Communication
Core Interpersonal Skills for Health Professionals
By: Gjyn O'Toole
eText | Edition Number 3
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The third edition of Communication: Core Interpersonal Skills for Health Professionals is an essential guide to clear and effective communication in a multidisciplinary healthcare setting.
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1. Front Matter
2. How to use this book
3. Reviewers
4. Preface
5. Acknowledgements
6. Section 1 The Significance of Effective Interpersonal Communication in the Health Professional
7. Chapter 1 Effective communication for health professionals
8. Chapter objectives
9. Why learn how to communicate? Everyone can communicate!
10. A guiding principle
11. Factors to consider when defining effective communication
12. Mutual understanding
13. FIGURE 1.1 A model to guide communication in the health professions.Note: Person/s is used to describe all those relating to the health professional during practice, including other employees and colleagues.
14. A common understanding of words
15. Factors external to the sender and receiver
16. Factors specific to the sender
17. Factors specific to the receivers or ‘audience’
18. Chapter summary
19. FIGURE 1.2 Mutual understanding is essential!
20. References
21. Chapter 2 The overarching goal of communication for health professionals
22. Chapter objectives
23. A model demonstrating the importance of communication
24. FIGURE 2.1 International Classification of Functioning, Disability and Health (ICF).
25. Official expectations for effective communication
26. A model to guide the general purpose of communication for the health professions
27. FIGURE 2.2 A model to guide family/Person-centred practice.
28. Mutual understanding
29. Respect
30. Empathy
31. FIGURE 2.3 The doctor is IN.
32. Developing trust
33. A therapeutic relationship
34. Family/Person-centred goals and practice
35. FIGURE 2.4 The components of a model to guide family/Person-centred practice.
36. Chapter summary
37. References
38. Chapter 3 The specific goals of communication for health professionals: 1 Introductions and providing information
39. Chapter objectives
40. Making verbal introductions
41. Introducing oneself and the associated role
42. Introducing the unfamiliar environment
43. Providing information: a two-way process
44. Understanding information
45. Providing constructive feedback
46. Criteria for providing useful and constructive feedback
47. Chapter summary
48. FIGURE 3.1 Quality introductions achieve better results.
49. Review questions
50. References
51. Chapter 4 The specific goals of communication for health professionals: 2 Questioning, comforting and confronting
52. Chapter objectives
53. Interviewing and questioning to gather information
54. Questioning: the tool
55. Why use questions?
56. Types of questions and the information they gather
57. Closed questions
58. Open questions
59. Questions that probe
60. Questions that clarify
61. Questions that ‘lead’
62. Comforting: encouraging versus discouraging
63. Characteristics of encouragement and discouragement
64. TABLE 4.1 Characteristics of possible responses to expressions of negative emotions
65. Classifying responses to negative emotions
66. Practising encouraging responses
67. Confronting unhelpful attitudes or beliefs
68. Chapter summary
69. FIGURE 4.1 There is always a right time and place!
70. Review questions
71. References
72. Section 2 Achieving Effective Communication by Developing Awareness within the Health Professional
73. Chapter 5 Awareness of and need for reflective practice
74. Chapter objectives
75. The ‘what’ of reflection: a definition
76. FIGURE 5.1 Some things become clearer when reflecting and others fade.
77. The ‘why’ of reflection: reasons for reflecting
78. Identifying strengths through reflection
79. Understanding personal responses
80. Reflection upon barriers to experiencing, accepting and resolving negative emotions
81. Exploring your emotional responses
82. TABLE 5.1 Commonly used responses to negative emotions or events and definitions
83. The ‘how’ of reflection: models of reflection
84. Managing an unexpected change in intention
85. The result of reflection: achieving self-awareness
86. Chapter summary
87. FIGURE 5.2 Reflection can identify areas that require changing.
88. Review questions
89. References
90. Chapter 6 Awareness of self
91. Chapter objectives
92. Self-awareness: an essential requirement
93. The benefits of achieving self-awareness
94. Beginning the journey of self-awareness
95. Part 1
96. Part 2
97. Individual values
98. What do I value?
99. Why do I value?
100. Sharing the reasons for valuing
101. Is a health profession an appropriate choice?
102. Values of a health professional
103. Characteristics and abilities that enhance the practice of a health professional
104. Am I suited to a health profession?
105. Personal unconscious needs
106. Conflict between values and needs
107. Perfectionism as a value
108. Self-awareness of personal communication skills
109. Self-awareness of skills for effective listening
110. Self-awareness of skills for effective speaking
111. Personality and resultant communicative behaviours
112. Chapter summary
113. FIGURE 6.1 An effective communicator knows when they communicate like a gorilla!
114. Review questions
115. References
116. Chapter 7 Awareness of how personal assumptions affect communication
117. Chapter objectives
118. Reasons to avoid stereotypical judgment when communicating
119. Explore your prejudice
120. Stereotypical judgment relating to roles
121. Expectations of a health professional
122. Developing attitudes that avoid stereotypical judgment
123. Honest evaluation of values and prejudice
124. Overcoming the power imbalance: ways to demonstrate equality in a relationship
125. TABLE 7.1 Promoting equality when communicating as a health professional
126. Chapter summary
127. FIGURE 7.1 Assumptions can form a barrier.
128. Review questions
129. References
130. Chapter 8 Awareness of the ‘Person/s’
131. Chapter objectives
132. Who is the Person/s?
133. Relevant information about the Person/s
134. Defining the whole ‘Person’
135. Physical aspects of the Person
136. Sexual aspects of the Person
137. Emotional aspects of the Person
138. Validation
139. Clarification within validation
140. Cognitive aspects of the Person
141. TABLE 8.1 The four stages of cognitive function from the Piagetian cognitive development model
142. Social needs of the Person
143. Spiritual needs of the Person
144. Chapter summary
145. FIGURE 8.1 Awareness of the Person/s can be challenging but is worthwhile.
146. Review questions
147. References
148. Chapter 9 Awareness of the effects of non-verbal communication
149. Chapter objectives
150. TABLE 9.1 Components of non-verbal communication
151. The significance of non-verbal communication
152. The benefits of non-verbal communication
153. The effects of non-verbal communication
154. The components of non-verbal communication
155. Environment
156. Body language
157. Facial expression
158. Eye contact
159. Gesture
160. Personal space or proximity
161. Suprasegmentals: prosodic features of the voice
162. Volume
163. Pitch
164. Rate
165. Suprasegmentals: paralinguistic features of the voice
166. Emphasis
167. Pauses
168. Tone
169. Communicating with the Person/s who has limited verbal communication skills
170. Chapter summary
171. FIGURE 9.1 The power of non-verbal messages.
172. Review questions
173. References
174. Chapter 10 Awareness of listening to facilitate Person/s-centred communication
175. Chapter objectives
176. Defining effective listening
177. Requirements of effective listening
178. Results of effective listening
179. Benefits of effective listening
180. Barriers to effective listening
181. Reasons for the use of barriers to listening
182. Preparing to listen
183. Cultural expectations change the requirements for effective listening
184. TABLE 10.1 SAAFETY: Principles of preparing to listen for the health professional
185. Characteristics of effective listening
186. Disengagement
187. TABLE 10.2 SOLER: A model of active listening for the health professional
188. Chapter summary
189. FIGURE 10.1 Active listening requires focus.
190. Review questions
191. References
192. Chapter 11 Awareness of different environments that can affect communication
193. Chapter objectives
194. The physical environment
195. Physical appearance: dress and odour
196. Familiarity with the physical environment and the usual procedures of the health service
197. Person/s seeking assistance
198. Health professional
199. Rooms
200. Furniture placement and physical comfort
201. Waiting rooms
202. Treatment rooms and rooms with beds
203. Avoiding distractions and interruptions
204. Temperature
205. The physical status of the Person/s in particular environments
206. The emotional environment
207. Formal versus informal environments
208. Emotional responses to environmental demands
209. Emotional responses to the immediate environment
210. Emotional responses to an external environment
211. The cultural environment
212. Personal space
213. Colour
214. Time
215. Understanding cultural differences
216. Environments affecting sexuality
217. The social environment
218. Family
219. Pets
220. Friends, neighbours, interest groups and sporting teams
221. Institutional social environment
222. The spiritual environment
223. Chapter summary
224. FIGURE 11.1 The cultural, spiritual, social and emotional environments can be paralysing.
225. Review questions
226. References
227. Section 3 Managing Realities of Communication as A Health Professional
228. Chapter 12 Holistic communication resulting in holistic care
229. Chapter objectives
230. Holistic communication
231. An essential criterion in holistic communication: Respect
232. Defining respect
233. Demonstrating respect
234. Cultural expectations
235. Using names as a sign of respect
236. Confidentiality demonstrates respect
237. Another essential criterion in holistic communication: Empathy
238. The importance and result of empathy for the seeker of assistance
239. Person-centred practice and solving the problem
240. The use of touch with or without empathy
241. Silence to comfort
242. Holistic care
243. Holistic care includes consideration of context
244. The requirements of holistic care
245. Chapter summary
246. FIGURE 12.1 Holistic communication considering all aspects of the Whole Person.
247. Review questions
248. References
249. Chapter 13 Conflict and communication
250. Chapter objectives
251. Conflict during communication
252. Causes of conflict
253. Identifying emotions during conflict
254. Choosing to ignore
255. Resolving negative attitudes and emotions towards another
256. What is your natural tendency or usual way of responding?
257. Patterns of relating during conflict
258. Passive
259. Aggressive
260. Passive-aggressive
261. Assertive
262. Bullying
263. Communicating assertively
264. Role-play 1
265. Role-play 2
266. Role-play 3
267. Role-play 4
268. Role-play 5
269. Chapter summary
270. FIGURE 13.1 The conflict environment can be paralysing.
271. Review questions
272. References
273. Chapter 14 Culturally congruent communication
274. Chapter objectives
275. Introduction
276. Defining culture
277. Cultural identity affecting culturally congruent communication
278. Defining culturally congruent communication
279. Cultural safety
280. Why consider cultural differences?
281. A model of culturally congruent communication
282. FIGURE 14.1 A model of culturally congruent communication.
283. Language
284. Understanding context
285. Ethnocentricity
286. Managing personal cultural assumptions and expectations
287. Strategies for achieving culturally congruent communication
288. Critical self-awareness
289. Personal commitment to understanding differences
290. Exposure and learning
291. Investment of time to negotiate meaning and ensure understanding
292. Anticipation of difficulties
293. Using an interpreter
294. Essential steps when using an interpreter
295. The culture of each health profession
296. The culture of disease or ill-health
297. Chapter summary
298. FIGURE 14.2 Accommodating and embracing diversity facilitates effective communication.
299. Review questions
300. References
301. Chapter 15 Communicating with Indigenous Peoples
302. Chapter objectives
303. Correct use of terms
304. The 4 Rs for reconciliation: Remember, Reflect, Recognise, Respond
305. Remember
306. Reflect
307. Recognise
308. Respond
309. The complexity of cultural identity
310. Principles of practice for health professionals when working with Indigenous Peoples
311. Creating culturally effective interactions and cultural safety for Indigenous Peoples
312. The importance of history
313. Pre-contact history
314. Post-contact history
315. Other factors
316. Factors contributing to culturally congruent communication with Indigenous Peoples
317. Barriers to culturally responsive or congruent communication
318. Chapter summary
319. FIGURE 15.1 Equality produces positive results.
320. Review questions
321. References
322. Further Reading
323. Websites and Organisations
324. Chapter 16 Misunderstandings and communication
325. Chapter objectives
326. Communication that produces misunderstandings
327. Factors affecting mutual understanding
328. Causes of misunderstandings
329. Attitudes
330. Emotions
331. Relevance of context to determine meaning
332. Expectations of styles of communication
333. Expectations of the event or procedure
334. Expectations governed by cultural norms
335. Strategies to avoid misunderstandings
336. Reducing the incidence of misunderstandings
337. Resolving misunderstandings
338. Steps to resolving misunderstandings
339. Chapter summary
340. FIGURE 16.1 Clear expression gathers required information.
341. Review questions
342. References
343. Chapter 17 Ethical communication
344. Chapter objectives
345. Respect regardless of differences
346. Honesty
347. Clarification of expectations
348. Consent
349. Agreement about information
350. Informed consent
351. Confidentiality
352. Protecting shared information
353. Protecting information as an ethical responsibility
354. Protecting the health professional
355. Protecting the Person/s from gossip
356. Boundaries
357. Roles
358. Relationships
359. Self-disclosure
360. Over-identification
361. Ethical codes of behaviour and conduct
362. Chapter summary
363. FIGURE 17.1 The components of ethical communication.
364. Review questions
365. References
366. Further reading
367. Useful websites
368. Chapter 18 Providing healthcare by long-distance or remote communication
369. Chapter objectives
370. Characteristics of remote forms of communication for the health professional
371. TABLE 18.1 Characteristics of remote forms of communication for the health professional
372. TABLE 18.2 Principles that govern professional remote communication
373. Principles that govern professional remote communication
374. Electronic records
375. Telephones
376. Strategies for using a telephone
377. Answering a call
378. Making a call
379. Strategies for using short messaging service (SMS)
380. Strategies for using an answering service or voicemail
381. Video/teleconferencing or using Skype
382. Benefits
383. Strategies for using video/teleconferencing
384. The internet
385. Email
386. Search engines
387. Online collaboration tools
388. Professional chat rooms and wiki spaces
389. Chapter summary
390. FIGURE 18.1 Long-distance communication has particular components.
391. Review questions
392. References
393. Chapter 19 Documentation: ‘one-way’ professional communication
394. Chapter objectives
395. Documentation: information recording and provision
396. Quality, understandable documentation
397. Documentation requirements in the health professions
398. Step 1: Consider the purpose
399. Step 2: Consider the audience
400. Step 3: Consider ethical requirements
401. Step 4: Consider content and organisation
402. Step 5: Consider professional style
403. Characteristics of a professional writing style
404. 1 The use of formal expression and word choice
405. 2 Creating a cohesive document
406. 3 Sentence structure
407. 4 Abbreviations
408. 5 Punctuation
409. Report or letter writing: formatting and content
410. Points to remember
411. Chapter summary
412. Review questions
413. References
414. Chapter 20 Electronic or absent-audience communication
415. Chapter objectives
416. Social networking sites
417. Cyberbullying
418. Other factors relating to the use of social media
419. Netiquette: a mnemonic to guide personal electronic communication
420. Professional communication using social media
421. Chapter summary
422. Review questions
423. References
424. Websites relating to policies for use of social media
425. Section 4 Scenarios to Guide Communication: Opportunities to Practise Communicating Effectively with ‘The Person/s’
426. Scenarios to Guide Communication: Opportunities to Practise Communicating Effectively with ‘The Person/s’
427. Introduction
428. One possible session outline – role-plays
429. Alternative session outline – small-group discussions
430. Chapter 21 Person/s experiencing strong negative emotions
431. Chapter objective
432. Strong negative emotions
433. Person/s behaving aggressively
434. Definition of aggression
435. Individuals most susceptible to behaving aggressively
436. Possible reasons for aggression
437. Possible behaviours related to aggression
438. Principles for effective communication with a Person/s behaving aggressively
439. Strategies for communicating with a Person/s behaving aggressively
440. Scenario one: The male and the health professional
441. Scenario two: The female and the health professional
442. Person/s experiencing extreme distress
443. Definition of extreme distress
444. Individuals most susceptible to extreme distress
445. Possible reasons for extreme distress
446. Possible behaviours related to extreme distress
447. Principles for effective communication with a Person/s experiencing extreme distress
448. Strategies for communicating with a Person/s experiencing extreme distress
449. Scenario one: The male and the health professional
450. Scenario two: The female and the health professional
451. Person/s experiencing depression
452. Interesting facts
453. Definition of depression
454. Individuals most susceptible to feelings of depression
455. Possible reasons for feelings of depression
456. Possible behaviours related to feelings of depression
457. Principles for effective communication with a Person/s experiencing depression
458. Strategies for communicating with a Person/s experiencing depression
459. Scenario one: The male and the health professional
460. Scenario two: The female and the health professional
461. Person/s reluctant to engage or be involved in communication or intervention
462. Definition of reluctance to engage
463. Individuals most susceptible to feeling reluctant to engage
464. Possible reasons for reluctance to engage
465. Possible behaviours related to feeling reluctant to engage
466. Principles for effective communication with a Person/s reluctant to engage
467. Strategies for communicating with a Person/s reluctant to engage
468. Scenario one: The male and the health professional
469. Scenario two: The female and the health professional
470. Chapter 22 Person/s in particular stages of the lifespan
471. Chapter objective
472. Stages of the lifespan
473. A child
474. Definition of a child
475. Children most susceptible to experiencing difficulties when attending a health service
476. Possible emotions a child might experience when attending a health service
477. Possible reasons for these emotions
478. Possible behaviours related to being a child
479. Principles for effective communication with a child
480. Strategies for communicating with a child
481. Scenario one: The male and the trained volunteer
482. Scenario two: The female and the health professional
483. An adolescent
484. Definition of an adolescent
485. Adolescents most susceptible to experiencing difficulties when attending a health service
486. Possible emotions an adolescent might experience
487. Possible reasons for these emotions
488. Possible behaviours related to being an adolescent
489. Principles for effective communication with an adolescent
490. Strategies for communicating with an adolescent
491. Scenario one: The male and the health professional
492. Scenario two: The female and the health professional
493. An adult
494. Definition of an adult
495. Adults most susceptible to experiencing difficulties when attending a health service
496. Possible emotions an adult might experience when relating to a health professional
497. Possible reasons for these emotions
498. Principles for effective communication with an adult
499. Strategies for communicating with an adult
500. Scenario one: The male and the health professional
501. Scenario two: The female and the health professional
502. A person who is older
503. Definition of a person who is older
504. An older person most susceptible to experiencing difficulties when attending a health service
505. Possible emotions an older person might experience
506. Possible reasons for these emotions
507. Possible behaviours related to being an older person
508. Principles for effective communication with an older person
509. Strategies for communicating with an older person
510. Scenario one: The male and the health professional
511. Scenario two: The female and the health professional
512. Chapter 23 Person/s fulfilling particular life roles
513. Chapter objective
514. Particular roles
515. Person/s fulfilling the role of carer
516. Definition of a carer
517. Possible emotions a carer might experience
518. Possible reasons for these emotions
519. Possible behaviours related to being a carer
520. Principles for effective communication with a carer
521. Strategies for communicating with a carer
522. Scenario one: The male and the health professional
523. Scenario two: The female and the health professional
524. Person/s fulfilling the role of a colleague
525. Definition of a colleague in the health professions
526. Attitudes and/or behaviours expected of a health professional
527. Attitudes and/or behaviours not expected of a health professional
528. Possible emotions a colleague might experience
529. Possible reasons for these emotions
530. Principles for effective communication with a colleague
531. Strategies for communicating with a colleague
532. Scenario one: The male and the health professional colleague
533. Scenario two: The female and the health professional colleague
534. Person/s fulfilling the role of parent to a child requiring assistance
535. Definition of a parent
536. Parents in situations most susceptible to experiencing difficulties when attending a health service
537. Possible emotions such a parent might experience
538. Possible reasons for these emotions
539. Possible behaviours related to being a parent with such a child
540. Principles for effective communication with a parent in this situation
541. Strategies for communicating with a parent in this situation
542. Scenario one: The male and the health professional
543. Scenario two: The female and the health professional
544. Person/s fulfilling the role of single parent to a child requiring assistance
545. Definition of a single parent
546. Characteristics single parents may expect of themselves
547. Possible emotions a single parent might experience
548. Possible reasons for these emotions
549. Principles for effective communication with a single parent in this situation
550. Strategies for communicating with a single parent with a child requiring assistance
551. Scenario one: The male and the health professional
552. Scenario two: The female and the health professional
553. Person/s fulfilling the role of a student
554. Definition of a student in the health professions
555. Possible emotions a student might experience
556. Possible reasons for these emotions
557. Possible behaviours related to being a student
558. Principles for effective communication with a student
559. Strategies for communicating with a student
560. Scenario one: The male and the health professional
561. Scenario two: The female and the health professional
562. Groups in the health professions
563. Groups in the health professions
564. Types of groups offered in health services
565. Stages of group growth
566. TABLE 23.1 Stages of group growth
567. Emotions typically experienced in a group
568. Overall group aims
569. Events of specific group sessions and associated emotions
570. Group norms: expectations of group behaviour
571. Principles for effective communication within groups
572. Strategies for communicating as a group leader
573. Scenario one: A two-day team development group
574. Scenario two: An education group
575. References
576. Chapter 24 Person/s experiencing particular conditions
577. Chapter objective
578. Particular conditions
579. Person/s experiencing post-traumatic stress disorder (PTSD) and complex PTSD
580. Definition of PTSD
581. Susceptibility to PTSD
582. Possible emotions a Person/s with PTSD might experience
583. Possible reasons for these emotions
584. Possible behaviours typical of a Person/s with PTSD
585. Principles for effective communication with a Person/s experiencing PTSD
586. Strategies for communicating with a Person/s experiencing PTSD
587. Scenario one: The male and the health professional
588. Scenario two: The female and the respite volunteer
589. Person/s with decreased cognitive function
590. Definition of decreased cognitive function
591. Individuals with decreased cognitive function most susceptible to experiencing difficulty when relating to a health professional
592. Possible emotions a Person/s with decreased cognitive function might experience
593. Possible behaviours related to being a Person/s with decreased cognitive function
594. Principles for effective communication with a Person/s with decreased cognitive function
595. Strategies for communicating with a Person/s with decreased cognitive function
596. Scenario one: The male and the health professional
597. Scenario two: The female and the health professional
598. Person/s experiencing a life-limiting illness and their family
599. Facts about people who know they are dying and their families
600. Core values of Palliative Care Australia (www.palliativecare.org.au)
601. Definition of a life-limiting illness
602. Possible emotions a Person/s experiencing a life-limiting illness, their family members and friends might experience
603. Possible behaviours a Person/s experiencing a life-limiting illness might exhibit
604. Principles for effective communication with a Person/s experiencing a life-limiting illness, their family members and friends
605. Strategies for communicating with a person experiencing a life-limiting illness or with their family and friends
606. Scenario one: The male and the health professional
607. Scenario two: The female and the health professional
608. Person/s experiencing a mental illness
609. Definition of a mental illness
610. Individuals most susceptible to experiencing a mental illness
611. Individuals with a mental illness most susceptible to experiencing difficulty when relating to a health professional
612. Possible emotions a Person/s with a mental illness might experience
613. Possible behaviours related to a Person/s experiencing a mental illness
614. Principles for effective communication with a Person/s experiencing a mental illness
615. Strategies for communicating with a Person/s experiencing a mental illness
616. Scenario one: The male and the health professional
617. Scenario two: The male and the health professional
618. Scenario three: The female and the health professional
619. Person/s experiencing long-term (chronic) and/or multiple physical conditions
620. Definition of long-term or multiple physical conditions/comorbidity
621. Susceptibility to acquiring long-term or multiple physical conditions
622. Individuals with long-term or multiple physical conditions most susceptible to experiencing difficulty when relating to a health professional
623. Possible emotions a Person/s with long-term or multiple physical conditions might experience
624. Possible reasons for these emotions
625. Possible behaviours typical of a Person/s with long-term conditions or comorbidities
626. Principles for effective communication with a Person/s experiencing long-term or multiple conditions
627. Strategies for communicating with a Person/s experiencing long-term or multiple physical conditions
628. Scenario one: The male and the health professional
629. Scenario two: The female and the health professional
630. Person/s experiencing a hearing impairment
631. Definition of a hearing impairment
632. Individuals most susceptible to a hearing impairment
633. Possible emotions a Person/s with a hearing impairment might experience
634. Possible reasons for these emotions
635. Principles for effective communication with a Person/s experiencing a hearing impairment
636. Possible behaviours typical of a Person/s experiencing a hearing impairment
637. Strategies for communicating with a Person/s experiencing a hearing impairment
638. Scenario one: The male and the health professional
639. Scenario two: The female and the health professional
640. Person/s experiencing a visual impairment
641. Definition of a visual impairment
642. TABLE 24.1 Sources of information on hearing impairment
643. Individuals most susceptible to a visual impairment
644. Possible emotions a Person/s experiencing a visual impairment might experience
645. Possible reasons for these emotions
646. Possible behaviours related to a Person/s experiencing a visual impairment
647. Principles for effective communication with a Person/s experiencing a visual impairment
648. Strategies for communicating with a Person/s experiencing a visual impairment
649. Scenario one: The male and the health professional
650. Scenario two: The female and the health professional
651. TABLE 24.2 Sources of information on visual impairment
652. References
653. Chapter 25 Person/s in particular contexts
654. Chapter objective
655. Particular contexts
656. A Person/s who experiences an emergency
657. Definition of a person who experiences an emergency
658. Behaviours related to being a person who experiences an emergency
659. Individuals most susceptible to emergencies
660. Possible emotions a person who experiences an emergency might experience
661. Principles for effective communication with a person who experiences an emergency
662. Strategies for communicating with a person who experiences an emergency
663. Role-plays
664. Scenario one: The male and the health professional
665. Scenario two: The female and the health professional
666. A Person/s who experiences domestic abuse
667. Definition of domestic abuse
668. Behaviours related to being a Person/s who experiences domestic abuse
669. Possible emotions a Person/s who experiences domestic abuse might experience
670. Possible reasons for these emotions
671. Principles for effective communication with a Person/s who experiences domestic abuse
672. Strategies for communicating with a Person/s who experiences domestic abuse
673. Scenario one
674. Scenario two
675. A Person/s who speaks a different language to the health professional
676. Definition of a person who speaks a different language to the health professional
677. Behaviours related to being a person who speaks a different language to the health professional
678. Possible emotions a person who speaks a different language to the health professional might experience
679. Possible reasons for these emotions
680. Principles for effective communication with a person who speaks a different language to the health professional
681. Strategies for communicating with a person who speaks a different language to the health professional
682. Role-plays
683. Scenario one: The male and the health professional
684. Scenario two: The female and the health professional
685. Back Matter
686. Glossary
687. Index
2. How to use this book
3. Reviewers
4. Preface
5. Acknowledgements
6. Section 1 The Significance of Effective Interpersonal Communication in the Health Professional
7. Chapter 1 Effective communication for health professionals
8. Chapter objectives
9. Why learn how to communicate? Everyone can communicate!
10. A guiding principle
11. Factors to consider when defining effective communication
12. Mutual understanding
13. FIGURE 1.1 A model to guide communication in the health professions.Note: Person/s is used to describe all those relating to the health professional during practice, including other employees and colleagues.
14. A common understanding of words
15. Factors external to the sender and receiver
16. Factors specific to the sender
17. Factors specific to the receivers or ‘audience’
18. Chapter summary
19. FIGURE 1.2 Mutual understanding is essential!
20. References
21. Chapter 2 The overarching goal of communication for health professionals
22. Chapter objectives
23. A model demonstrating the importance of communication
24. FIGURE 2.1 International Classification of Functioning, Disability and Health (ICF).
25. Official expectations for effective communication
26. A model to guide the general purpose of communication for the health professions
27. FIGURE 2.2 A model to guide family/Person-centred practice.
28. Mutual understanding
29. Respect
30. Empathy
31. FIGURE 2.3 The doctor is IN.
32. Developing trust
33. A therapeutic relationship
34. Family/Person-centred goals and practice
35. FIGURE 2.4 The components of a model to guide family/Person-centred practice.
36. Chapter summary
37. References
38. Chapter 3 The specific goals of communication for health professionals: 1 Introductions and providing information
39. Chapter objectives
40. Making verbal introductions
41. Introducing oneself and the associated role
42. Introducing the unfamiliar environment
43. Providing information: a two-way process
44. Understanding information
45. Providing constructive feedback
46. Criteria for providing useful and constructive feedback
47. Chapter summary
48. FIGURE 3.1 Quality introductions achieve better results.
49. Review questions
50. References
51. Chapter 4 The specific goals of communication for health professionals: 2 Questioning, comforting and confronting
52. Chapter objectives
53. Interviewing and questioning to gather information
54. Questioning: the tool
55. Why use questions?
56. Types of questions and the information they gather
57. Closed questions
58. Open questions
59. Questions that probe
60. Questions that clarify
61. Questions that ‘lead’
62. Comforting: encouraging versus discouraging
63. Characteristics of encouragement and discouragement
64. TABLE 4.1 Characteristics of possible responses to expressions of negative emotions
65. Classifying responses to negative emotions
66. Practising encouraging responses
67. Confronting unhelpful attitudes or beliefs
68. Chapter summary
69. FIGURE 4.1 There is always a right time and place!
70. Review questions
71. References
72. Section 2 Achieving Effective Communication by Developing Awareness within the Health Professional
73. Chapter 5 Awareness of and need for reflective practice
74. Chapter objectives
75. The ‘what’ of reflection: a definition
76. FIGURE 5.1 Some things become clearer when reflecting and others fade.
77. The ‘why’ of reflection: reasons for reflecting
78. Identifying strengths through reflection
79. Understanding personal responses
80. Reflection upon barriers to experiencing, accepting and resolving negative emotions
81. Exploring your emotional responses
82. TABLE 5.1 Commonly used responses to negative emotions or events and definitions
83. The ‘how’ of reflection: models of reflection
84. Managing an unexpected change in intention
85. The result of reflection: achieving self-awareness
86. Chapter summary
87. FIGURE 5.2 Reflection can identify areas that require changing.
88. Review questions
89. References
90. Chapter 6 Awareness of self
91. Chapter objectives
92. Self-awareness: an essential requirement
93. The benefits of achieving self-awareness
94. Beginning the journey of self-awareness
95. Part 1
96. Part 2
97. Individual values
98. What do I value?
99. Why do I value?
100. Sharing the reasons for valuing
101. Is a health profession an appropriate choice?
102. Values of a health professional
103. Characteristics and abilities that enhance the practice of a health professional
104. Am I suited to a health profession?
105. Personal unconscious needs
106. Conflict between values and needs
107. Perfectionism as a value
108. Self-awareness of personal communication skills
109. Self-awareness of skills for effective listening
110. Self-awareness of skills for effective speaking
111. Personality and resultant communicative behaviours
112. Chapter summary
113. FIGURE 6.1 An effective communicator knows when they communicate like a gorilla!
114. Review questions
115. References
116. Chapter 7 Awareness of how personal assumptions affect communication
117. Chapter objectives
118. Reasons to avoid stereotypical judgment when communicating
119. Explore your prejudice
120. Stereotypical judgment relating to roles
121. Expectations of a health professional
122. Developing attitudes that avoid stereotypical judgment
123. Honest evaluation of values and prejudice
124. Overcoming the power imbalance: ways to demonstrate equality in a relationship
125. TABLE 7.1 Promoting equality when communicating as a health professional
126. Chapter summary
127. FIGURE 7.1 Assumptions can form a barrier.
128. Review questions
129. References
130. Chapter 8 Awareness of the ‘Person/s’
131. Chapter objectives
132. Who is the Person/s?
133. Relevant information about the Person/s
134. Defining the whole ‘Person’
135. Physical aspects of the Person
136. Sexual aspects of the Person
137. Emotional aspects of the Person
138. Validation
139. Clarification within validation
140. Cognitive aspects of the Person
141. TABLE 8.1 The four stages of cognitive function from the Piagetian cognitive development model
142. Social needs of the Person
143. Spiritual needs of the Person
144. Chapter summary
145. FIGURE 8.1 Awareness of the Person/s can be challenging but is worthwhile.
146. Review questions
147. References
148. Chapter 9 Awareness of the effects of non-verbal communication
149. Chapter objectives
150. TABLE 9.1 Components of non-verbal communication
151. The significance of non-verbal communication
152. The benefits of non-verbal communication
153. The effects of non-verbal communication
154. The components of non-verbal communication
155. Environment
156. Body language
157. Facial expression
158. Eye contact
159. Gesture
160. Personal space or proximity
161. Suprasegmentals: prosodic features of the voice
162. Volume
163. Pitch
164. Rate
165. Suprasegmentals: paralinguistic features of the voice
166. Emphasis
167. Pauses
168. Tone
169. Communicating with the Person/s who has limited verbal communication skills
170. Chapter summary
171. FIGURE 9.1 The power of non-verbal messages.
172. Review questions
173. References
174. Chapter 10 Awareness of listening to facilitate Person/s-centred communication
175. Chapter objectives
176. Defining effective listening
177. Requirements of effective listening
178. Results of effective listening
179. Benefits of effective listening
180. Barriers to effective listening
181. Reasons for the use of barriers to listening
182. Preparing to listen
183. Cultural expectations change the requirements for effective listening
184. TABLE 10.1 SAAFETY: Principles of preparing to listen for the health professional
185. Characteristics of effective listening
186. Disengagement
187. TABLE 10.2 SOLER: A model of active listening for the health professional
188. Chapter summary
189. FIGURE 10.1 Active listening requires focus.
190. Review questions
191. References
192. Chapter 11 Awareness of different environments that can affect communication
193. Chapter objectives
194. The physical environment
195. Physical appearance: dress and odour
196. Familiarity with the physical environment and the usual procedures of the health service
197. Person/s seeking assistance
198. Health professional
199. Rooms
200. Furniture placement and physical comfort
201. Waiting rooms
202. Treatment rooms and rooms with beds
203. Avoiding distractions and interruptions
204. Temperature
205. The physical status of the Person/s in particular environments
206. The emotional environment
207. Formal versus informal environments
208. Emotional responses to environmental demands
209. Emotional responses to the immediate environment
210. Emotional responses to an external environment
211. The cultural environment
212. Personal space
213. Colour
214. Time
215. Understanding cultural differences
216. Environments affecting sexuality
217. The social environment
218. Family
219. Pets
220. Friends, neighbours, interest groups and sporting teams
221. Institutional social environment
222. The spiritual environment
223. Chapter summary
224. FIGURE 11.1 The cultural, spiritual, social and emotional environments can be paralysing.
225. Review questions
226. References
227. Section 3 Managing Realities of Communication as A Health Professional
228. Chapter 12 Holistic communication resulting in holistic care
229. Chapter objectives
230. Holistic communication
231. An essential criterion in holistic communication: Respect
232. Defining respect
233. Demonstrating respect
234. Cultural expectations
235. Using names as a sign of respect
236. Confidentiality demonstrates respect
237. Another essential criterion in holistic communication: Empathy
238. The importance and result of empathy for the seeker of assistance
239. Person-centred practice and solving the problem
240. The use of touch with or without empathy
241. Silence to comfort
242. Holistic care
243. Holistic care includes consideration of context
244. The requirements of holistic care
245. Chapter summary
246. FIGURE 12.1 Holistic communication considering all aspects of the Whole Person.
247. Review questions
248. References
249. Chapter 13 Conflict and communication
250. Chapter objectives
251. Conflict during communication
252. Causes of conflict
253. Identifying emotions during conflict
254. Choosing to ignore
255. Resolving negative attitudes and emotions towards another
256. What is your natural tendency or usual way of responding?
257. Patterns of relating during conflict
258. Passive
259. Aggressive
260. Passive-aggressive
261. Assertive
262. Bullying
263. Communicating assertively
264. Role-play 1
265. Role-play 2
266. Role-play 3
267. Role-play 4
268. Role-play 5
269. Chapter summary
270. FIGURE 13.1 The conflict environment can be paralysing.
271. Review questions
272. References
273. Chapter 14 Culturally congruent communication
274. Chapter objectives
275. Introduction
276. Defining culture
277. Cultural identity affecting culturally congruent communication
278. Defining culturally congruent communication
279. Cultural safety
280. Why consider cultural differences?
281. A model of culturally congruent communication
282. FIGURE 14.1 A model of culturally congruent communication.
283. Language
284. Understanding context
285. Ethnocentricity
286. Managing personal cultural assumptions and expectations
287. Strategies for achieving culturally congruent communication
288. Critical self-awareness
289. Personal commitment to understanding differences
290. Exposure and learning
291. Investment of time to negotiate meaning and ensure understanding
292. Anticipation of difficulties
293. Using an interpreter
294. Essential steps when using an interpreter
295. The culture of each health profession
296. The culture of disease or ill-health
297. Chapter summary
298. FIGURE 14.2 Accommodating and embracing diversity facilitates effective communication.
299. Review questions
300. References
301. Chapter 15 Communicating with Indigenous Peoples
302. Chapter objectives
303. Correct use of terms
304. The 4 Rs for reconciliation: Remember, Reflect, Recognise, Respond
305. Remember
306. Reflect
307. Recognise
308. Respond
309. The complexity of cultural identity
310. Principles of practice for health professionals when working with Indigenous Peoples
311. Creating culturally effective interactions and cultural safety for Indigenous Peoples
312. The importance of history
313. Pre-contact history
314. Post-contact history
315. Other factors
316. Factors contributing to culturally congruent communication with Indigenous Peoples
317. Barriers to culturally responsive or congruent communication
318. Chapter summary
319. FIGURE 15.1 Equality produces positive results.
320. Review questions
321. References
322. Further Reading
323. Websites and Organisations
324. Chapter 16 Misunderstandings and communication
325. Chapter objectives
326. Communication that produces misunderstandings
327. Factors affecting mutual understanding
328. Causes of misunderstandings
329. Attitudes
330. Emotions
331. Relevance of context to determine meaning
332. Expectations of styles of communication
333. Expectations of the event or procedure
334. Expectations governed by cultural norms
335. Strategies to avoid misunderstandings
336. Reducing the incidence of misunderstandings
337. Resolving misunderstandings
338. Steps to resolving misunderstandings
339. Chapter summary
340. FIGURE 16.1 Clear expression gathers required information.
341. Review questions
342. References
343. Chapter 17 Ethical communication
344. Chapter objectives
345. Respect regardless of differences
346. Honesty
347. Clarification of expectations
348. Consent
349. Agreement about information
350. Informed consent
351. Confidentiality
352. Protecting shared information
353. Protecting information as an ethical responsibility
354. Protecting the health professional
355. Protecting the Person/s from gossip
356. Boundaries
357. Roles
358. Relationships
359. Self-disclosure
360. Over-identification
361. Ethical codes of behaviour and conduct
362. Chapter summary
363. FIGURE 17.1 The components of ethical communication.
364. Review questions
365. References
366. Further reading
367. Useful websites
368. Chapter 18 Providing healthcare by long-distance or remote communication
369. Chapter objectives
370. Characteristics of remote forms of communication for the health professional
371. TABLE 18.1 Characteristics of remote forms of communication for the health professional
372. TABLE 18.2 Principles that govern professional remote communication
373. Principles that govern professional remote communication
374. Electronic records
375. Telephones
376. Strategies for using a telephone
377. Answering a call
378. Making a call
379. Strategies for using short messaging service (SMS)
380. Strategies for using an answering service or voicemail
381. Video/teleconferencing or using Skype
382. Benefits
383. Strategies for using video/teleconferencing
384. The internet
385. Email
386. Search engines
387. Online collaboration tools
388. Professional chat rooms and wiki spaces
389. Chapter summary
390. FIGURE 18.1 Long-distance communication has particular components.
391. Review questions
392. References
393. Chapter 19 Documentation: ‘one-way’ professional communication
394. Chapter objectives
395. Documentation: information recording and provision
396. Quality, understandable documentation
397. Documentation requirements in the health professions
398. Step 1: Consider the purpose
399. Step 2: Consider the audience
400. Step 3: Consider ethical requirements
401. Step 4: Consider content and organisation
402. Step 5: Consider professional style
403. Characteristics of a professional writing style
404. 1 The use of formal expression and word choice
405. 2 Creating a cohesive document
406. 3 Sentence structure
407. 4 Abbreviations
408. 5 Punctuation
409. Report or letter writing: formatting and content
410. Points to remember
411. Chapter summary
412. Review questions
413. References
414. Chapter 20 Electronic or absent-audience communication
415. Chapter objectives
416. Social networking sites
417. Cyberbullying
418. Other factors relating to the use of social media
419. Netiquette: a mnemonic to guide personal electronic communication
420. Professional communication using social media
421. Chapter summary
422. Review questions
423. References
424. Websites relating to policies for use of social media
425. Section 4 Scenarios to Guide Communication: Opportunities to Practise Communicating Effectively with ‘The Person/s’
426. Scenarios to Guide Communication: Opportunities to Practise Communicating Effectively with ‘The Person/s’
427. Introduction
428. One possible session outline – role-plays
429. Alternative session outline – small-group discussions
430. Chapter 21 Person/s experiencing strong negative emotions
431. Chapter objective
432. Strong negative emotions
433. Person/s behaving aggressively
434. Definition of aggression
435. Individuals most susceptible to behaving aggressively
436. Possible reasons for aggression
437. Possible behaviours related to aggression
438. Principles for effective communication with a Person/s behaving aggressively
439. Strategies for communicating with a Person/s behaving aggressively
440. Scenario one: The male and the health professional
441. Scenario two: The female and the health professional
442. Person/s experiencing extreme distress
443. Definition of extreme distress
444. Individuals most susceptible to extreme distress
445. Possible reasons for extreme distress
446. Possible behaviours related to extreme distress
447. Principles for effective communication with a Person/s experiencing extreme distress
448. Strategies for communicating with a Person/s experiencing extreme distress
449. Scenario one: The male and the health professional
450. Scenario two: The female and the health professional
451. Person/s experiencing depression
452. Interesting facts
453. Definition of depression
454. Individuals most susceptible to feelings of depression
455. Possible reasons for feelings of depression
456. Possible behaviours related to feelings of depression
457. Principles for effective communication with a Person/s experiencing depression
458. Strategies for communicating with a Person/s experiencing depression
459. Scenario one: The male and the health professional
460. Scenario two: The female and the health professional
461. Person/s reluctant to engage or be involved in communication or intervention
462. Definition of reluctance to engage
463. Individuals most susceptible to feeling reluctant to engage
464. Possible reasons for reluctance to engage
465. Possible behaviours related to feeling reluctant to engage
466. Principles for effective communication with a Person/s reluctant to engage
467. Strategies for communicating with a Person/s reluctant to engage
468. Scenario one: The male and the health professional
469. Scenario two: The female and the health professional
470. Chapter 22 Person/s in particular stages of the lifespan
471. Chapter objective
472. Stages of the lifespan
473. A child
474. Definition of a child
475. Children most susceptible to experiencing difficulties when attending a health service
476. Possible emotions a child might experience when attending a health service
477. Possible reasons for these emotions
478. Possible behaviours related to being a child
479. Principles for effective communication with a child
480. Strategies for communicating with a child
481. Scenario one: The male and the trained volunteer
482. Scenario two: The female and the health professional
483. An adolescent
484. Definition of an adolescent
485. Adolescents most susceptible to experiencing difficulties when attending a health service
486. Possible emotions an adolescent might experience
487. Possible reasons for these emotions
488. Possible behaviours related to being an adolescent
489. Principles for effective communication with an adolescent
490. Strategies for communicating with an adolescent
491. Scenario one: The male and the health professional
492. Scenario two: The female and the health professional
493. An adult
494. Definition of an adult
495. Adults most susceptible to experiencing difficulties when attending a health service
496. Possible emotions an adult might experience when relating to a health professional
497. Possible reasons for these emotions
498. Principles for effective communication with an adult
499. Strategies for communicating with an adult
500. Scenario one: The male and the health professional
501. Scenario two: The female and the health professional
502. A person who is older
503. Definition of a person who is older
504. An older person most susceptible to experiencing difficulties when attending a health service
505. Possible emotions an older person might experience
506. Possible reasons for these emotions
507. Possible behaviours related to being an older person
508. Principles for effective communication with an older person
509. Strategies for communicating with an older person
510. Scenario one: The male and the health professional
511. Scenario two: The female and the health professional
512. Chapter 23 Person/s fulfilling particular life roles
513. Chapter objective
514. Particular roles
515. Person/s fulfilling the role of carer
516. Definition of a carer
517. Possible emotions a carer might experience
518. Possible reasons for these emotions
519. Possible behaviours related to being a carer
520. Principles for effective communication with a carer
521. Strategies for communicating with a carer
522. Scenario one: The male and the health professional
523. Scenario two: The female and the health professional
524. Person/s fulfilling the role of a colleague
525. Definition of a colleague in the health professions
526. Attitudes and/or behaviours expected of a health professional
527. Attitudes and/or behaviours not expected of a health professional
528. Possible emotions a colleague might experience
529. Possible reasons for these emotions
530. Principles for effective communication with a colleague
531. Strategies for communicating with a colleague
532. Scenario one: The male and the health professional colleague
533. Scenario two: The female and the health professional colleague
534. Person/s fulfilling the role of parent to a child requiring assistance
535. Definition of a parent
536. Parents in situations most susceptible to experiencing difficulties when attending a health service
537. Possible emotions such a parent might experience
538. Possible reasons for these emotions
539. Possible behaviours related to being a parent with such a child
540. Principles for effective communication with a parent in this situation
541. Strategies for communicating with a parent in this situation
542. Scenario one: The male and the health professional
543. Scenario two: The female and the health professional
544. Person/s fulfilling the role of single parent to a child requiring assistance
545. Definition of a single parent
546. Characteristics single parents may expect of themselves
547. Possible emotions a single parent might experience
548. Possible reasons for these emotions
549. Principles for effective communication with a single parent in this situation
550. Strategies for communicating with a single parent with a child requiring assistance
551. Scenario one: The male and the health professional
552. Scenario two: The female and the health professional
553. Person/s fulfilling the role of a student
554. Definition of a student in the health professions
555. Possible emotions a student might experience
556. Possible reasons for these emotions
557. Possible behaviours related to being a student
558. Principles for effective communication with a student
559. Strategies for communicating with a student
560. Scenario one: The male and the health professional
561. Scenario two: The female and the health professional
562. Groups in the health professions
563. Groups in the health professions
564. Types of groups offered in health services
565. Stages of group growth
566. TABLE 23.1 Stages of group growth
567. Emotions typically experienced in a group
568. Overall group aims
569. Events of specific group sessions and associated emotions
570. Group norms: expectations of group behaviour
571. Principles for effective communication within groups
572. Strategies for communicating as a group leader
573. Scenario one: A two-day team development group
574. Scenario two: An education group
575. References
576. Chapter 24 Person/s experiencing particular conditions
577. Chapter objective
578. Particular conditions
579. Person/s experiencing post-traumatic stress disorder (PTSD) and complex PTSD
580. Definition of PTSD
581. Susceptibility to PTSD
582. Possible emotions a Person/s with PTSD might experience
583. Possible reasons for these emotions
584. Possible behaviours typical of a Person/s with PTSD
585. Principles for effective communication with a Person/s experiencing PTSD
586. Strategies for communicating with a Person/s experiencing PTSD
587. Scenario one: The male and the health professional
588. Scenario two: The female and the respite volunteer
589. Person/s with decreased cognitive function
590. Definition of decreased cognitive function
591. Individuals with decreased cognitive function most susceptible to experiencing difficulty when relating to a health professional
592. Possible emotions a Person/s with decreased cognitive function might experience
593. Possible behaviours related to being a Person/s with decreased cognitive function
594. Principles for effective communication with a Person/s with decreased cognitive function
595. Strategies for communicating with a Person/s with decreased cognitive function
596. Scenario one: The male and the health professional
597. Scenario two: The female and the health professional
598. Person/s experiencing a life-limiting illness and their family
599. Facts about people who know they are dying and their families
600. Core values of Palliative Care Australia (www.palliativecare.org.au)
601. Definition of a life-limiting illness
602. Possible emotions a Person/s experiencing a life-limiting illness, their family members and friends might experience
603. Possible behaviours a Person/s experiencing a life-limiting illness might exhibit
604. Principles for effective communication with a Person/s experiencing a life-limiting illness, their family members and friends
605. Strategies for communicating with a person experiencing a life-limiting illness or with their family and friends
606. Scenario one: The male and the health professional
607. Scenario two: The female and the health professional
608. Person/s experiencing a mental illness
609. Definition of a mental illness
610. Individuals most susceptible to experiencing a mental illness
611. Individuals with a mental illness most susceptible to experiencing difficulty when relating to a health professional
612. Possible emotions a Person/s with a mental illness might experience
613. Possible behaviours related to a Person/s experiencing a mental illness
614. Principles for effective communication with a Person/s experiencing a mental illness
615. Strategies for communicating with a Person/s experiencing a mental illness
616. Scenario one: The male and the health professional
617. Scenario two: The male and the health professional
618. Scenario three: The female and the health professional
619. Person/s experiencing long-term (chronic) and/or multiple physical conditions
620. Definition of long-term or multiple physical conditions/comorbidity
621. Susceptibility to acquiring long-term or multiple physical conditions
622. Individuals with long-term or multiple physical conditions most susceptible to experiencing difficulty when relating to a health professional
623. Possible emotions a Person/s with long-term or multiple physical conditions might experience
624. Possible reasons for these emotions
625. Possible behaviours typical of a Person/s with long-term conditions or comorbidities
626. Principles for effective communication with a Person/s experiencing long-term or multiple conditions
627. Strategies for communicating with a Person/s experiencing long-term or multiple physical conditions
628. Scenario one: The male and the health professional
629. Scenario two: The female and the health professional
630. Person/s experiencing a hearing impairment
631. Definition of a hearing impairment
632. Individuals most susceptible to a hearing impairment
633. Possible emotions a Person/s with a hearing impairment might experience
634. Possible reasons for these emotions
635. Principles for effective communication with a Person/s experiencing a hearing impairment
636. Possible behaviours typical of a Person/s experiencing a hearing impairment
637. Strategies for communicating with a Person/s experiencing a hearing impairment
638. Scenario one: The male and the health professional
639. Scenario two: The female and the health professional
640. Person/s experiencing a visual impairment
641. Definition of a visual impairment
642. TABLE 24.1 Sources of information on hearing impairment
643. Individuals most susceptible to a visual impairment
644. Possible emotions a Person/s experiencing a visual impairment might experience
645. Possible reasons for these emotions
646. Possible behaviours related to a Person/s experiencing a visual impairment
647. Principles for effective communication with a Person/s experiencing a visual impairment
648. Strategies for communicating with a Person/s experiencing a visual impairment
649. Scenario one: The male and the health professional
650. Scenario two: The female and the health professional
651. TABLE 24.2 Sources of information on visual impairment
652. References
653. Chapter 25 Person/s in particular contexts
654. Chapter objective
655. Particular contexts
656. A Person/s who experiences an emergency
657. Definition of a person who experiences an emergency
658. Behaviours related to being a person who experiences an emergency
659. Individuals most susceptible to emergencies
660. Possible emotions a person who experiences an emergency might experience
661. Principles for effective communication with a person who experiences an emergency
662. Strategies for communicating with a person who experiences an emergency
663. Role-plays
664. Scenario one: The male and the health professional
665. Scenario two: The female and the health professional
666. A Person/s who experiences domestic abuse
667. Definition of domestic abuse
668. Behaviours related to being a Person/s who experiences domestic abuse
669. Possible emotions a Person/s who experiences domestic abuse might experience
670. Possible reasons for these emotions
671. Principles for effective communication with a Person/s who experiences domestic abuse
672. Strategies for communicating with a Person/s who experiences domestic abuse
673. Scenario one
674. Scenario two
675. A Person/s who speaks a different language to the health professional
676. Definition of a person who speaks a different language to the health professional
677. Behaviours related to being a person who speaks a different language to the health professional
678. Possible emotions a person who speaks a different language to the health professional might experience
679. Possible reasons for these emotions
680. Principles for effective communication with a person who speaks a different language to the health professional
681. Strategies for communicating with a person who speaks a different language to the health professional
682. Role-plays
683. Scenario one: The male and the health professional
684. Scenario two: The female and the health professional
685. Back Matter
686. Glossary
687. Index
ISBN: 9780729585774
ISBN-10: 0729585778
Format: ePUB
Language: English
Publisher: Elsevier Australia
Edition Number: 3
