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DOI: 10.1055/s-2006-939449
The Audiology Counseling Growth Checklist for Student Supervision
Publication History
Publication Date:
04 April 2006 (online)
ABSTRACT
Most of the new professional doctorate programs in audiology (Au.D.) have acknowledged the importance of the development of students' counseling skills through the establishment of separate courses in audiologic counseling or the incorporation of counseling education within their existing course offerings. A recent survey has suggested that many clinical supervisors/preceptors affiliated with Au.D. programs may not be fully prepared to nurture student development in this area. Yet training in the development of a trusting relationship between health-care providers and their patients is paramount to clinical success. This article discusses the use of the Audiology Counselor Growth Checklist as a means to facilitate the development of positive clinical relationships. Through examination of five distinct areas of clinical interaction, supervisors can help students increase their confidence within the clinician-patient dynamic, feel more comfortable when delivering the bad news of hearing loss, and respond to angry or confrontational patients in a manner that may help move sessions in a more positive direction.
KEYWORDS
Supervision - counseling - patient-centered
REFERENCES
- 1 English K, Zoladkiewicz L. Au.D. students' concerns about interacting with patients and families. Aud Today. 2005; 17 22-25
- 2 Clark J G, English K M. Counseling in Audiologic Practice: Helping Patients and Families Adjust to Hearing Loss. Boston, MA; Allyn & Bacon 2004
- 3 Martin F N, Krall L, O'Neal J. The diagnosis of acquired hearing loss. ASHA. 1989; 31 47-50
- 4 Sprenger M. Learning and Memory: The Brain in Action. Alexandria, VA; Association for Supervision and Curriculum Development 1990
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5 Martin F N.
Conveying diagnostic information . In: Clark JG, Martin FN Effective Counseling in Audiology: Perspectives and Practice. Needham Heights, MA; Prentice Hall 1994: 38-67 - 6 Newman C, Weinstein B, Jacobson G. Test-retest reliability of the Hearing Handicap Inventory for Adults. Ear Hear. 1991; 12 355-357
- 7 Schow R L, Nerbonne M. Communication screening profile: use with elderly clients. Ear Hear. 1982; 3 135-147
- 8 Alpiner J, Chevrette W, Glascoe G et al.. The Denver Scale of Communication Function [unpublished study]. Denver, CO; University of Denver 1974
- 9 McCarthy P, Alpiner J. An assessment scale of hearing handicap for use in family counseling. J Acad Rehab Audiol. 1983; 16 256-270
- 10 Smith T, Thompson T. The inherent, powerful, therapeutic value of a good physician-patient relationship. Psychosomatics. 1993; 34 166-169
APPENDIX A Audiology Counseling Growth Checklist (ACGC)
The ACGC may be used as a self-assessment measure for those wishing to increase their awareness of effective audiologist/patient dynamics or as a means to appraise the effectiveness of others whose service delivery approach may serve as a springboard toward growth in counseling. While observing another, or upon reflection of a concluding patient visit that you have conducted, simply circle the most appropriate response to the statements presented. All items are worded so that a yes response signifies a positive behavior on the part of the audiologist. The word “patient” refers to the individual seeking services during the session, whether this is the individual with the hearing loss or that individual's parent, guardian, or spouse. If you are working with a supervisor, comparison of your self-assessment on the ACGC with that of the supervisor can be beneficial in developing a constructive dialogue toward growth.
GREETING AND OPENING
1. The audiologist introduced him/herself by name (or greeted the patient if formerly met), with a handshake and direct eye contact.
Yes No NA
2. The audiologist seated him/herself at eye level with the patient.
Yes No NA
3. The audiologist began with an appropriate opening that invited the patient to express his/her immediate concern and actively acknowledged and addressed this concern.
Yes Example: ____________________________________
No Example: ____________________________________
NA
DEMEANER AND DELIVERY
4. The audiologist maintained eye contact with the patient.
Yes Example: ____________________________________
No Example: ____________________________________
NA
5. The audiologist's facial expressions were appropriate to the context at hand.
Yes Example: ____________________________________
No Example: ____________________________________
NA
6. The audiologist maintained an attentive yet relaxed posture conveying a responsiveness of undivided attention.
Yes Example: ____________________________________
No Example: ____________________________________
NA
7. The audiologist's nonverbal expressions were appropriate to the dialogue and not distracting.
Yes Example: ____________________________________
No Example: ____________________________________
NA
8. The audiologist's voice was easily heard by the patient and maintained a tone of interest.
Yes Example: ____________________________________
No Example: ____________________________________
NA
9. The audiologist spoke at an appropriate rate to enhance understanding.
Yes Example: ____________________________________
No Example: ____________________________________
NA
10. The audiologist avoided jargon within his/her comments making every effort to ensure that meaning was understood.
Yes Example: ____________________________________
No Example: ____________________________________
NA
11. The audiologist avoided both verbal statements and nonverbal expressions that might appear judgmental.
Yes Example: ____________________________________
No Example: ____________________________________
NA
12. The audiologist seemed aware of potential conflicts between his/her social style and that of the patient.
Yes Example: ____________________________________
No Example: ____________________________________
NA
PATIENT AFFIRMATION
13. The audiologist appeared conscious of multicultural issues that might influence the dynamics of the interaction.
Yes Example: ____________________________________
No Example: ____________________________________
NA
14. The audiologist employed reflective listening responses to ensure patient's meanings were understood correctly and to display a desire to attain that understanding.
Yes Example: ____________________________________
No Example: ____________________________________
NA
15. The audiologist made affirmative statements regarding perceived patient strengths.
Yes Example: ____________________________________
No Example: ____________________________________
NA
16. The audiologist seemed aware of and responded to the feelings underlying the patient's statements.
Yes Example: ____________________________________
No Example: ____________________________________
NA
17. The audiologist used statements that affirmed something expressed by the patient.
Yes Example: ____________________________________
No Example: ____________________________________
NA
PATIENT ENCOURAGEMENT
18. The audiologist avoided closed questions that might elicit simple yes/no responses.
Yes Example: ____________________________________
No Example: ____________________________________
NA
19. The audiologist made appropriate use of silence to encourage further comment from the patient on a current topic before changing the direction of discussion.
Yes Example: ____________________________________
No Example: ____________________________________
NA
20. The audiologist's nonverbal expressions were encouraging to the continuation of dialogue.
Yes Example: ____________________________________
No Example: ____________________________________
NA
21. The audiologist interjected positive affirmations (yes, mm-mm, etc.) to encourage continuation or expansion of the patient's comments.
Yes Example: ____________________________________
No Example: ____________________________________
NA
22. The audiologist encouraged the patient to express his/her feelings.
Yes Example: ____________________________________
No Example: ____________________________________
NA
23. The audiologist avoided signs of defensiveness of expressed feelings of anger, frustration, etc., that may have appeared directed at the audiologist.
Yes Example: ____________________________________
No Example: ____________________________________
NA
EXPLORATION
24. The audiologist appropriately challenged statements made by the patient that might impede the positive actions taken by the patient and helped him/her to identify more positive views.
Yes Example: ____________________________________
No Example: ____________________________________
NA
25. If exploring solutions for specific communication breakdowns, the audiologist asked the patient to identify at least one action that might be taken to address the problem.
Yes Example: ____________________________________
No Example: ____________________________________
NA
26. The audiologist suggested alternative actions that might be useful.
Yes Example: ____________________________________
No Example: ____________________________________
NA
27. The audiologist helped the patient to develop actions that might facilitate an identified goal.
Yes Example: ____________________________________
No Example: ____________________________________
NA
28. The audiologist provided an opportunity to practice identified actions.
Yes Example: ____________________________________
No Example: ____________________________________
NA
29. The audiologist encouraged the patient to critique the effectiveness of actions taken to address the identified goal when attempted at home, work, or during social activities.
Yes Example: ____________________________________
No Example: ____________________________________
NA
30. The audiologist recognized when a topic could not be fully explored during current time constraints and offered an opportunity to return for further exploration.
Yes Example: ____________________________________
No Example: ____________________________________
NA
Reproduced from Clark and English.[2] Reprinted by permission of the publisher.
John Greer ClarkPh.D.
3636 Middleton Ave., Cincinnati, OH 45220
Email: jg.clark@uc.edu