Additional Information
Book Details
Abstract
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.
Divided into four sections, the title takes the reader on a journey of reflection upon personal communication styles and habits. Essential communication strategies and skills are reviewed to rebuild and enhance future practice. The fully revised third edition by Gjyn O'Toole will appeal to the health student and practitioner seeking to improve communication style and practice in an increasingly complex healthcare environment.
- Individual and group activities integrated throughout, designed to promote communication skill, reflection and awareness
- Key communication challenges addressed – conflict, cultural variations, misunderstandings, ethical issues, communicating over distances, written documentation and electronic forms of communication including social networking sites
- Updated online evolve resources for lecturers and students at evolve.elsevier.com
- Updated illustrations
- New chapter focusing solely on electronic communication – the advantages and disadvantages plus strategies for appropriate use of social media
- New chapter exploring the importance of ‘one way’ documentation, professional writing and conduct
- New scenarios and activities – 49 scenarios present realistic situations and individuals that health professionals encounter, encouraging the reader to actively explore circumstances and needs
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | cover | ||
| Inside Front Cover | ifc1 | ||
| Communication | i | ||
| Copyright Page | iv | ||
| Table Of Contents | v | ||
| How to use this book | xi | ||
| Reviewers | xii | ||
| Preface | xiii | ||
| Acknowledgements | xiv | ||
| 1 The Significance of Effective Interpersonal Communication in the Health Professional | 1 | ||
| 1 Effective communication for health professionals | 2 | ||
| Chapter objectives | 2 | ||
| Why learn how to communicate? Everyone can communicate! | 2 | ||
| A guiding principle | 3 | ||
| Factors to consider when defining effective communication | 3 | ||
| Mutual understanding | 3 | ||
| A common understanding of words | 5 | ||
| Factors external to the sender and receiver | 5 | ||
| Factors specific to the sender | 5 | ||
| Factors specific to the receivers or ‘audience’ | 6 | ||
| Chapter summary | 7 | ||
| References | 8 | ||
| 2 The overarching goal of communication for health professionals | 10 | ||
| Chapter objectives | 10 | ||
| A model demonstrating the importance of communication | 10 | ||
| Official expectations for effective communication | 11 | ||
| A model to guide the general purpose of communication for the health professions | 12 | ||
| Mutual understanding | 13 | ||
| Respect | 13 | ||
| Empathy | 13 | ||
| Developing trust | 15 | ||
| A therapeutic relationship | 16 | ||
| Family/Person-centred goals and practice | 16 | ||
| Chapter summary | 18 | ||
| References | 18 | ||
| 3 The specific goals of communication for health professionals | 21 | ||
| Chapter objectives | 21 | ||
| Making verbal introductions | 22 | ||
| Introducing oneself and the associated role | 23 | ||
| Introducing the unfamiliar environment | 24 | ||
| Providing information: a two-way process | 25 | ||
| Providing constructive feedback | 27 | ||
| Criteria for providing useful and constructive feedback | 28 | ||
| Chapter summary | 28 | ||
| Review questions | 29 | ||
| References | 30 | ||
| 4 The specific goals of communication for health professionals | 33 | ||
| Chapter objectives | 33 | ||
| Interviewing and questioning to gather information | 33 | ||
| Questioning: the tool | 34 | ||
| Why use questions? | 34 | ||
| Types of questions and the information they gather | 34 | ||
| Closed questions | 34 | ||
| Open questions | 36 | ||
| Questions that probe | 36 | ||
| Questions that clarify | 36 | ||
| Questions that ‘lead’ | 37 | ||
| Comforting: encouraging versus discouraging | 37 | ||
| Characteristics of encouragement and discouragement | 38 | ||
| Confronting unhelpful attitudes or beliefs | 40 | ||
| Chapter summary | 42 | ||
| Review questions | 43 | ||
| References | 45 | ||
| 2 Achieving Effective Communication by Developing Awareness within the Health Professional | 47 | ||
| 5 Awareness of and need for reflective practice | 48 | ||
| Chapter objectives | 48 | ||
| The ‘what’ of reflection: a definition | 49 | ||
| The ‘why’ of reflection: reasons for reflecting | 50 | ||
| Reflection upon barriers to experiencing, accepting and resolving negative emotions | 52 | ||
| The ‘how’ of reflection: models of reflection | 55 | ||
| The result of reflection: achieving self-awareness | 58 | ||
| Chapter summary | 58 | ||
| Review questions | 59 | ||
| References | 60 | ||
| 6 Awareness of self | 64 | ||
| Chapter objectives | 64 | ||
| Self-awareness: an essential requirement | 64 | ||
| The benefits of achieving self-awareness | 65 | ||
| Beginning the journey of self-awareness | 65 | ||
| Individual values | 66 | ||
| Is a health profession an appropriate choice? | 67 | ||
| Values of a health professional | 67 | ||
| Characteristics and abilities that enhance the practice of a health professional | 68 | ||
| Personal unconscious needs | 69 | ||
| Conflict between values and needs | 71 | ||
| Perfectionism as a value | 71 | ||
| Self-awareness of personal communication skills | 72 | ||
| Self-awareness of skills for effective listening | 73 | ||
| Self-awareness of skills for effective speaking | 73 | ||
| Personality and resultant communicative behaviours | 74 | ||
| Chapter summary | 75 | ||
| Review questions | 76 | ||
| References | 77 | ||
| 7 Awareness of how personal assumptions affect communication | 80 | ||
| Chapter objectives | 80 | ||
| Reasons to avoid stereotypical judgment when communicating | 81 | ||
| Stereotypical judgment relating to roles | 82 | ||
| Expectations of a health professional | 82 | ||
| Developing attitudes that avoid stereotypical judgment | 84 | ||
| Overcoming the power imbalance: ways to demonstrate equality in a relationship | 86 | ||
| Chapter summary | 87 | ||
| Review questions | 87 | ||
| References | 89 | ||
| 8 Awareness of the ‘Person/s’ | 92 | ||
| Chapter objectives | 92 | ||
| Who is the Person/s? | 92 | ||
| Relevant information about the Person/s | 92 | ||
| Defining the whole ‘Person’ | 93 | ||
| Physical aspects of the Person | 95 | ||
| Sexual aspects of the Person | 95 | ||
| Emotional aspects of the Person | 96 | ||
| Validation | 96 | ||
| Clarification within validation | 97 | ||
| Cognitive aspects of the Person | 99 | ||
| Social needs of the Person | 101 | ||
| Spiritual needs of the Person | 102 | ||
| Chapter summary | 103 | ||
| Review questions | 104 | ||
| References | 105 | ||
| 9 Awareness of the effects of non-verbal communication | 108 | ||
| Chapter objectives | 108 | ||
| The significance of non-verbal communication | 109 | ||
| The benefits of non-verbal communication | 110 | ||
| The effects of non-verbal communication | 110 | ||
| The components of non-verbal communication | 110 | ||
| Environment | 110 | ||
| Body language | 111 | ||
| Facial expression | 111 | ||
| Eye contact | 112 | ||
| Gesture | 112 | ||
| Personal space or proximity | 112 | ||
| Suprasegmentals: prosodic features of the voice | 113 | ||
| Volume | 113 | ||
| Pitch | 113 | ||
| Rate | 113 | ||
| Suprasegmentals: paralinguistic features of the voice | 114 | ||
| Emphasis | 114 | ||
| Pauses | 114 | ||
| Tone | 115 | ||
| Communicating with the Person/s who has limited verbal communication skills | 116 | ||
| Chapter summary | 117 | ||
| Review questions | 118 | ||
| References | 120 | ||
| 10 Awareness of listening to facilitate Person/s-centred communication | 123 | ||
| Chapter objectives | 123 | ||
| Defining effective listening | 124 | ||
| Requirements of effective listening | 124 | ||
| Results of effective listening | 125 | ||
| Benefits of effective listening | 125 | ||
| Barriers to effective listening | 126 | ||
| Reasons for the use of barriers to listening | 128 | ||
| Preparing to listen | 129 | ||
| Cultural expectations change the requirements for effective listening | 129 | ||
| Characteristics of effective listening | 130 | ||
| Disengagement | 131 | ||
| Chapter summary | 132 | ||
| Review questions | 133 | ||
| References | 134 | ||
| 11 Awareness of different environments that can affect communication | 137 | ||
| Chapter objectives | 137 | ||
| The physical environment | 138 | ||
| Physical appearance: dress and odour | 138 | ||
| Familiarity with the physical environment and the usual procedures of the health service | 139 | ||
| Person/s seeking assistance | 139 | ||
| Health professional | 139 | ||
| Rooms | 140 | ||
| Furniture placement and physical comfort | 140 | ||
| Waiting rooms | 140 | ||
| Treatment rooms and rooms with beds | 140 | ||
| Avoiding distractions and interruptions | 141 | ||
| Temperature | 141 | ||
| The physical status of the Person/s in particular environments | 142 | ||
| The emotional environment | 142 | ||
| Formal versus informal environments | 142 | ||
| Emotional responses to environmental demands | 143 | ||
| Emotional responses to the immediate environment | 143 | ||
| Emotional responses to an external environment | 143 | ||
| The cultural environment | 145 | ||
| Personal space | 145 | ||
| Colour | 145 | ||
| Time | 145 | ||
| Understanding cultural differences | 146 | ||
| Environments affecting sexuality | 146 | ||
| The social environment | 147 | ||
| Family | 147 | ||
| Pets | 147 | ||
| Friends, neighbours, interest groups and sporting teams | 147 | ||
| Institutional social environment | 147 | ||
| The spiritual environment | 148 | ||
| Chapter summary | 149 | ||
| Review questions | 150 | ||
| References | 151 | ||
| 3 Managing Realities of Communication as A Health Professional | 154 | ||
| 12 Holistic communication resulting in holistic care | 155 | ||
| Chapter objectives | 155 | ||
| Holistic communication | 155 | ||
| An essential criterion in holistic communication: Respect | 156 | ||
| Defining respect | 157 | ||
| Demonstrating respect | 157 | ||
| Cultural expectations | 158 | ||
| Using names as a sign of respect | 158 | ||
| Confidentiality demonstrates respect | 158 | ||
| Another essential criterion in holistic communication: Empathy | 159 | ||
| The importance and result of empathy for the seeker of assistance | 160 | ||
| The use of touch with or without empathy | 161 | ||
| Silence to comfort | 162 | ||
| Holistic care | 163 | ||
| Holistic care includes consideration of context | 164 | ||
| The requirements of holistic care | 164 | ||
| Chapter summary | 166 | ||
| Review questions | 167 | ||
| References | 168 | ||
| 13 Conflict and communication | 172 | ||
| Chapter objectives | 172 | ||
| Conflict during communication | 173 | ||
| Causes of conflict | 173 | ||
| Identifying emotions during conflict | 173 | ||
| Choosing to ignore | 174 | ||
| Resolving negative attitudes and emotions towards another | 174 | ||
| Patterns of relating during conflict | 175 | ||
| Passive | 176 | ||
| Aggressive | 176 | ||
| Passive-aggressive | 176 | ||
| Assertive | 177 | ||
| Bullying | 177 | ||
| Communicating assertively | 178 | ||
| Chapter summary | 180 | ||
| Review questions | 181 | ||
| References | 182 | ||
| 14 Culturally congruent communication | 185 | ||
| Chapter objectives | 185 | ||
| Introduction | 185 | ||
| Defining culture | 186 | ||
| Cultural identity affecting culturally congruent communication | 186 | ||
| Defining culturally congruent communication | 187 | ||
| Cultural safety | 187 | ||
| Why consider cultural differences? | 188 | ||
| A model of culturally congruent communication | 189 | ||
| Language | 190 | ||
| Understanding context | 191 | ||
| Ethnocentricity | 191 | ||
| Managing personal cultural assumptions and expectations | 193 | ||
| Strategies for achieving culturally congruent communication | 194 | ||
| Critical self-awareness | 194 | ||
| Personal commitment to understanding differences | 194 | ||
| Exposure and learning | 195 | ||
| Investment of time to negotiate meaning and ensure understanding | 195 | ||
| Anticipation of difficulties | 195 | ||
| Using an interpreter | 196 | ||
| Essential steps when using an interpreter | 196 | ||
| The culture of each health profession | 197 | ||
| The culture of disease or ill-health | 198 | ||
| Chapter summary | 198 | ||
| Review questions | 199 | ||
| References | 200 | ||
| 15 Communicating with Indigenous Peoples | 205 | ||
| Chapter objectives | 205 | ||
| Correct use of terms | 205 | ||
| The 4 Rs for reconciliation: Remember, Reflect, Recognise, Respond | 206 | ||
| Remember | 206 | ||
| Reflect | 206 | ||
| Recognise | 207 | ||
| Respond | 207 | ||
| The complexity of cultural identity | 207 | ||
| Principles of practice for health professionals when working with Indigenous Peoples | 209 | ||
| Creating culturally effective interactions and cultural safety for Indigenous Peoples | 209 | ||
| The importance of history | 211 | ||
| Pre-contact history | 211 | ||
| Post-contact history | 211 | ||
| Other factors | 212 | ||
| Factors contributing to culturally congruent communication with Indigenous Peoples | 215 | ||
| Barriers to culturally responsive or congruent communication | 218 | ||
| Chapter summary | 218 | ||
| Review questions | 219 | ||
| References | 222 | ||
| Further Reading | 224 | ||
| Websites and Organisations | 225 | ||
| 16 Misunderstandings and communication | 226 | ||
| Chapter objectives | 226 | ||
| Communication that produces misunderstandings | 226 | ||
| Factors affecting mutual understanding | 227 | ||
| Causes of misunderstandings | 228 | ||
| Attitudes | 229 | ||
| Emotions | 229 | ||
| Relevance of context to determine meaning | 229 | ||
| Expectations of styles of communication | 230 | ||
| Expectations of the event or procedure | 231 | ||
| Expectations governed by cultural norms | 231 | ||
| Strategies to avoid misunderstandings | 232 | ||
| Reducing the incidence of misunderstandings | 232 | ||
| Resolving misunderstandings | 233 | ||
| Steps to resolving misunderstandings | 234 | ||
| Chapter summary | 234 | ||
| Review questions | 235 | ||
| References | 237 | ||
| 17 Ethical communication | 239 | ||
| Chapter objectives | 239 | ||
| Respect regardless of differences | 240 | ||
| Honesty | 240 | ||
| Clarification of expectations | 241 | ||
| Consent | 242 | ||
| Agreement about information | 242 | ||
| Informed consent | 242 | ||
| Confidentiality | 243 | ||
| Protecting shared information | 243 | ||
| Protecting information as an ethical responsibility | 243 | ||
| Protecting the health professional | 244 | ||
| Protecting the Person/s from gossip | 244 | ||
| Boundaries | 244 | ||
| Roles | 244 | ||
| Relationships | 245 | ||
| Self-disclosure | 245 | ||
| Over-identification | 246 | ||
| Ethical codes of behaviour and conduct | 246 | ||
| Chapter summary | 246 | ||
| Review questions | 247 | ||
| References | 249 | ||
| Further reading | 251 | ||
| Useful websites | 252 | ||
| 18 Providing healthcare by long-distance or remote communication | 253 | ||
| Chapter objectives | 253 | ||
| Characteristics of remote forms of communication for the health professional | 254 | ||
| Principles that govern professional remote communication | 256 | ||
| Electronic records | 256 | ||
| Telephones | 257 | ||
| Strategies for using a telephone | 257 | ||
| Answering a call | 257 | ||
| Making a call | 257 | ||
| Strategies for using short messaging service (SMS) | 258 | ||
| Strategies for using an answering service or voicemail | 258 | ||
| Video/teleconferencing or using Skype | 259 | ||
| Benefits | 259 | ||
| Strategies for using video/teleconferencing | 260 | ||
| The internet | 260 | ||
| 260 | |||
| Search engines | 261 | ||
| Online collaboration tools | 262 | ||
| Professional chat rooms and wiki spaces | 262 | ||
| Chapter summary | 262 | ||
| Review questions | 263 | ||
| References | 265 | ||
| 19 Documentation | 267 | ||
| Chapter objectives | 267 | ||
| Documentation: information recording and provision | 268 | ||
| Quality, understandable documentation | 268 | ||
| Documentation requirements in the health professions | 269 | ||
| Step 1: Consider the purpose | 269 | ||
| Step 2: Consider the audience | 269 | ||
| Step 3: Consider ethical requirements | 269 | ||
| Step 4: Consider content and organisation | 270 | ||
| Step 5: Consider professional style | 270 | ||
| Characteristics of a professional writing style | 271 | ||
| 1. The use of formal expression and word choice | 271 | ||
| 2. Creating a cohesive document | 273 | ||
| 3. Sentence structure | 273 | ||
| 4. Abbreviations | 276 | ||
| 5. Punctuation | 277 | ||
| Report or letter writing: formatting and content | 277 | ||
| Points to remember | 278 | ||
| Chapter summary | 278 | ||
| Review questions | 279 | ||
| References | 282 | ||
| 20 Electronic or absent-audience communication | 285 | ||
| Chapter objectives | 285 | ||
| Social networking sites | 286 | ||
| Cyberbullying | 289 | ||
| Other factors relating to the use of social media | 290 | ||
| Netiquette: a mnemonic to guide personal electronic communication | 292 | ||
| Professional communication using social media | 292 | ||
| Chapter summary | 294 | ||
| Review questions | 294 | ||
| References | 296 | ||
| Websites relating to policies for use of social media | 299 | ||
| 4 Scenarios to Guide Communication: Opportunities to Practise Communicating Effectively with ‘The Person/s’ | 300 | ||
| 4 Scenarios to Guide Communication: Opportunities to Practise Communicating Effectively with ‘the Person/s’ | 301 | ||
| Introduction | 301 | ||
| One possible session outline – role-plays | 301 | ||
| Alternative session outline – small-group discussions | 303 | ||
| 21 Person/s experiencing strong negative emotions | 304 | ||
| Chapter objective | 304 | ||
| Person/s behaving aggressively | 305 | ||
| Definition of aggression | 305 | ||
| Individuals most susceptible to behaving aggressively | 305 | ||
| Possible reasons for aggression | 305 | ||
| Possible behaviours related to aggression | 306 | ||
| Principles for effective communication with a Person/s behaving aggressively | 306 | ||
| Strategies for communicating with a Person/s behaving aggressively | 306 | ||
| Person/s experiencing extreme distress | 307 | ||
| Definition of extreme distress | 307 | ||
| Individuals most susceptible to extreme distress | 308 | ||
| Possible reasons for extreme distress | 308 | ||
| Possible behaviours related to extreme distress | 308 | ||
| Principles for effective communication with a Person/s experiencing extreme distress | 308 | ||
| Strategies for communicating with a Person/s experiencing extreme distress | 308 | ||
| Person/s experiencing depression | 310 | ||
| Interesting facts | 310 | ||
| Definition of depression | 310 | ||
| Individuals most susceptible to feelings of depression | 310 | ||
| Possible reasons for feelings of depression | 310 | ||
| Possible behaviours related to feelings of depression | 310 | ||
| Principles for effective communication with a Person/s experiencing depression | 311 | ||
| Strategies for communicating with a Person/s experiencing depression | 311 | ||
| Person/s reluctant to engage or be involved in communication or intervention | 312 | ||
| Definition of reluctance to engage | 312 | ||
| Individuals most susceptible to feeling reluctant to engage | 312 | ||
| Possible reasons for reluctance to engage | 313 | ||
| Possible behaviours related to feeling reluctant to engage | 313 | ||
| Principles for effective communication with a Person/s reluctant to engage | 313 | ||
| Strategies for communicating with a Person/s reluctant to engage | 314 | ||
| 22 Person/s in particular stages of the lifespan | 316 | ||
| Chapter objective | 316 | ||
| A child | 317 | ||
| Definition of a child | 317 | ||
| Children most susceptible to experiencing difficulties when attending a health service | 317 | ||
| Possible emotions a child might experience when attending a health service | 317 | ||
| Possible reasons for these emotions | 317 | ||
| Possible behaviours related to being a child | 318 | ||
| Principles for effective communication with a child | 318 | ||
| Strategies for communicating with a child | 318 | ||
| An adolescent | 320 | ||
| Definition of an adolescent | 320 | ||
| Adolescents most susceptible to experiencing difficulties when attending a health service | 320 | ||
| Possible emotions an adolescent might experience | 321 | ||
| Possible reasons for these emotions | 321 | ||
| Possible behaviours related to being an adolescent | 321 | ||
| Principles for effective communication with an adolescent | 321 | ||
| Strategies for communicating with an adolescent | 322 | ||
| An adult | 323 | ||
| Definition of an adult | 323 | ||
| Adults most susceptible to experiencing difficulties when attending a health service | 324 | ||
| Possible emotions an adult might experience when relating to a health professional | 324 | ||
| Possible reasons for these emotions | 324 | ||
| Principles for effective communication with an adult | 324 | ||
| Strategies for communicating with an adult | 324 | ||
| A person who is older | 326 | ||
| Definition of a person who is older | 326 | ||
| An older person most susceptible to experiencing difficulties when attending a health service | 326 | ||
| Possible emotions an older person might experience | 326 | ||
| Possible reasons for these emotions | 327 | ||
| Possible behaviours related to being an older person | 327 | ||
| Principles for effective communication with an older person | 327 | ||
| Strategies for communicating with an older person | 328 | ||
| 23 Person/s fulfilling particular life roles | 329 | ||
| Chapter objective | 329 | ||
| Person/s fulfilling the role of carer | 330 | ||
| Definition of a carer | 330 | ||
| Possible emotions a carer might experience | 330 | ||
| Possible reasons for these emotions | 330 | ||
| Possible behaviours related to being a carer | 330 | ||
| Principles for effective communication with a carer | 331 | ||
| Strategies for communicating with a carer | 331 | ||
| Person/s fulfilling the role of a colleague | 332 | ||
| Definition of a colleague in the health professions | 332 | ||
| Attitudes and/or behaviours expected of a health professional | 332 | ||
| Attitudes and/or behaviours not expected of a health professional | 332 | ||
| Possible emotions a colleague might experience | 333 | ||
| Possible reasons for these emotions | 333 | ||
| Principles for effective communication with a colleague | 333 | ||
| Strategies for communicating with a colleague | 333 | ||
| Person/s fulfilling the role of parent to a child requiring assistance | 334 | ||
| Definition of a parent | 335 | ||
| Parents in situations most susceptible to experiencing difficulties when attending a health service | 335 | ||
| Possible emotions such a parent might experience | 335 | ||
| Possible reasons for these emotions | 335 | ||
| Possible behaviours related to being a parent with such a child | 336 | ||
| Principles for effective communication with a parent in this situation | 336 | ||
| Strategies for communicating with a parent in this situation | 336 | ||
| Person/s fulfilling the role of single parent to a child requiring assistance | 337 | ||
| Definition of a single parent | 338 | ||
| Characteristics single parents may expect of themselves | 338 | ||
| Possible emotions a single parent might experience | 338 | ||
| Possible reasons for these emotions | 338 | ||
| Principles for effective communication with a single parent in this situation | 339 | ||
| Strategies for communicating with a single parent with a child requiring assistance | 339 | ||
| Person/s fulfilling the role of a student | 340 | ||
| Definition of a student in the health professions | 340 | ||
| Possible emotions a student might experience | 341 | ||
| Possible reasons for these emotions | 341 | ||
| Possible behaviours related to being a student | 341 | ||
| Principles for effective communication with a student | 341 | ||
| Strategies for communicating with a student | 342 | ||
| Groups in the health professions | 343 | ||
| Types of groups offered in health services | 343 | ||
| Stages of group growth | 344 | ||
| Emotions typically experienced in a group | 345 | ||
| Overall group aims | 345 | ||
| Events of specific group sessions and associated emotions | 345 | ||
| Group norms: expectations of group behaviour | 346 | ||
| Principles for effective communication within groups | 346 | ||
| Strategies for communicating as a group leader | 346 | ||
| References | 347 | ||
| 24 Person/s experiencing particular conditions | 348 | ||
| Chapter objective | 348 | ||
| Person/s experiencing post-traumatic stress disorder (PTSD) and complex PTSD | 349 | ||
| Definition of PTSD | 349 | ||
| Susceptibility to PTSD | 349 | ||
| Possible emotions a Person/s with PTSD might experience | 349 | ||
| Possible reasons for these emotions | 350 | ||
| Possible behaviours typical of a Person/s with PTSD | 350 | ||
| Principles for effective communication with a Person/s experiencing PTSD | 350 | ||
| Strategies for communicating with a Person/s experiencing PTSD | 351 | ||
| Person/s with decreased cognitive function | 352 | ||
| Definition of decreased cognitive function | 353 | ||
| Individuals with decreased cognitive function most susceptible to experiencing difficulty when relating to a health professional | 353 | ||
| Possible emotions a Person/s with decreased cognitive function might experience | 353 | ||
| Possible behaviours related to being a Person/s with decreased cognitive function | 354 | ||
| Principles for effective communication with a Person/s with decreased cognitive function | 354 | ||
| Strategies for communicating with a Person/s with decreased cognitive function | 354 | ||
| Person/s experiencing a life-limiting illness and their family | 355 | ||
| Facts about people who know they are dying and their families | 355 | ||
| Core values of Palliative Care Australia (www.palliativecare.org.au) | 356 | ||
| Definition of a life-limiting illness | 356 | ||
| Possible emotions a Person/s experiencing a life-limiting illness, their family members and friends might experience | 357 | ||
| Possible behaviours a Person/s experiencing a life-limiting illness might exhibit | 358 | ||
| Principles for effective communication with a Person/s experiencing a life-limiting illness, their family members and friends | 358 | ||
| Strategies for communicating with a person experiencing a life-limiting illness or with their family and friends | 358 | ||
| Person/s experiencing a mental illness | 359 | ||
| Definition of a mental illness | 359 | ||
| Individuals most susceptible to experiencing a mental illness | 360 | ||
| Individuals with a mental illness most susceptible to experiencing difficulty when relating to a health professional | 360 | ||
| Possible emotions a Person/s with a mental illness might experience | 360 | ||
| Possible behaviours related to a Person/s experiencing a mental illness | 360 | ||
| Principles for effective communication with a Person/s experiencing a mental illness | 361 | ||
| Strategies for communicating with a Person/s experiencing a mental illness | 361 | ||
| Person/s experiencing long-term (chronic) and/or multiple physical conditions | 363 | ||
| Definition of long-term or multiple physical conditions/comorbidity | 363 | ||
| Susceptibility to acquiring long-term or multiple physical conditions | 363 | ||
| Individuals with long-term or multiple physical conditions most susceptible to experiencing difficulty when relating to a health professional | 363 | ||
| Possible emotions a Person/s with long-term or multiple physical conditions might experience | 363 | ||
| Possible reasons for these emotions | 364 | ||
| Possible behaviours typical of a Person/s with long-term conditions or comorbidities | 364 | ||
| Principles for effective communication with a Person/s experiencing long-term or multiple conditions | 364 | ||
| Strategies for communicating with a Person/s experiencing long-term or multiple physical conditions | 364 | ||
| Person/s experiencing a hearing impairment | 366 | ||
| Definition of a hearing impairment | 366 | ||
| Individuals most susceptible to a hearing impairment | 366 | ||
| Possible emotions a Person/s with a hearing impairment might experience | 367 | ||
| Possible reasons for these emotions | 367 | ||
| Principles for effective communication with a Person/s experiencing a hearing impairment | 367 | ||
| Possible behaviours typical of a Person/s experiencing a hearing impairment | 368 | ||
| Strategies for communicating with a Person/s experiencing a hearing impairment | 368 | ||
| Person/s experiencing a visual impairment | 369 | ||
| Definition of a visual impairment | 369 | ||
| Individuals most susceptible to a visual impairment | 370 | ||
| Possible emotions a Person/s experiencing a visual impairment might experience | 370 | ||
| Possible reasons for these emotions | 371 | ||
| Possible behaviours related to a Person/s experiencing a visual impairment | 371 | ||
| Principles for effective communication with a Person/s experiencing a visual impairment | 372 | ||
| Strategies for communicating with a Person/s experiencing a visual impairment | 372 | ||
| References | 373 | ||
| 25 Person/s in particular contexts | 374 | ||
| Chapter objective | 374 | ||
| A Person/s who experiences an emergency | 375 | ||
| Definition of a person who experiences an emergency | 375 | ||
| Behaviours related to being a person who experiences an emergency | 375 | ||
| Individuals most susceptible to emergencies | 375 | ||
| Possible emotions a person who experiences an emergency might experience | 375 | ||
| Principles for effective communication with a person who experiences an emergency | 375 | ||
| Strategies for communicating with a person who experiences an emergency | 376 | ||
| Role-plays | 376 | ||
| A Person/s who experiences domestic abuse | 377 | ||
| Definition of domestic abuse | 377 | ||
| Behaviours related to being a Person/s who experiences domestic abuse | 378 | ||
| Possible emotions a Person/s who experiences domestic abuse might experience | 378 | ||
| Possible reasons for these emotions | 379 | ||
| Principles for effective communication with a Person/s who experiences domestic abuse | 379 | ||
| Strategies for communicating with a Person/s who experiences domestic abuse | 379 | ||
| A Person/s who speaks a different language to the health professional | 381 | ||
| Definition of a person who speaks a different language to the health professional | 381 | ||
| Behaviours related to being a person who speaks a different language to the health professional | 381 | ||
| Possible emotions a person who speaks a different language to the health professional might experience | 381 | ||
| Possible reasons for these emotions | 381 | ||
| Principles for effective communication with a person who speaks a different language to the health professional | 382 | ||
| Strategies for communicating with a person who speaks a different language to the health professional | 382 | ||
| Role-plays | 382 | ||
| Glossary | 384 | ||
| Index | 390 | ||
| A | 390 | ||
| B | 391 | ||
| C | 391 | ||
| D | 394 | ||
| E | 395 | ||
| F | 397 | ||
| G | 398 | ||
| H | 398 | ||
| I | 399 | ||
| J | 400 | ||
| K | 400 | ||
| L | 400 | ||
| M | 401 | ||
| N | 402 | ||
| O | 402 | ||
| P | 402 | ||
| Q | 404 | ||
| R | 404 | ||
| S | 405 | ||
| T | 407 | ||
| U | 407 | ||
| V | 408 | ||
| W | 408 | ||
| Y | 408 |