the importance of delivering voice and communication therapy as part of a complete approach to trans and gender diverse health care; and 3) Developments in training and competency in the UK. Method: Data was drawn from three small-scale projects, two surveys and one audit. Measurements: Data from survey and audits and pre-and post-group acoustic measures of and client self-perceptual measures, including the Transsexual Voice Questionnaire (TVQ MtF); a client-generated set of questions for trans men; and the migration of vocal identity map, adapted from Narrative Therapy practices. Results: Positive outcomes for both pitch measures and client perception were recorded. Audit and survey data provided evidence of developments in training and competency in the UK. Conclusion: Evidence supports group therapy as a successful approach for trans individuals across a number of parameters of voice and self-perception. Voice group protocols for both trans men and trans women should take account of the social context within which to explore relational presence and authentic voice. SLTs within Gender Identity Clinics provide voice and communication as part of a broader pathway of care, alongside sharing professional knowledge and skills. Current UK developments are documented as indicators of positive responses to the growth in the number of SLTs seeking to develop specialist skills within this field. KEYWORDS. voice-communication-group-therapy-authenticity-identity-competency Voice and communication interventions delivered by speech and language therapists (SLTs) are increasingly being shown as helpful for transgender and gender diverse people in achieving congruence with the individual's internal sense of gender identity (

Research paper thumbnail of Book Review: Proceedings of the twenty-seventh annual child language research forum

Child Language Teaching & Therapy, 1998

Research paper thumbnail of Friendship Skills in Children with Specific Language Impairment

International Journal of Language & Communication Disorders, 2001

An investigation into friendship skills of pre-school chlldren with specific language impairment ... more An investigation into friendship skills of pre-school chlldren with specific language impairment was carried out in both mainstream and specialist play settings. Significant differences in onlooker behaviour were found suggesting that the children benefited from observation and mformation-processing time within their mainstream play setting. The amount of solitary play behaviour found within the specialist setting supported these findings. Conclusions are drawn for inclusive education and collaborative practice.

Research paper thumbnail of Act of Dialogue final copy 30 06 09

exploring the dialogue of role play simulations as a vehicle for learning clinical communication ... more exploring the dialogue of role play simulations as a vehicle for learning clinical communication skills. Abstract: Clinical simulations in a skills laboratory setting are used to explore roleplay as a context for experiential and reflective learning. The impact on the quality of learning by using simulated patients who are skilled in both acting and facilitating is explored. A sample of dialogue provides rich data for analysing this environment as a context for situated learning. Furthermore, we use reflective dialogue between tutor and simulated patient to debate evidence of scaffolding the integration of new knowledge and skills for effective practice. Although clinical communication skills are the focus of learning in this example, the benefits may be generalised to a range of contexts where the learning outcomes include the development of more effective behaviours.

Research paper thumbnail of Toward a Protocol for Transmasculine Voice: A Service Evaluation of the Voice and Communication Therapy Group Program, Including Long-Term Follow-Up for Trans Men at the London Gender Identity Clinic

Transgender health, May 1, 2019

A service evaluation was undertaken with 10 participants identifying as trans men who received vo... more A service evaluation was undertaken with 10 participants identifying as trans men who received voice and communication group therapy and 12-month follow-up at the London Gender Identity Clinic between February 2017 and March 2018, to investigate levels of satisfaction, how helpful they found the program in facilitating vocal change and skill development, and whether they would recommend it to others. Methods: Participant evaluations of overall and ideal rating of masculinity of voice, and level of feeling comfortable with voice, evaluations of voice skills and changes in speaking and reading fundamental frequency were retrospectively reviewed and analyzed. Results: Six participants reported being very satisfied with the service; four were satisfied. Eight participants found the program very helpful in achieving voice and communication change; two found it helpful. Eight strongly agreed and two agreed with recommending the service. Participants' overall and comfort ratings of voice significantly increased (p < 0.01), while there was no significant change in ideal ratings (p = 0.063), and a significant decrease in the difference between overall and ideal ratings (p < 0.01). Participants achieved a significant decrease in fundamental frequency for reading and speaking (p < 0.01), a significant decrease in voice fatigue (p = 0.039) and restriction in voice adaptability (p < 0.01), a significant increase in confidence in public speaking (p < 0.01), but no significant change in vocal projection (p = 0.07). Conclusion: Ten trans men reported high levels of satisfaction with the voice group program and long-term follow-up, making significant positive shifts in voice skills and vocal self-perception. These findings apply locally but suggest appropriate interventions toward a transmasculine voice modification protocol.

Research paper thumbnail of Toward a Protocol for Transmasculine Voice: A Service Evaluation of the Voice and Communication Therapy Group Program, Including Long-Term Follow-Up for Trans Men at the London Gender Identity Clinic

Transgender Health, 2019

A service evaluation was undertaken with 10 participants identifying as trans men who received vo... more A service evaluation was undertaken with 10 participants identifying as trans men who received voice and communication group therapy and 12-month follow-up at the London Gender Identity Clinic between February 2017 and March 2018, to investigate levels of satisfaction, how helpful they found the program in facilitating vocal change and skill development, and whether they would recommend it to others. Methods: Participant evaluations of overall and ideal rating of masculinity of voice, and level of feeling comfortable with voice, evaluations of voice skills and changes in speaking and reading fundamental frequency were retrospectively reviewed and analyzed. Results: Six participants reported being very satisfied with the service; four were satisfied. Eight participants found the program very helpful in achieving voice and communication change; two found it helpful. Eight strongly agreed and two agreed with recommending the service. Participants' overall and comfort ratings of voice significantly increased (p < 0.01), while there was no significant change in ideal ratings (p = 0.063), and a significant decrease in the difference between overall and ideal ratings (p < 0.01). Participants achieved a significant decrease in fundamental frequency for reading and speaking (p < 0.01), a significant decrease in voice fatigue (p = 0.039) and restriction in voice adaptability (p < 0.01), a significant increase in confidence in public speaking (p < 0.01), but no significant change in vocal projection (p = 0.07). Conclusion: Ten trans men reported high levels of satisfaction with the voice group program and long-term follow-up, making significant positive shifts in voice skills and vocal self-perception. These findings apply locally but suggest appropriate interventions toward a transmasculine voice modification protocol.

Research paper thumbnail of Book Review: Proceedings of the twenty-seventh annual child language research forum

Child Language Teaching and Therapy, 1998

Research paper thumbnail of The Act of Dialogue: exploring the dialogue of role play simulations as a vehicle for learning clinical communication skills

Clinical simulations in a skills laboratory setting are used to explore role-play as a context fo... more Clinical simulations in a skills laboratory setting are used to explore role-play as a context for experiential and reflective learning. The impact on the quality of learning by using simulated patients who are skilled in both acting and facilitating is explored. A sample of dialogue provides rich data for analysing this environment as a context for situated learning. Furthermore, we use reflective dialogue between tutor and simulated patient to debate evidence of scaffolding the integration of new knowledge and skills for effective practice. Although clinical communication skills are the focus of learning in this example, the benefits may be generalised to a range of contexts where the learning outcomes include the development of more effective behaviours

Research paper thumbnail of Trans and Gender-Diverse Voice & Communication Therapy:Competency Framework

Research paper thumbnail of Critical and Reflective Practice in Education

The Higher Education (HE) curriculum in the twentyfirst century is a highly contested arena in wh... more The Higher Education (HE) curriculum in the twentyfirst century is a highly contested arena in which different epistemological constructs and paradigms compete to shape and determine its form, content and character. This paper explores these interacting forces, epistemological pressures and drivers of paradigmatic change in order to provide a critical insight and understanding of the contemporary HE curriculum. The paper is written from my perspective as a Dean of Faculty in a University College of Higher Education and draws upon the findings of an ethnographic case study of curriculum at my own institution (Peach, 2010). The paper aims to offer an interpretive analysis and overview of the key catalysts of curriculum change: i) the changing student body; ii) student consumerism and the marketisation of HE; iii) political and economic incentives for HE curricula to be more vocationally oriented and directly linked to economic priorities and workforce development and iv) the reconstru...

Research paper thumbnail of The voice book for trans and non-binary people: A practical guide to creating and sustaining authentic voice and communication

Written by two specialist speech and language therapists, this book explains how voice and commun... more Written by two specialist speech and language therapists, this book explains how voice and communication therapy can help transgender and non-binary people to find their authentic voice. It gives a thorough account of the process, from understanding the vocal mechanism through to assimilating new vocal skills and new vocal identity into everyday situations, and includes exercises to change pitch, resonance and intonation. Each chapter features insider accounts from trans and gender diverse individuals who have explored or are exploring voice and communication related to their gender expression, describing key aspects of their experience of creating and maintaining a voice that feels true to them. This guide is an essential, comprehensive source for trans and non-binary individuals who are interested in working towards achieving a different, more authentic voice, and will be a valuable resource for speech and language therapists/pathologists, voice coaches and healthcare professionals.

Research paper thumbnail of Trans and Gender-Diverse Voice & Communication Therapy: Competency Framework

Research paper thumbnail of Giving Voice to our Transgender Clients

Research paper thumbnail of Expanding the evidence: Developments and innovations in clinical practice, training and competency within voice and communication therapy for trans and gender diverse people

International Journal of Transgenderism

Background: Speech and language therapists (SLTs) deliver voice and communication therapy for tra... more Background: Speech and language therapists (SLTs) deliver voice and communication therapy for trans and gender diverse people to facilitate authentic vocal and communicative expression. Davies, Papp and Antoni (2015) have provided a comprehensive review of the literature, with recommendations for good clinical care. Several areas highlighted as gaps in the research were identified by the current authors as ones where evidence is expanding. Aims: To demonstrate 1) an expansion of the evidence base in particular innovations in voice group therapy for trans women and trans men; 2) the importance of delivering voice and communication therapy as part of a complete approach to trans and gender diverse health care; and 3) Developments in training and competency in the UK. Method: Data was drawn from three small-scale projects, two surveys and one audit. Measurements: Data from survey and audits and pre-and post-group acoustic measures of and client self-perceptual measures, including the Transsexual Voice Questionnaire (TVQ MtF); a client-generated set of questions for trans men; and the migration of vocal identity map, adapted from Narrative Therapy practices. Results: Positive outcomes for both pitch measures and client perception were recorded. Audit and survey data provided evidence of developments in training and competency in the UK. Conclusion: Evidence supports group therapy as a successful approach for trans individuals across a number of parameters of voice and self-perception. Voice group protocols for both trans men and trans women should take account of the social context within which to explore relational presence and authentic voice. SLTs within Gender Identity Clinics provide voice and communication as part of a broader pathway of care, alongside sharing professional knowledge and skills. Current UK developments are documented as indicators of positive responses to the growth in the number of SLTs seeking to develop specialist skills within this field. KEYWORDS. voice-communication-group-therapy-authenticity-identity-competency Voice and communication interventions delivered by speech and language therapists (SLTs) are increasingly being shown as helpful for transgender and gender diverse people in achieving congruence with the individual's internal sense of gender identity (

Research paper thumbnail of Book Review: Proceedings of the twenty-seventh annual child language research forum

Child Language Teaching & Therapy, 1998

Research paper thumbnail of Friendship Skills in Children with Specific Language Impairment

International Journal of Language & Communication Disorders, 2001

An investigation into friendship skills of pre-school chlldren with specific language impairment ... more An investigation into friendship skills of pre-school chlldren with specific language impairment was carried out in both mainstream and specialist play settings. Significant differences in onlooker behaviour were found suggesting that the children benefited from observation and mformation-processing time within their mainstream play setting. The amount of solitary play behaviour found within the specialist setting supported these findings. Conclusions are drawn for inclusive education and collaborative practice.

Research paper thumbnail of Act of Dialogue final copy 30 06 09

exploring the dialogue of role play simulations as a vehicle for learning clinical communication ... more exploring the dialogue of role play simulations as a vehicle for learning clinical communication skills. Abstract: Clinical simulations in a skills laboratory setting are used to explore roleplay as a context for experiential and reflective learning. The impact on the quality of learning by using simulated patients who are skilled in both acting and facilitating is explored. A sample of dialogue provides rich data for analysing this environment as a context for situated learning. Furthermore, we use reflective dialogue between tutor and simulated patient to debate evidence of scaffolding the integration of new knowledge and skills for effective practice. Although clinical communication skills are the focus of learning in this example, the benefits may be generalised to a range of contexts where the learning outcomes include the development of more effective behaviours.