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Counseling-infused audiologic care / Clark, John Greer

Público ISBD Título : Counseling-infused audiologic care Tipo de documento: texto impreso Autores: Clark, John Greer, Autor ; English, Kristina M., Autor Editorial: Boston [Estados Unidos de América] : Pearson Fecha de publicación: c2014 Colección: Allyn & Bacon Communication sciences and disorders Número de páginas: xx p., 361 p. Il.: graf. ISBN/ISSN/DL: 978-0-13-315324-8 Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera Etapas de desarrollo Familia:Padres Psicología:Terapia Nota de contenido: Contents Appendices Foreword Preface Chapter 1 Audiologic counseling defined Learning objetives What is audiologic counseling?-What does "Patient-centered" mean? Principles of audiologic counseling -Everypatient is on a journey -Counseling involves developing common ground -Counseling is infused into every aspect of audiologic care What audiologic counseling is not -Recognizing boundaries Counseling referrals Does audiologic counseling make a difference? Summary Discussion questions Learning activities Capter 2. emotional responses to hearing loss Learning objetives The stages of grief -Shock or intial impact -Defensive retreat (denial) -personal questioning (anger) -Barganining -Depression or mourning -Guilt -Integration and growth -A cycle or a process? Stages of life -Grief impacts all aspects of life Our responses to the reactions that accompany hearing loss -Empathy -barriers to empathy Emotional response transformations -emotional redirections emotional projections The emotional toll of clinical care summary discussion cuestions learning activities Chapter 3 approaches to counseling Learning objetives our counseling responsibilities -who provides counseling to our patiens? content counseling -the content trap counseling theories -person-centered counseling -existentialism -behavioral counseling theory -cognitive (rational-emotive) counseling theory -a family-systems approach which theory is best for audiology? summary Discussion questions Chapter 4 Building patient-centric relationships Learning objectives Perceptions underpin dynamics -First impressions: from phone call to evaluation -Our patients' perfceptions of us -Our perceptions of our patients Locus of control The questions we ask -Open versus closed questions -Neutral versus leading questions -The value of "could" The responses we give -The hoenst response -The hostile response -The judging response -The probing response -The reassuring response -The understanding response -The silent response -The nonverba lresponse -The illusion of successful multitasking Personal social styles -Subdividing social styles -Knowing syour social style -Working with different social styles A resistance to tchange Summary Discusision Questions Learning activities Chapter 5. The initial audiologic consultation Learning objectives Before we diagnose: checking our assumptions The initial exchange From the initial exchange, counseling begins Supporting self-disclosure and "owning the hearing loss" -inclusing communication partners Initial diagnosis: adult patients Reactions to test results and our response to thos reactions -Matching our communication to the patient's needs -Ho we respond -Consider the distribution of talk time Initial diagnosis: parents -Same process, handled with extreme care Summary Discussion Questions Learning activities Chapter 6 Counseling considerations for the pediatric population Learning objectives After the diagnosis -Early counseling challenges -Timing of diagnosis -Refering for genetic counseling -The journey begins Counseling parents about their role as "shapers" -self-concept defined -how does self-concept develop? -stages of self-concept development Counseling applications: talking about acceptance and self-concept -one immediate issue: upset about hearing aid appearance? to be expected! -Encouraging the longer views as well Counseling parents within a family context More counseling applications: the case for support systems -support groups -other support systems -why adress these concerns? Counseling children with hearing impairment -self-concept and growing up with hearing loss -self concept and the "hearing aid effect" -psychocoscial development -Emotional development Counseling applications: "Tell me what it's like for you" -Providing "food for thought" Summary Discussion questions Learning activities Chapter 7 Counseling considerations for teenage patients Learning objectives The "work of adolescence" -Cognitive development -psychosocial and emotional development -a challenging transition Counseling suggestions -how would you answer these questions? -what would your best friend say? -what are the costs? what are the benefits? how do you dela with adversity? Patient education and teens: transition planning Summary Discussion questions Learning activities Chapter 8 Counseling considerations for the adult population Learning objectives Self-concept and hearing loss -Challenges to self-concept Counseling applications: talking about the personal effects of hearing loss The all-important third party Stress and hearing loss -coping with chronic hearing loss stress: two strategies -counseling applications: talking about stress -stress and aging Vulnerability and isolation -vulnerability -Isolation -Counseling applications: talking about how we feel Hearing aid / hearing assistive technologies acceptance Hearing aid orientation Dizziness, tinnitus, and hyperacusis -Patients with dizziness -tinnitus and hyperacusis counseling -Counseling the patient and not the disorder Summary Discussion questions learning activities Chapter 9 the hearing aid consultation learning objetives ambivalence in the clinic attaining trust Motivation A geometric approach to motivational engagement -readiness for change -first use of the line tool: ranking importance for change -second use of the line tool: ranking perceived slef-efficaty cost-benefit analysis: the decisional box -introducing the box -acknowledge the queandary and state the obvious Presenting technological options can all reluctant patients be turned toward action? Summary Discussion questions Learning activity Chapter 10 Counseling considerations for the odler population Learning objectives changes of aging -auditory changes -visual changes -cutaneous and tactile achanges -motor changes -changes in equilibrium -changes in cognition and memory medical changes -lifestyle changes -a cumulative effect to changes with age -self-concept and the elderly Stress and aging -caregiber stress elder abuse Concomitant communication disorders -apraxia of speech -dysarthria -vocal production issues -Aphrasias Alzheimer's disease Right to decline treatment Summary Discussion questions Learning activity Chapter 11 patient education Learning objectives Information retention -Information application -A roadmap to effective patient education -Information suspension Summary Discussion questions Learning activities chapter 12 counseling toward better communication learning objectives the case for moving beyond the technological fix including communication partners from the start gaining a buy-in that there is more to be done A professional guided self-tutorial -speaking up about hearing problems -working on personal assertion -the all-important clear speech -dining out with friends and family -making new communication strategies a life habit other means to bring rehabilittaion beyoond hearing aids into clinical practice summary discussion question learning activity Chapter 13 group counseling within hearing loss intervention Learning objectives the advantage of groups support gruops in pediatric practice -parent support gruops father support gruops extended family support groups sibling support groups Support groups for teens with hearing loss Support groups in adult practice -who needs adult group intervention? -The benefits of group hearing-help classes -What is covered in group hearing-help classes -Small or large group formats for adult better hearing workshops? Support group dynamics -Group ground rules -participant guidelines -facilitator guidelines -self-help groups summary discussion questions learning activities chapter 14 multicultural issues in patient care learning objectives counseling and cultural sensitivity the culturally different patient minority enculturation within western mores values along a continuum -independence -expertise -gender -patient autonomy -expectations about health -formality -sharing information -time -proxemics stress wihin multicultural populations the deaf culture -deaf culture and cochlear implantation summary discussion questions learning activities afterword references author index subject index Counseling-infused audiologic care [texto impreso] / Clark, John Greer, Autor ; English, Kristina M., Autor . - Pearson, c2014 . - xx p., 361 p. : graf.. - (Allyn & Bacon Communication sciences and disorders) . ISBN : 978-0-13-315324-8 Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera Etapas de desarrollo Familia:Padres Psicología:Terapia Nota de contenido: Contents Appendices Foreword Preface Chapter 1 Audiologic counseling defined Learning objetives What is audiologic counseling?-What does "Patient-centered" mean? Principles of audiologic counseling -Everypatient is on a journey -Counseling involves developing common ground -Counseling is infused into every aspect of audiologic care What audiologic counseling is not -Recognizing boundaries Counseling referrals Does audiologic counseling make a difference? Summary Discussion questions Learning activities Capter 2. emotional responses to hearing loss Learning objetives The stages of grief -Shock or intial impact -Defensive retreat (denial) -personal questioning (anger) -Barganining -Depression or mourning -Guilt -Integration and growth -A cycle or a process? Stages of life -Grief impacts all aspects of life Our responses to the reactions that accompany hearing loss -Empathy -barriers to empathy Emotional response transformations -emotional redirections emotional projections The emotional toll of clinical care summary discussion cuestions learning activities Chapter 3 approaches to counseling Learning objetives our counseling responsibilities -who provides counseling to our patiens? content counseling -the content trap counseling theories -person-centered counseling -existentialism -behavioral counseling theory -cognitive (rational-emotive) counseling theory -a family-systems approach which theory is best for audiology? summary Discussion questions Chapter 4 Building patient-centric relationships Learning objectives Perceptions underpin dynamics -First impressions: from phone call to evaluation -Our patients' perfceptions of us -Our perceptions of our patients Locus of control The questions we ask -Open versus closed questions -Neutral versus leading questions -The value of "could" The responses we give -The hoenst response -The hostile response -The judging response -The probing response -The reassuring response -The understanding response -The silent response -The nonverba lresponse -The illusion of successful multitasking Personal social styles -Subdividing social styles -Knowing syour social style -Working with different social styles A resistance to tchange Summary Discusision Questions Learning activities Chapter 5. The initial audiologic consultation Learning objectives Before we diagnose: checking our assumptions The initial exchange From the initial exchange, counseling begins Supporting self-disclosure and "owning the hearing loss" -inclusing communication partners Initial diagnosis: adult patients Reactions to test results and our response to thos reactions -Matching our communication to the patient's needs -Ho we respond -Consider the distribution of talk time Initial diagnosis: parents -Same process, handled with extreme care Summary Discussion Questions Learning activities Chapter 6 Counseling considerations for the pediatric population Learning objectives After the diagnosis -Early counseling challenges -Timing of diagnosis -Refering for genetic counseling -The journey begins Counseling parents about their role as "shapers" -self-concept defined -how does self-concept develop? -stages of self-concept development Counseling applications: talking about acceptance and self-concept -one immediate issue: upset about hearing aid appearance? to be expected! -Encouraging the longer views as well Counseling parents within a family context More counseling applications: the case for support systems -support groups -other support systems -why adress these concerns? Counseling children with hearing impairment -self-concept and growing up with hearing loss -self concept and the "hearing aid effect" -psychocoscial development -Emotional development Counseling applications: "Tell me what it's like for you" -Providing "food for thought" Summary Discussion questions Learning activities Chapter 7 Counseling considerations for teenage patients Learning objectives The "work of adolescence" -Cognitive development -psychosocial and emotional development -a challenging transition Counseling suggestions -how would you answer these questions? -what would your best friend say? -what are the costs? what are the benefits? how do you dela with adversity? Patient education and teens: transition planning Summary Discussion questions Learning activities Chapter 8 Counseling considerations for the adult population Learning objectives Self-concept and hearing loss -Challenges to self-concept Counseling applications: talking about the personal effects of hearing loss The all-important third party Stress and hearing loss -coping with chronic hearing loss stress: two strategies -counseling applications: talking about stress -stress and aging Vulnerability and isolation -vulnerability -Isolation -Counseling applications: talking about how we feel Hearing aid / hearing assistive technologies acceptance Hearing aid orientation Dizziness, tinnitus, and hyperacusis -Patients with dizziness -tinnitus and hyperacusis counseling -Counseling the patient and not the disorder Summary Discussion questions learning activities Chapter 9 the hearing aid consultation learning objetives ambivalence in the clinic attaining trust Motivation A geometric approach to motivational engagement -readiness for change -first use of the line tool: ranking importance for change -second use of the line tool: ranking perceived slef-efficaty cost-benefit analysis: the decisional box -introducing the box -acknowledge the queandary and state the obvious Presenting technological options can all reluctant patients be turned toward action? Summary Discussion questions Learning activity Chapter 10 Counseling considerations for the odler population Learning objectives changes of aging -auditory changes -visual changes -cutaneous and tactile achanges -motor changes -changes in equilibrium -changes in cognition and memory medical changes -lifestyle changes -a cumulative effect to changes with age -self-concept and the elderly Stress and aging -caregiber stress elder abuse Concomitant communication disorders -apraxia of speech -dysarthria -vocal production issues -Aphrasias Alzheimer's disease Right to decline treatment Summary Discussion questions Learning activity Chapter 11 patient education Learning objectives Information retention -Information application -A roadmap to effective patient education -Information suspension Summary Discussion questions Learning activities chapter 12 counseling toward better communication learning objectives the case for moving beyond the technological fix including communication partners from the start gaining a buy-in that there is more to be done A professional guided self-tutorial -speaking up about hearing problems -working on personal assertion -the all-important clear speech -dining out with friends and family -making new communication strategies a life habit other means to bring rehabilittaion beyoond hearing aids into clinical practice summary discussion question learning activity Chapter 13 group counseling within hearing loss intervention Learning objectives the advantage of groups support gruops in pediatric practice -parent support gruops father support gruops extended family support groups sibling support groups Support groups for teens with hearing loss Support groups in adult practice -who needs adult group intervention? -The benefits of group hearing-help classes -What is covered in group hearing-help classes -Small or large group formats for adult better hearing workshops? Support group dynamics -Group ground rules -participant guidelines -facilitator guidelines -self-help groups summary discussion questions learning activities chapter 14 multicultural issues in patient care learning objectives counseling and cultural sensitivity the culturally different patient minority enculturation within western mores values along a continuum -independence -expertise -gender -patient autonomy -expectations about health -formality -sharing information -time -proxemics stress wihin multicultural populations the deaf culture -deaf culture and cochlear implantation summary discussion questions learning activities afterword references author index subject index

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