The Importance of Nonverbal Communication June
I have worked there for 30 years. During that time I have practised within a family-centred care model, in conjunction with the teams with whom I work in the Centre. These families are referred to our centre from around central and southern New Zealand and stay in residence for four days.
During that time, they meet and work with a team which includes myself, a speech language therapist, a specialist literacy teacher, a specialist early intervention teacher, and a New Zealand Sign Language tutor.
The families also meet other parents who bring their DHH children to our early intervention centre.
The objectives of our residential courses are to provide assessments of the children and guidance to the families. Immediate post-course ratings of each specialist area of assessment and support are received from families before their departure.
Some reasons why our residential courses work well An intense focus is provided on early language, hearing, signing, speech, visual communication, social behaviour, and literacy.
Consistency exists for each family from across the team members. Family and child-centred focus — parents find this refreshing.
Generous time frames and flexibility in courses, allowing the tailoring of courses to family needs and referrer priorities. Opportunities to meet other families and share experiences — especially beneficial for isolated families.
Presence of other deaf adults and children on the site is perceived as a positive characteristic. Family travel, accommodation and meal costs are supported.
Hearing family stories and experiences Working with these parents and families involves hearing stories. The stories are invited and prove highly informative for the team. Hearing the stories and reflecting back to parents requires the display of empathy and compassion, as parents are often at the same time quite emotional.
Some have not previously had the opportunity to tell their story, and it comes as a relief to do so and to be heard. Some parents have also had experiences of rushed audiological appointments, leaving them with little time to share observations and to ask the questions they want of the professionals.
Those parents were feeling removed from the audiological management of their child; not understanding what was happening and what to expect.
How to balance limited time? It seems to me that this state of affairs comes about due to my hospital colleagues being so pressed for time that they have to reduce their service to one of meeting the required evidence-based clinical protocols, against which they are audited.
While some try to resist this pressure, it is ever present. They are concerned that too much valuable clinical time might be used up once a conversation is entered, leaving them unable to complete the protocols.
Colleagues have also said anecdotally that they feel ill prepared to engage in conversations that might become emotional or difficult. There is a feeling that stopping and allowing time for conversation will affect their appointment schedules and therefore cause them stress Severn et al, Is altruism in clinical practice being lost?
The dominating effects of the need to conform to evidence based practice has been raised as an issue in nursing Straughair, This is supported by evidence suggesting that nurses have a decreased affinity with the ethos of altruism. Recent reports have highlighted negative patient experiences which reflect a clear lack of compassionate nursing care.
This has led to a variety of documents re-endorsing the concept of compassion as a core and fundamental nursing value. Can EBP, the desire to help, and having the space to show empathy and compassion co-exist in audiology?
I know that this can be done in a compassionate and empathetic manner, while still completing clinical procedures. Being empathetic and compassionate, and talking about what is going on, does not add time to the appointment, nor prevent the professional requirements of an appointment from taking place.
Rather, it can just be present in the manner of speaking during the conversations that occur.disability and their families • work with people individually to Person centred thinking can be thought of as a philosophy, a way of thinking or mindset which involves viewing, listening to and supporting CHOICE the right of individuals to make informed choices, and take responsibility for.
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