Emotional responses and practice characteristics of speech and language therapists on delivering bad news in Turkiye

Aims: This study aimed to examine the emotional experiences, and practice characteristics of speech and language therapists (SLTs) in Turkiye regarding the delivery of bad news. Methods: A descriptive cross-sectional design was used. Data were collected through an online questionnaire completed voluntarily by 113 SLTs who had experience delivering bad news to clients and/or their families. The questionnaire addressed participants’ demographic and professional characteristics, communication practices, emotional responses before, during, and after consultations involving bad news, and views on education and training. Data were analyzed using frequency distributions, descriptive statistics, Mann–Whitney U, Kruskal–Wallis, and Spearman correlation analyses. Statistical significance was set at p<0.05. Results: Participants reported that delivering bad news was a recurrent part of clinical practice and was encountered from the early stages of professional life. Most participants used clear verbal explanations supported by non-verbal communication, attempted to establish trust, and clarified clients’ or families’ concerns. However, 94.7% reported no knowledge of a specific guideline, protocol, or strategy for delivering bad news. Participants reported sadness and anxiety most frequently before and during consultations, while relief increased after consultations. The emotional state of the client and/or family, concern about loss of hope, and difficulty managing emotional reactions were the main factors associated with negative emotions. Although participants considered training on delivering bad news important, they reported limited formal education on this topic. Conclusion: Delivering bad news is an emotionally demanding and clinically relevant responsibility for SLTs in Turkiye. The findings indicate a need for structured undergraduate and continuing professional education, including communication protocols, simulation-based learning, and strategies for managing emotional burden.