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| Appendices | |
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| Foreword | |
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| Preface | |
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| Audiologic Counseling Defined | |
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| Learning Objectives | |
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| What Is Audiologic Counseling? | |
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| What Does "Patient-Centered" Mean? | |
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| Principles of Audiologic Counseling | |
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| Every Patient Is on a Journey | |
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| Counseling Involves Developing Common Ground | |
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| Counseling Is Infused into Every Aspect of Audiologic Care | |
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| What Audiologic Counseling Is Not | |
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| Recognizing Boundaries | |
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| Counseling Referrals | |
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| Does Audiologic Counseling Make a Difference? | |
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| Summary | |
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| Discussion Questions | |
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| Learning Activities | |
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| Emotional Responses to Hearing Loss | |
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| Learning Objectives | |
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| The Stages of Grief | |
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| Shock or Initial Impact | |
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| Defensive Retreat (Denial) | |
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| Personal Questioning (Anger) | |
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| Bargaining | |
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| Depression or Mourning | |
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| Guilt | |
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| Integration and Growth | |
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| A Cycle or a Process? | |
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| Stages of Life | |
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| Grief Impacts All Aspects of Life | |
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| Our Responses to the Reactions That Accompany Hearing Loss | |
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| Empathy | |
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| Barriers to Empathy | |
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| Emotional Response Transformations | |
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| Emotional Redirections | |
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| Emotional Projections | |
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| The Emotional Toll of Clinical Care | |
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| Summary | |
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| Discussion Questions | |
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| Learning Activities | |
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| Approaches to Counseling | |
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| Learning Objectives | |
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| Our Counseling Responsibilities | |
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| Who Provides Counseling to Our Patients? | |
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| Content Counseling | |
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| The Content Trap | |
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| Counseling Theories | |
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| Person-Centered Counseling | |
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| Existentialism | |
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| Behavioral Counseling Theory | |
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| Cognitive (Rational-Emotive) Counseling Theory | |
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| A Family-Systems Approach | |
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| Which Theory Is Best for Audiology? | |
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| Summary | |
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| Discussion Questions | |
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| Building Patient-Centric Relationships | |
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| Learning Objectives | |
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| Perceptions Underpin Dynamics | |
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| First Impressions: From Phone Call to Evaluation | |
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| Our Patients' Perceptions of Us | |
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| Our Perceptions of Our Patients | |
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| Locus of Control | |
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| The Questions We Ask | |
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| Open versus Closed Questions | |
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| Neutral versus Leading Questions | |
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| The Value of "Could" | |
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| The Responses We Give | |
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| The Honest Response | |
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| The Hostile Response | |
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| The Judging Response | |
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| The Probing Response | |
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| The Reassuring Response | |
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| The Understanding Response | |
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| The Silent Response | |
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| The Nonverbal Response | |
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| The Illusion of Successful Multitasking | |
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| Personal Social Styles | |
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| Subdividing Social Styles | |
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| Knowing Your Social Style | |
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| Working with Different Social Styles | |
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| A Resistance to Change | |
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| Summary | |
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| Discussion Questions | |
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| Learning Activities | |
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| The Initial Audiologic Consultation | |
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| Learning Objectives | |
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| Before We Diagnose: Checking Our Assumptions | |
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| The Initial Exchange | |
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| From the Initial Exchange, Counseling Begins | |
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| Supportive Self-Disclosure and "Owning the Hearing Loss" | |
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| Including Communication Partners | |
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| Initial Diagnosis: Adult Patients | |
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| Reactions to Test Results and Our Responses to Those Reactions | |
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| Matching Our Communication to the Patient's Needs | |
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| How We Respond | |
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| Consider the Distribution of Talk Time | |
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| Initial Diagnosis: Parents | |
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| Same Process, Handled with Extreme Care | |
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| Summary | |
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| Discussion Questions | |
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| Learning Activities | |
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| Counseling Considerations for the Pediatric Population | |
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| Learning Objectives | |
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| After the Diagnosis | |
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| Early Counseling Challenges | |
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| Timing of a Diagnosis | |
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| Referring for Genetic Counseling | |
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| The Journey Begins | |
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| Counseling Parents about Their Role as "Shapers" | |
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| Self-Concept Defined | |
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| How Does Self-Concept Develop? | |
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| Stages of Self-Concept Development | |
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| Counseling Applications: Talking about Acceptance and Self-Concept | |
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| One Immediate Issue: Upset about Hearing Aid Appearance? To Be Expected! | |
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| Encouraging the Longer View as Well | |
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| Counseling Parents within a Family Context | |
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| More Counseling Applications: The Case for Support Systems | |
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| Support Groups | |
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| Other Support Systems | |
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| Why Address These Concerns? | |
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| Counseling Children with Hearing Impairment | |
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| Self-Concept and Growing Up with Hearing Loss | |
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| Self Concept and the "Hearing Aid Effect" | |
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| Psychosocial Development | |
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| Emotional Development | |
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| Counseling Applications: "Tell Me What It's Like for You" | |
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| Providing "Food for Thought" | |
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| Summary | |
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| Discussion Questions | |
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| Learning Activities | |
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| Counseling Considerations for Teenage Patients | |
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| Learning Objectives | |
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| The "Work of Adolescence" | |
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| Cognitive Development | |
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| Psychosocial and Emotional Development | |
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| A Challenging Transition | |
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| Counseling Suggestions | |
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| How Would You Answer These Questions? | |
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| What Would Your Best Friend Say? | |
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| What Are the Costs? What Are the Benefits? | |
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| How Do You Deal with Adversity? | |
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| Patient Education and Teens: Transition Planning | |
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| Summary | |
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| Discussion Questions | |
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| Learning Activities | |
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| Counseling Considerations for the Adult Population | |
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| Learning Objectives | |
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| Self-Concept and Hearing Loss | |
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| Challenges to Self-Concept | |
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| Counseling Applications: Talking about the Personal Effects of Hearing Loss | |
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| The All-Important Third Party | |
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| Stress and Hearing Loss | |
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| Coping with Chronic Hearing Loss Stress: Two Strategies | |
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| Counseling Applications: Talking about Stress | |
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| Stress and Aging | |
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| Vulnerability and Isolation | |
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| Vulnerability | |
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| Isolation | |
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| Counseling Applications: Talking about How We Feel | |
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| Hearing Aid/Hearing Assistive Technologies Acceptance | |
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| Hearing Aid Orientation | |
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| Dizziness, Tinnitus, and Hyperacusis | |
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| Patients with Dizziness | |
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| Tinnitus and Hyperacusis Counseling | |
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| Counseling the Patient and Not the Disorder | |
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| Summary | |
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| Discussion Questions | |
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| Learning Activities | |
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| The Hearing Aid Consultation | |
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| Learning Objectives | |
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| Ambivalence in the Clinic | |
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| Attaining Trust | |
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| Motivation | |
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| A Geometric Approach to Motivational Engagement | |
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| Readiness for Change | |
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| First Use of the Line Tool: Ranking Importance for Change | |
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| Second Use of the Line Tool: Ranking Perceived Self-Efficacy | |
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| Cost-Benefit Analysis: The Decisional Box | |
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| Introducing the Box | |
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| Acknowledge the Quandary and State the Obvious | |
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| Presenting Technological Options | |
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| Can All Reluctant Patients Be Turned toward Action? | |
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| Summary | |
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| Discussion Questions | |
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| Learning Activity | |
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| Counseling Considerations for the Older Population | |
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| Learning Objectives | |
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| Changes of Aging | |
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| Auditory Changes | |
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| Visual Changes | |
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| Cutaneous and Tactile Changes | |
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| Motor Changes | |
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| Changes in Equilibrium | |
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| Changes in Cognition and Memory | |
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| Medical Changes | |
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| Lifestyle Changes | |
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| A Cumulative Effect to Changes with Age | |
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| Self-Concept and the Elderly | |
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| Stress and Aging | |
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| Caregiver Stress | |
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| Elder Abuse | |
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| Concomitant Communication Disorders | |
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| Apraxia of Speech | |
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| Dysarthria | |
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| Vocal Production Issues | |
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| Aphasias | |
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| Alzheimer's Disease | |
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| Right to Decline Treatment | |
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| Summary | |
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| Discussion Questions | |
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| Learning Activity | |
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| Patient Education | |
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| Learning Objectives | |
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| Information Retention | |
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| Information Application | |
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| A Roadmap to Effective Patient Education | |
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| Information Suspension | |
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| Summary | |
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| Discussion Questions | |
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| Learning Activities | |
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| Counseling toward Better Communication | |
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| Learning Objectives | |
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| The Case for Moving Beyond the Technological Fix | |
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| Including Communication Partners from the Start | |
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| Gaining a Buy-In That There Is More to Be Done | |
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| A Professionally Guided Self-Tutorial | |
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| Speaking Up about Hearing Problems | |
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| Working on Personal Assertion | |
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| The All-Important Clear Speech | |
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| Dining Out with Friends and Family | |
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| Making New Communication Strategies a Life Habit | |
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| Other Means to Bring Rehabilitation Beyond Hearing Aids into Clinical Practice | |
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| Summary | |
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| Discussion Question | |
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| Learning Activity | |
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| Group Counseling within Hearing Loss Intervention | |
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| Learning Objectives | |
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| The Advantage of Groups | |
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| Support Groups in Pediatric Practice | |
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| Parent Support Groups | |
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| Father Support Groups | |
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| Extended Family Support Groups | |
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| Sibling Support Groups | |
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| Support Groups for Teens with Hearing Loss | |
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| Support Groups in Adult Practice | |
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| Who Needs Adult Group Intervention? | |
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| The Benefits of Group Hearing-Help Classes | |
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| What Is Covered in Group Hearing-Help Classes | |
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| Small- or Large-Group Formats for Adult Better Hearing Workshops? | |
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| Support Group Dynamics | |
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| Group Ground Rules | |
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| Participant Guidelines | |
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| Facilitator Guidelines | |
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| Self-Help Groups | |
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| Summary | |
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| Discussion Questions | |
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| Learning Activities | |
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| Multicultural issues in Patient Care | |
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| Learning Objectives | |
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| Counseling and Cultural Sensitivity | |
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| The Culturally Different Patient | |
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| Minority Enculturation within Western Mores | |
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| Values Along a Continuum | |
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| Independence | |
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| Expertise | |
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| Gender | |
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| Patient Autonomy | |
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| Expectations about Health | |
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| Formality | |
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| Sharing Information | |
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| Time | |
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| Proxemics | |
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| Stress within Multicultural Populations | |
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| The Deaf Culture | |
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| Deaf Culture and Cochlear Implantation | |
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| Summary | |
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| Discussion Questions | |
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| Learning Activities | |
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| Afterword | |
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| References | |
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| Author Index | |
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| Subject Index | |