Georgia State University Series: Part 1, Presentation 6 July 2001.
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Transcript of Georgia State University Series: Part 1, Presentation 6 July 2001.
![Page 1: Georgia State University Series: Part 1, Presentation 6 July 2001.](https://reader035.fdocuments.in/reader035/viewer/2022070408/56649e565503460f94b4dbc5/html5/thumbnails/1.jpg)
Georgia State University Series:
Part 1, Presentation 6
July 2001
![Page 2: Georgia State University Series: Part 1, Presentation 6 July 2001.](https://reader035.fdocuments.in/reader035/viewer/2022070408/56649e565503460f94b4dbc5/html5/thumbnails/2.jpg)
Family Sensitivity
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Do not assume you know what someone else is
feeling.
![Page 4: Georgia State University Series: Part 1, Presentation 6 July 2001.](https://reader035.fdocuments.in/reader035/viewer/2022070408/56649e565503460f94b4dbc5/html5/thumbnails/4.jpg)
Important Factors
Privacy Honesty Clear Information Listening Time Planning
![Page 5: Georgia State University Series: Part 1, Presentation 6 July 2001.](https://reader035.fdocuments.in/reader035/viewer/2022070408/56649e565503460f94b4dbc5/html5/thumbnails/5.jpg)
Privacy
Keep discussion in a private room Move away from other patients and staff Insure parents are given private time if
needed
![Page 6: Georgia State University Series: Part 1, Presentation 6 July 2001.](https://reader035.fdocuments.in/reader035/viewer/2022070408/56649e565503460f94b4dbc5/html5/thumbnails/6.jpg)
Honesty
Provide only honest answers to questions Say you know or you don’t know Offer to get the answer for them Do not give false hope
![Page 7: Georgia State University Series: Part 1, Presentation 6 July 2001.](https://reader035.fdocuments.in/reader035/viewer/2022070408/56649e565503460f94b4dbc5/html5/thumbnails/7.jpg)
Clarity of Information
Use basic terms Provide info in writing Explain until information is understood to
the best of their ability Follow-up to determine if understood
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Listen
Use eyes and ears Is the question being asked for “emotional
support” or to “gather information.” Provide the information and then sit and
“listen” for response– Listening and waiting are NOT the same thing
![Page 9: Georgia State University Series: Part 1, Presentation 6 July 2001.](https://reader035.fdocuments.in/reader035/viewer/2022070408/56649e565503460f94b4dbc5/html5/thumbnails/9.jpg)
Criers generally adapt better to sad
situations. Crying can lead to less denial.
![Page 10: Georgia State University Series: Part 1, Presentation 6 July 2001.](https://reader035.fdocuments.in/reader035/viewer/2022070408/56649e565503460f94b4dbc5/html5/thumbnails/10.jpg)
Respond to sadness/anger
Listen Allow silence Mirror persons posture Allow time
Acknowledge feeling Have Kleenex
available Remain calm
Let them know you are listening, “use sponges” by saying “uh-huh” or anything else to acknowledge what they are saying.
![Page 11: Georgia State University Series: Part 1, Presentation 6 July 2001.](https://reader035.fdocuments.in/reader035/viewer/2022070408/56649e565503460f94b4dbc5/html5/thumbnails/11.jpg)
Time
Plan according to the news being delivered Watch the time Give warning that time is drawing to a close Offer to call and check on parents later Call them
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Plan
Have a flexible plan available Base plan on parent’s needs
– What will Early Interventionist do next– What will parent do next
![Page 13: Georgia State University Series: Part 1, Presentation 6 July 2001.](https://reader035.fdocuments.in/reader035/viewer/2022070408/56649e565503460f94b4dbc5/html5/thumbnails/13.jpg)
Denial serves a purpose – it is
protective.
![Page 14: Georgia State University Series: Part 1, Presentation 6 July 2001.](https://reader035.fdocuments.in/reader035/viewer/2022070408/56649e565503460f94b4dbc5/html5/thumbnails/14.jpg)
Reactions
Denial
Anxiety
Depression
Guilt
Acceptance
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Denial
Some parents may deny the fact their child has a hearing loss. Sometimes this stage manifests itself when parents insist that their child communicate orally or through sign language, when the child may be better suited to a different method of communication or learning.
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Anxiety
Parents learn things like "the average deaf high school graduate reads at fourth grade level" and worry about their child's future academic abilities and employability. They worry that their child may not be able to communicate with hearing children in the neighborhood and have friends.
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Guilt
Parents may feel that their child's hearing loss is the result of something that they did, or did not do.
![Page 18: Georgia State University Series: Part 1, Presentation 6 July 2001.](https://reader035.fdocuments.in/reader035/viewer/2022070408/56649e565503460f94b4dbc5/html5/thumbnails/18.jpg)
Depression
Some parents ask themselves, "Why us? why our child?"
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Anger
Some parents think, "It's not fair! This is not fair to us or to our child! We/our child does not deserve this!"
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Acceptance
Parents learn about deafness and hearing loss. They become acquainted with others in the Deaf / HOH community, and see that their child can have a normal, fulfilling life. It becomes clear that their deaf or HOH child can have a good future as a productive adult regardless of the communication mode that is chosen, or how severe the child's hearing loss is.
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Parent’s Wish Listfor Audiologists
as provided by www.ibwebs.com
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Information
Audiologists be more forthcoming
Provide books, pamphlets, phone numbers,support group info
Discuss funding options
Discuss info regarding aural habilitation
Discuss ear mold modifications benefits
Discuss new technology
Give all pertinent info you have regarding hearing aids
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Communication
Give us choices in communication options
Give us choices in amplification options
Let the parent make the final decision
Respect the choices the family makes
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Additional Wishes
Help our children learn to test in a sound booth
If you don’t want to work with kids refer us to someone who does
Listen to the child and the parent
Discuss loaner aids If you do not
recommend something than say it.
Keep up to date on testing children
Please be patient when testing our children