Exposure to Disability and Hearing Loss Narratives in Undergraduate Audiology Curriculum

Berg, Abbey L.; Canellas, Maryrose; Salbod, Stephen; Velayo, Richard S.

doi:10.1044/1059-0889(2008/08-0001)

Cited by 10 publications

(5 citation statements)

References 7 publications

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“…As in this study, the students were confident about their communication skills, they still needed more information to improve their communication skills in professional environment. Similar to this study Berg, Canellas, Salbod, and Velayo (2008) examined the knowledge of undergraduate students on counseling skills. They used the narratives from English et al (1999) in one group and they did not use narratives in other group.…”

Section: Discussionmentioning

confidence: 95%

Counseling in Audiology: Students' Perspectives

Uyar¹,

Yücel²,

Atkins³

2018

Yuksekogretim Derg

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A A udiology profession evolved from different areas which are related to hearing science with a unique perspective such as engineering, medicine, physiology, psychology, speech pathology and teaching (Burkard, 2002). From this perspective, audiology curriculums have a broad diversity internationally, even within countries (Goulios & Patuzzi, 2008). According to WHO report (1998), the number of audiologists per capita in developing countries were ranged from one audiologist per 0.5 million people to 6.25 million people. The same report indicated that number of audiologists in developed countries is nearly one per 20,000 people (WHO, 1998). Burkard (2002) summarized that the ratio of audiologists in developing to developed countries was 300 to 1 and these numbers indicated the importance of cost-effective model for audiology education. All around the world, audiology education and curriculum varied from country to country or within the country in different regions. For example, it is a two year technical college Ampirik Araflt›rma / Original Empirical Research www.yuksekogretim.org Dan›flmanl›k becerileri, odyoloji ünitelerinde hastalar›n ve ailelerinin memnuniyeti artt›rmak için önemlidir. Bu çal›flman›n amac›, odyoloji ö¤rencilerinin dan›flmanl›k becerileri, kendilerinin kiflileraras› iletiflim becerileri ve dan›flmanl›k sürecindeki s›n›rlar›na iliflkin bilgilerine yönelik bak›fl aç›lar›n›n belirlenmesidir. ‹lk ankete yirmi bir ö¤renci, ikinci ankete otuz sekiz ö¤renci kat›lm›flt›r. Bütün ö¤renciler 2015-2016 bahar döneminde "‹letiflim Bozukluklar›nda Dan›flmanl›k" dersini alm›fllard›r. Ö¤renciler "‹letiflim Bozukluklar›nda Dan›flmanl›k" dersinden önce ve sonra de¤erlendirilmifllerdir. Kat›l›mc›lar her iki ankette de iki form doldurmufllard›r. ‹lk formun amac› ö¤rencilerin dan›flmanl›k ve kiflileraras› iletiflim becerilerine yönelik alg›lar›n›n belirlenmesidir. ‹kinci form, ö¤rencilerin odyoloji prati¤indeki uzmanl›k s›n›rlar› hakk›ndaki bilgilerini de¤erlendirmeyi hedeflemifltir. Sonuçlar, dersin sonunda ö¤rencilerin iletiflim becerileri ve kendileri hakk›nda daha güvenli hissettiklerini iflaret etmektedir. Ancak dan›flmanl›k becerilerinden memnun olmalar›na ra¤men, odyolog olarak dan›flmanl›k s›n›rlar›n› belirlemede zorlanmaya devam etmifllerdir. Odyoloji programlar›n›n odyologlar›n dan›flmanl›k s›n›rlar›n› vurgulayan, dan›fl-manl›¤a yönelik daha fazla derse ve e¤itim program›na ihtiyaçlar› bulun-maktad›r.

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Section: Discussionmentioning

confidence: 95%

Counseling in Audiology: Students' Perspectives

Uyar¹,

Yücel²,

Atkins³

2018

Yuksekogretim Derg

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“…In some cases, like ours, students wrote journals or reflective responses. [17][18][19][20][21] In other instances, reflection took place in the context of discussions. [22][23][24] Importantly, instances in which there was no reflection, no attitude change (or negative change) was found, 25,26 although knowledge change might occur.…”

Section: Discussionmentioning

confidence: 99%

Nurturing constructive change that works: a critical theory-informed model for transforming health service psychologists’ views of people with disabilities

Gathercoal

Seegobin

et al. 2017

Qual Res Med Healthc

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We have been developing and refining a disability training exercise for health service psychologists that is ever more effective at encouraging lasting change in the way students regard disabilities and the people who live with those disabilities. Although research suggests that simulation exercises tend to be ineffective at creating long-term attitude change in participants, quantitative and qualitative results indicate our exercise, composed of a simulation followed by debriefing and reflection, helps professionals better understand some of the challenges people with disabilities daily face, and how those challenges can affect their well being. We found this combination is more likely to yield long-term changes than any of these approaches alone. This paper is not principally the description of a pedagogical technique, but instead is an examination of how the combination of simulation, debriefing, and reflective journaling may challenge taken-for-granted assumptions about disabilities, e.g., that disabilities transform individuals into a different kind of human being (with either superhuman powers or as object of pity) instead of seeing these individuals as ordinary people facing extraordinary, and often society-created obstacles. One frequent call of Critical Theorists is to challenge those things we take for granted. Social and cultural structures create specific viewpoints and thus problematizing the apparent is necessary for understanding of, and emancipation from, potentially oppressive social structures. Inspired by this call to render the taken-for-granted as problematic, the exercise we describe creates inversions of performer/audience, professional/student, and scientist/researcher positions. In each of these inversions, the role of the objective observer is denied and the student is invited to engage in his or her own evaluative and potentially transformative experience. Through each of these inversions, different realities can be more readily utilized by thoughtful students to render problematic some of the dominant views about people with disabilities. To make this case, we utilize both qualitative and quantitative methods. The students’ own words, captured in their journals before and after the exercise, are examined in comparison with program goals and features. The weight of the evidence is impressive, indicating that the combination of simulation, debriefing and journaling reflection are effective at creating a space in which change of attitudes does occur.

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“…Although the traditional case history continues to be the most common approach to obtaining information from patients in audiology practice, the use of narratives to enhance our understanding of the impact of hearing disorders is increasingly stressed in the literature (e.g., Berg, Canellas, Salbod, & Velayo, 2008;Dauman & Erlandsson, 2012;DiLollo, 2014;DiLollo & Neimeyer, 2014;Erdman, 2014;Erlandsson, Lundin, & Dauman, 2014;Lockey, Jennings, & Shaw, 2010). To obtain an understanding of each participant's specific complaints and circumstances and enable the impact of tinnitus on his or her life to be addressed fully, eliciting a narrative was a critical element of the SOC.…”

Section: Patient Narrativesmentioning

confidence: 99%

The Tinnitus Retraining Therapy Trial's Standard of Care Control Condition: Rationale and Description of a Patient-Centered Protocol

Erdman¹,

Scherer

Sierra-Irizarry

et al. 2019

Am J Audiol

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Purpose The selection and design of control conditions are critical factors in minimizing the influence of unwanted variables in randomized controlled trials (RCTs). This article describes the rationale, design, and content of a standard of care control condition in a Phase III RCT of tinnitus retraining therapy. Method Existing tinnitus practices at military hospitals were identified and aligned with the American Speech-Language-Hearing Association's (2006) preferred practice patterns for tinnitus management and counseling and embedded in a patient-centered protocol to ensure uniformity and treatment fidelity. Results For those involved in the design of behavioral RCTs, the article identifies options and methods to consider in the selection and design of control conditions. Conclusion For those who provide tinnitus services, the standard of care protocol developed for the tinnitus retraining therapy trial constitutes a patient-centered approach to intervention that can be implemented clinically. Supplemental Material https://doi.org/10.23641/asha.9342503

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Exposure to Disability and Hearing Loss Narratives in Undergraduate Audiology Curriculum

Abstract: Narratives appear to be effective in increasing affective elements in students' technical/informational responses and may have a place and be of value in undergraduate CSD curriculum.

Cited by 10 publications

References 7 publications

Counseling in Audiology: Students' Perspectives

Counseling in Audiology: Students' Perspectives

Nurturing constructive change that works: a critical theory-informed model for transforming health service psychologists’ views of people with disabilities

The Tinnitus Retraining Therapy Trial's Standard of Care Control Condition: Rationale and Description of a Patient-Centered Protocol

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