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Aural Rehab 4
Exam 2
| Question | Answer |
|---|---|
| What is counseling? | an interactive process to understand the unique characteristics and circumstances of an individual; facilitate positive change in situations where individuals are coping with challenging life situations |
| What are the different types of counseling? | educational/informational, personal adjustment (emotional/social), Assertiveness |
| When do the different types of counseling happen? | each type can happens to the same time of a session |
| What are the basic goals of counseling? | communicate empathy, promote self-efficacy, engage patients in identification and self management of concerns, and foster adherence or compliance with treatment |
| How can clinicians offer patient centered counseling? | establish a therapeutic relationship, encourage patient/family to share experiences, use empathy to develop understanding, and promote family/patient self-efficacy/self-management |
| What is the Medical Model of rehabilitation counseling? | focuses on diagnostic testing and a program or device to "fix" the problem that is offered by the provider |
| What is the Biopsychosocial Model of rehabilitation counseling? | focuses on both diagnostic and unique impacts and needs of patient/family with goals jointly determined |
| What is a major contributing factor in treatment success? | patient-practitioner therapeutic relationships |
| What is the cognitive component of empathy? | the ability to gain an accurate view of individual's experience or feelings |
| What is the affective component of empathy? | the ability to acknowledge and offer support |
| What are the two components of empathy? | cognitive and affective |
| What are the results of empathy? | patient/family feel their concerns have been heard and are more satisfied with care, leads to mutually determined care plan and higher likelihood of treatment compliance |
| How does one complete the medical model? | gather info using a history form focused on etiology and progression along with other test data, follow-up counseling focuses on clinician's treatment goals |
| How do we encourage patient narratives? | use open-ended statements and questions; use nonverbal communication that encourages patients to talk |
| What types of nonverbal communication encourages patients to talk? | a private area, face-to-face communication, good eye contact, body language of a listener, waiting for a response |
| How are counseling skills obtained? | through learning them and practicing |
| How does one develop empathy? | practice listening and reflecting the statements and feelings expressed |
| What is informational counseling? | inform about the disorder and options for managing the disorder; present informally as a dialogue, use explicit categorization |
| What is personal adjustment counseling? | acknowledge psychological and social difficulties that may be associated with the disorder |
| What two types of counseling tend to occur during the same counseling session? | informational and personal adjustment counseling |
| What is the cognitive approach of personal adjustment counseling? | modify the thought process |
| What is the behavior approach of personal adjustment counseling? | modify the behavior/action |
| What is the affective approach of personal adjustment counseling? | modify the emotions |
| What are the ABCs of the cognitive approach of personal adjustment counseling? | activation event, belief, and consequence |
| What is an example of the ABCs of the cognitive approach of personal adjustment counseling? | girlfriend will see patient as old if he gets hearing aids (A/B), patient does not want to wear hearing aids because girlfriend will think he is old (C), dispute negative feelings/find more positive view |
| What are the key components to the behavioral approach of personal adjustment counseling? | behaviors can be unlearned, desensitization, reduce negative reaction thru repeated exposure, identify physical stress, introduce relaxation techniques |
| What are the key components to the affective approach of personal adjustment counseling? | show unconditional, positive regard and empathy |
| What is psychosocial support? | people in the life of the individual that can offer emotional support and assistance in coping with hearing loss (family, support groups) |
| What are different types of disorder related stress? | adjusting to disorder and society's reaction to disorder, feeling inadequate, feeling isolated, having negative self-image |
| What can support groups help with? | alleviating different types of disorder related stress |
| What are the consequences for a frequency communication partner of someone with a hearing loss? | feelings of frustration regarding communication difficulties, need for frequent communication strategies, may initiate evaluation and treatment of the disorder |
| What are the parts of the support group paradigm? | learn how disorder impacts life, recognize negative perceptions of disorder, change self-perceptions to gain confidence, and treatment conducted in small groups |
| What is the problem solving model? | identify a problem situation, explore obstacles to communicate, share possible solutions |
| What is a passive response to communication difficulties? | don't act or withdrawl from situation |
| What is an aggressive response to communication difficulties | blame others |
| What is a passive-aggressive response to communication difficulties? | take no direct action but intend negative consequence |
| What is an assertive response to communication difficulties? | be direct and respectful in advising |
| What is problem resolution? | define desired outcome, identify possible solutions select solution, evaluate solution, modify as needed |
| What is assertiveness training in AR? | enhance communication between person and partner, remind others of disorder, and request others use effective communication strategies |
| What type of hearing do most parents of children with a hearing loss have? | normal hearing |
| How has the universal newborn hearing screening (UNHS) changed the world of hearing loss? | confirmation occurs at a much earlier stage, can be overwhelming to parents between new parenthood and diagnosis |
| What are the National EHDI Goals (1-3-6)? | Hearing is screened by one month, Hearing Loss is diagnosed before 3 months, intervention services are in place by 6 months |
| What is aural habilitation? | intervention aimed at helping young children with hearing loss learn to speak language through listening. |
| Who are the primary agents of change for aural habilitation? | The parents who are guided by aural habilitationists |
| How are parents the primary agents of change for aural habilitation? | they do what it takes to make sure that the child's brain is receiving copious auditory-linguistic stimulation |
| How does learning about a child's hearing loss impact the parent? | it can come as a shock and is accompanied by a whole host of feelings that must be discussed in order for parents to cope with the demands on their time, energy, thinking, and patience |
| When is intervention most effective? | when the professional works with sensitivity and respect for the parents' emotional well being and feelings of efficacy |
| What may limit a child's progress in aural habilitation? | when parents are not on board and ready to receive the copious amounts of information presented to them |
| How can clinicians help parents with information overload at the onset of their child's diagnosis? | having printed materials and a number they can call after they can process some of the information given |
| What is the family systems theory? | members of a family are interconnected and their patterns of communication and interaction affect one another |
| What is the family centered approach? | involves the family systems theory, takes into account the family by acknowledging experiences of other members can impact a child, family's response to baby with hearing loss will be influenced by family's beliefs and values |
| What reactions are included in the Sequential-stage model of grieving? | shock and denial, guilt, bargaining, anger, depression and/or detachment, Acceptance (when the work begins) |
| What is the shock and disbelief/denial stage? | may be a way of protecting oneself in a crisis; may deny the hearing loss or enormity of its consequence |
| What is the guilt stage? | may feel guilty because they feel as though they caused the hearing loss |
| What is the bargaining stage? | may believe their child will improve if they follow certain actions or behave in certain ways |
| What is the anger stage? | may be felt as the injustice of the diagnosis; may be angry at the unasked-for demands on time, energy, finances, and emotions |
| What is the depression/detachment stage? | may feel impotent at not being able to cure or take away the hearing loss; some parents retreat or may feel incompetent to deal with this |
| What anxiety might parents feel when their child is diagnosed with a hearing loss? | may feel overwhelmed at the added pressure and responsibilities of having a child with a hearing loss; may feel anxious about the need to juggle the responsibilities |
| What is the acceptance stage? | accepts that their child's hearing loss as a reality |
| What is the circular pathways models of grieving? | includes many sequential stage reactions, grieving experience as an enduring cyclical process, positive and negative pathways |
| What are the positive pathways of the circular pathways models of grieving? | incorporate hope, take on the future with optimism |
| What are the negative pathways of the circular pathways models of grieving? | regularly lapsing into despair or anger, protest |
| How can clinicians help a parent no matter what the parent is feeling? | respond empathically, give direct, honest, and personal confirmations that their feelings/thoughts are normal |
| How can parent networks/support groups be helpful? | provide mutual support in a way that interventionalists cannot; gain hope, relief, and a feeling of cohesiveness with other parents who are having some of the same experiences |
| How should we think of the parents of a child with hearing loss? | as an adult learner |
| What are empathetic responses to a parent? | reflecting back what was heard, using supportive/open-ended questions, perceptions checking, acknowledging, and encouraging |
| What do empathetic responses do for a parent? | it will increase the parents feelings of autonomy and self efficacy |
| What is necessary to be an active listener? | listening as a receiver rather than a critic |
| What must an SLP be aware of when listening to parents? | when the parents' emotional needs exceed the aural habilitationist's skills and to refer the parents elsewhere for professional counseling |
| How can support groups be valuable to families? | they provide mutual support in a way that an interventionist cannot, gain hope, relief, and a feeling of cohesiveness with other parents who are having some of the same experiences |
| Who carries out the work for the intervention of a young child with a hearing impairment? | a parent who is being guided and supported by a professional |
| What types of intervention become some kind of counseling for the parent? | all intervention types |
| How is working with adult learners different from teaching children? | many will come from info from the internet and with their own educational background and learning style, many want to use an analogy before working with a family to see what kind of learner they are |
Created by:
hrshook0104
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