Additional Information
Book Details
Abstract
This text introduces health sciences students to the various interpersonal communication skills that are commonly used within health settings to establish relationships with clients and fellow professionals, and improve therapeutic outcomes. It focuses on developing self awareness and skills for use in health settings and covers the types of scenarios commonly encountered in health settings that are rarely covered in generic professional communication texts. Perspectives and examples are drawn from a wide range of health professions. The book includes activities that will enable students to reflect on their experiences and practice using the skills.
- Ancillary package including MCQs
- Scenarios
- Reflection questions
- Health professions focus
- Specific chapters on -
- communicating with indigenous peoples
- Culturally appropriate communication
- Reflective practice
- Self awareness
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | cover | ||
| Half title page | i | ||
| Splash page | ii | ||
| Communication | iii | ||
| Copyright Page | iv | ||
| Table Of Contents | v | ||
| How to use this book | xi | ||
| Reviewers | xiii | ||
| Preface | xv | ||
| Acknowledgements | xvii | ||
| One The Significance of Interpersonal Communication in the Health Professions | 1 | ||
| 1 Defining effective communication for health professionals | 3 | ||
| Chapter objectives | 3 | ||
| Why learn how to communicate? – Everyone can communicate! | 4 | ||
| A guiding principle | 4 | ||
| Factors to consider when defining effective communication | 4 | ||
| Mutual understanding | 5 | ||
| A common understanding of words | 6 | ||
| Factors external to the sender and receiver | 6 | ||
| Factors specific to the sender | 7 | ||
| Factors specific to the receivers or ‘audience’ | 7 | ||
| Chapter summary | 8 | ||
| References | 9 | ||
| 2 The overall goal of communication for health professionals | 11 | ||
| Chapter objectives | 11 | ||
| A model demonstrating the importance of communication | 12 | ||
| A model to guide the general purpose of communication for the health professions | 13 | ||
| Mutual understanding | 14 | ||
| A therapeutic relationship | 16 | ||
| Family/Person-centred goals and practice | 17 | ||
| Chapter summary | 17 | ||
| References | 18 | ||
| 3 The specific goals of communication for health professionals: | 20 | ||
| Chapter objectives | 20 | ||
| Making verbal introductions | 21 | ||
| Introducing oneself and the associated role | 22 | ||
| Introducing the unfamiliar environment | 23 | ||
| Providing information: a two-way process | 24 | ||
| Chapter summary | 26 | ||
| Answers to Review Questions | 29.e1 | ||
| Chapter 3 The specific goals of communication for health professionals: 1 | 29.e1 | ||
| Review questions | 27 | ||
| References | 28 | ||
| 4 The specific goals of communication for health professionals: | 30 | ||
| Chapter objectives | 30 | ||
| Interviewing and questioning to gather information | 31 | ||
| Questioning: the tool | 31 | ||
| Why use questions? | 32 | ||
| Types of questions and the information they gather | 32 | ||
| Closed questions | 32 | ||
| Open questions | 33 | ||
| Questions that probe | 33 | ||
| Questions that clarify | 34 | ||
| Questions that ‘lead’ | 34 | ||
| Comforting: encouraging versus discouraging | 35 | ||
| Characteristics of encouragement and discouragement | 35 | ||
| Confronting unhelpful attitudes or beliefs | 37 | ||
| Chapter summary | 39 | ||
| Answers to Review Questions | 43.e1 | ||
| Chapter 4 The specific goals of communication for health professionals: 2 | 43.e1 | ||
| Review questions | 40 | ||
| References | 42 | ||
| Two Developing Awareness to Achieve Effective Communication in The Health Professions | 45 | ||
| 5 Awareness of and need for reflective practice | 47 | ||
| Chapter Objectives | 47 | ||
| The ‘what’ of reflection: a definition | 48 | ||
| The result of reflection: achieving self-awareness | 49 | ||
| The ‘why’ of reflection: reasons for reflecting | 50 | ||
| The ‘how’ of reflection: models of reflection | 52 | ||
| Reflection on using humour | 56 | ||
| Reflection upon barriers to experiencing, accepting and resolving emotions | 56 | ||
| Chapter summary | 59 | ||
| Answers to Review Questions | 64.e1 | ||
| Chapter 5 Awareness of and need for reflective practice | 64.e1 | ||
| Review Questions | 60 | ||
| References | 62 | ||
| 6 Awareness of self | 65 | ||
| Chapter Objectives | 65 | ||
| Self-awareness: an essential requirement | 66 | ||
| The benefits of achieving self-awareness | 66 | ||
| Beginning the journey of self-awareness | 67 | ||
| Individual values | 69 | ||
| Is a health profession an appropriate choice? | 69 | ||
| Values of a health professional | 70 | ||
| Characteristics and abilities that enhance the practice of a health professional | 71 | ||
| Personal unconscious needs | 71 | ||
| Conflict between values and needs | 73 | ||
| Perfectionism as a value | 74 | ||
| Self-awareness of personal communication skills | 75 | ||
| Self-awareness of skills for effective listening | 76 | ||
| Barriers to listening | 77 | ||
| Reasons for the use of barriers to listening | 78 | ||
| Self-awareness of skills for effective speaking | 78 | ||
| Preferences for managing information and resultant communicative behaviours | 79 | ||
| Personality and resultant communicative behaviours | 81 | ||
| Chapter summary | 81 | ||
| Answers to Review Questions | 87.e1 | ||
| Chapter 6 Awareness of self | 87.e1 | ||
| Review Questions | 82 | ||
| References | 85 | ||
| 7 Awareness of how personal assumptions affect communication | 88 | ||
| Chapter objectives | 88 | ||
| Reasons to avoid stereotypical judgement when communicating | 89 | ||
| Stereotypical judgement that relates to roles | 90 | ||
| Expectations of a health professional | 90 | ||
| Developing attitudes that avoid stereotypical judgement | 92 | ||
| Overcoming the power imbalance: ways to demonstrate equality in a relationship | 93 | ||
| Chapter summary | 94 | ||
| Answers to Review Questions | 99.e1 | ||
| Chapter 7 Awareness of how personal assumptions affect communication | 99.e1 | ||
| Review questions | 95 | ||
| References | 98 | ||
| 8 Awareness of the ‘Person/s’ | 100 | ||
| Chapter objectives | 100 | ||
| Who is the Person/s? | 101 | ||
| The purpose and benefit of an essential criterion: respect | 101 | ||
| Defining respect | 101 | ||
| Demonstrating respect | 103 | ||
| Cultural expectations | 103 | ||
| Using names as a sign of respect | 104 | ||
| Confidentiality demonstrates respect | 104 | ||
| What information will assist the health professional when relating to the Person/s? | 104 | ||
| The whole ‘Person’ | 105 | ||
| Physical aspects of the Person | 106 | ||
| Emotional aspects of the Person | 107 | ||
| Validation | 107 | ||
| Clarification within validation | 107 | ||
| Empathy | 108 | ||
| The importance and result of empathy for the seeker of assistance | 110 | ||
| Touch | 112 | ||
| Silence | 113 | ||
| Sexual aspects of the Person | 114 | ||
| Cognitive aspects of the Person | 114 | ||
| Social needs of the Person | 116 | ||
| Spiritual needs of the Person | 117 | ||
| Chapter summary | 118 | ||
| Answers to Review Questions | 122.e1 | ||
| CHAPTER 8 Awareness of the ‘Person/s’ | 122.e1 | ||
| Review questions | 119 | ||
| References | 121 | ||
| 9 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 | 126 | ||
| Barriers to effective listening | 126 | ||
| Preparing to listen | 126 | ||
| Cultural expectations change the requirements for effective listening | 126 | ||
| Characteristics of effective listening | 127 | ||
| Disengagement | 128 | ||
| Chapter summary | 129 | ||
| Answers to Review Questions | 134.e1 | ||
| CHAPTER 9 Awareness of listening to facilitate Person/s-centred communication | 134.e1 | ||
| Review Questions | 130 | ||
| References | 133 | ||
| 10 Awareness of different environments that can affect communication | 135 | ||
| Chapter objectives | 135 | ||
| The physical environment | 136 | ||
| Physical appearance: dress and odour | 136 | ||
| Familiarity with the physical environment and the usual procedures | 137 | ||
| Person/s seeking assistance | 137 | ||
| Health professional | 138 | ||
| Rooms | 138 | ||
| Furniture placement and physical comfort | 138 | ||
| Waiting rooms | 139 | ||
| Treatment rooms and rooms with beds | 139 | ||
| Avoiding distractions and interruptions | 140 | ||
| Temperature | 141 | ||
| The physical ability of the person | 141 | ||
| The emotional environment | 142 | ||
| Formal versus informal environments | 142 | ||
| Emotional responses to environmental demands | 142 | ||
| Emotional responses to the immediate environment | 142 | ||
| Emotional responses to an external environment | 143 | ||
| The cultural environment | 143 | ||
| Personal space | 143 | ||
| Colour | 145 | ||
| Time | 145 | ||
| Environments relating to sexuality | 146 | ||
| The social environment | 146 | ||
| Family | 147 | ||
| Pets | 147 | ||
| Friends, neighbours, interest groups and sporting teams | 147 | ||
| Institutions | 147 | ||
| The spiritual environment | 148 | ||
| Chapter summary | 148 | ||
| Answers to Review Questions | 151.e1 | ||
| CHAPTER 10 Awareness of different environments that can affect communication | 151.e1 | ||
| Review questions | 149 | ||
| References | 150 | ||
| Three Understanding and Managing Realities of Communication in the Health Professions | 153 | ||
| 11 Communication with the whole Person/s | 155 | ||
| Chapter objectives | 155 | ||
| Defining the whole Person/s | 156 | ||
| Holistic care | 157 | ||
| Holistic care includes consideration of context | 158 | ||
| The requirements of holistic care | 158 | ||
| Holistic communication | 160 | ||
| Chapter summary | 161 | ||
| Answers to Review Questions | 164.e1 | ||
| CHAPTER 11 Communication with the whole Person/s | 164.e1 | ||
| Review questions | 162 | ||
| References | 163 | ||
| 12 Non-verbal communication | 165 | ||
| Chapter Objectives | 165 | ||
| The significance of non-verbal communication | 166 | ||
| The benefits of non-verbal communication | 166 | ||
| The effects of non-verbal communication | 166 | ||
| The components of non-verbal communication | 167 | ||
| Environment | 167 | ||
| Body language | 167 | ||
| Facial expression | 167 | ||
| Eye contact | 168 | ||
| Gesture | 168 | ||
| Space or proximity | 169 | ||
| Suprasegmentals: prosodic features of the voice | 169 | ||
| Volume | 169 | ||
| Pitch | 170 | ||
| Rate | 170 | ||
| Suprasegmentals: paralinguistic features of the voice | 170 | ||
| Emphasis | 170 | ||
| Pauses | 171 | ||
| Tone | 171 | ||
| Communicating with the Person/s who has limited verbal communication skills | 172 | ||
| Chapter summary | 173 | ||
| Answers to Review Questions | 178.e1 | ||
| CHAPTER 12 Non-verbal communication | 178.e1 | ||
| Review Questions | 174 | ||
| References | 177 | ||
| 13 Conflict and communication | 179 | ||
| Chapter Objectives | 179 | ||
| Conflict during communication | 180 | ||
| Causes of conflict | 180 | ||
| Identifying emotions during conflict | 181 | ||
| Choosing to ignore | 181 | ||
| Resolving negative attitudes and emotions towards another | 182 | ||
| Patterns of relating during conflict | 182 | ||
| Aggressive | 183 | ||
| Passive | 183 | ||
| Assertive | 183 | ||
| Bullying | 183 | ||
| How to communicate assertively | 185 | ||
| Chapter summary | 187 | ||
| Answers to review questions | 190.e1 | ||
| Chapter 13 Conflict and communication | 190.e1 | ||
| Review Questions | 187 | ||
| References | 189 | ||
| 14 Culturally competent communication | 191 | ||
| Chapter objectives | 191 | ||
| Introduction | 192 | ||
| Defining culture | 192 | ||
| Cultural identity affecting culturally competent communication | 193 | ||
| Defining culturally competent communication | 193 | ||
| Why consider cultural differences? | 195 | ||
| A model of culturally competent communication | 195 | ||
| Language | 197 | ||
| Understanding context | 198 | ||
| Ethnocentricity | 198 | ||
| Managing personal cultural assumptions and expectations | 200 | ||
| Strategies for demonstrating culturally competent communication | 202 | ||
| Self-awareness | 203 | ||
| Personal commitment to understanding differences | 203 | ||
| Exposure and learning | 203 | ||
| Investment of time to negotiate meaning and ensure understanding | 203 | ||
| Anticipation of difficulties | 204 | ||
| Using an interpreter | 204 | ||
| Essential steps when using an interpreter | 205 | ||
| The culture of each health profession | 206 | ||
| The culture of disease or ill-health | 206 | ||
| Chapter summary | 207 | ||
| Answers to review questions | 211.e1 | ||
| Chapter 14 Culturally appropriate communication | 211.e1 | ||
| Review Questions | 207 | ||
| References | 209 | ||
| 15 Communicating with Indigenous Peoples | 212 | ||
| Chapter objectives | 212 | ||
| Correct use of terms | 213 | ||
| The 4 Rs for reconciliation: Remember, Reflect, Recognise, Respond | 213 | ||
| Remember | 213 | ||
| Reflect | 214 | ||
| Recognise | 214 | ||
| Respond | 214 | ||
| The complexity of cultural identity | 215 | ||
| Principles of practice for health professionals when working with Indigenous Peoples | 216 | ||
| Creating cultural safety for Indigenous Peoples in health practices | 216 | ||
| The importance of history | 218 | ||
| Pre-contact history | 218 | ||
| Post-contact history | 218 | ||
| Other factors | 219 | ||
| Factors contributing to culturally safe communication with Indigenous Peoples | 222 | ||
| Barriers to culturally safe communication | 225 | ||
| Chapter summary | 225 | ||
| Answers to review questions | 231.e1 | ||
| Chapter 15 Communicating with Indigenous Peoples | 231.e1 | ||
| Review questions | 226 | ||
| References | 229 | ||
| Further Reading | 230 | ||
| Websites and/or Organisations | 230 | ||
| 16 Misunderstandings and communication | 232 | ||
| Chapter objectives | 232 | ||
| Communication that produces misunderstandings | 233 | ||
| Factors affecting mutual understanding | 233 | ||
| Causes of misunderstandings | 235 | ||
| Attitudes | 235 | ||
| Emotions | 235 | ||
| Relevance of context to determine meaning | 235 | ||
| Expectations of styles of communication | 236 | ||
| Expectations of the event or procedure | 237 | ||
| Expectations governed by cultural norms | 237 | ||
| Strategies to avoid misunderstandings | 237 | ||
| Reducing the incidence of misunderstandings | 238 | ||
| Resolving misunderstandings | 239 | ||
| Steps to resolving misunderstandings | 239 | ||
| Chapter summary | 240 | ||
| Answers to review questions | 243.e1 | ||
| Chapter 16 Misunderstandings and communication | 243.e1 | ||
| Review questions | 241 | ||
| References | 242 | ||
| 17 Ethical communication | 244 | ||
| Chapter objectives | 244 | ||
| Respect regardless of differences | 245 | ||
| Honesty | 246 | ||
| Clarification of expectations | 247 | ||
| Consent | 247 | ||
| Agreement about information | 247 | ||
| Informed consent | 248 | ||
| Confidentiality | 249 | ||
| Protecting shared information | 249 | ||
| Protecting ethical responsibility | 249 | ||
| Protecting the health professional | 250 | ||
| Protecting the Person/s from gossip | 250 | ||
| Boundaries | 250 | ||
| Roles | 250 | ||
| Relationships | 250 | ||
| Self-disclosure | 251 | ||
| Over-identification | 252 | ||
| Ethical codes of behaviour and conduct | 252 | ||
| Chapter summary | 252 | ||
| Review questions | 253 | ||
| References | 255 | ||
| Further reading | 257 | ||
| Useful websites | 257 | ||
| Codes of conduct (mainly Australian) for some health professions | 257 | ||
| Informed consent | 258 | ||
| A fully informed consent letter | 258 | ||
| Answers to review questions | 259.e1 | ||
| Chapter 17 Ethical communication | 259.e1 | ||
| 18 Remote communication | 260 | ||
| Chapter objectives | 260 | ||
| Characteristics of remote forms of communication for the health professional | 261 | ||
| Principles that govern professional remote communication | 263 | ||
| Documentation: written reports, medical records and letters | 263 | ||
| Consider the audience or reader | 263 | ||
| Abbreviations | 263 | ||
| Formatting | 264 | ||
| Points to remember | 264 | ||
| Databases | 264 | ||
| Telephones | 264 | ||
| Strategies for using a telephone | 265 | ||
| Answering a call | 265 | ||
| Making a call | 265 | ||
| Strategies for using short messaging service (SMS) | 266 | ||
| Strategies for using an answering service or voice mail | 266 | ||
| Video/teleconferencing or using Skype | 267 | ||
| Benefits | 267 | ||
| Strategies for using video/teleconferencing | 267 | ||
| The Internet | 268 | ||
| 268 | |||
| Search engines | 269 | ||
| Online collaboration tools | 269 | ||
| Professional chat rooms and wiki spaces | 269 | ||
| Social networking sites | 269 | ||
| Chapter summary | 271 | ||
| Answers to review questions | 276.e1 | ||
| Chapter 18 Remote communication | 276.e1 | ||
| Review questions | 271 | ||
| References | 274 | ||
| Four The Focus of Communication in the Health Professions: Person/s | 277 | ||
| Introduction | 278 | ||
| Small group activity | 279 | ||
| Scenarios | 279 | ||
| Guidelines for discussion prior to exploring each case scenario | 280 | ||
| Procedure if using role-plays after completing the above | 280 | ||
| Procedure if using discussion points after completing the above guidelines | 281 | ||
| Person/s experiencing strong emotions | 281 | ||
| Person/s behaving aggressively | 281 | ||
| Definition of aggression | 281 | ||
| Behaviours related to aggression | 282 | ||
| Individuals most susceptible to behaving aggressively | 282 | ||
| Possible reasons for aggression | 282 | ||
| Principles for effective communication with a Person/s behaving aggressively | 282 | ||
| Strategies for communicating with a Person/s behaving aggressively | 283 | ||
| Person/s experiencing extreme distress | 284 | ||
| Definition of extreme distress | 284 | ||
| Behaviours related to extreme distress | 284 | ||
| Individuals most susceptible to extreme distress | 284 | ||
| Possible reasons for extreme distress | 284 | ||
| Principles for effective communication with a Person/s experiencing extreme distress | 285 | ||
| Strategies for communicating with a Person/s experiencing extreme distress | 285 | ||
| Person/s reluctant to engage or be involved in communication or intervention | 286 | ||
| Definition of reluctance to engage | 286 | ||
| Behaviours related to feeling reluctant to engage | 286 | ||
| Individuals most susceptible to feeling reluctant to engage | 286 | ||
| Possible reasons for reluctance to engage | 287 | ||
| Principles for effective communication with a Person/s reluctant to engage | 287 | ||
| Strategies for communicating with a Person/s reluctant to engage | 287 | ||
| Person/s experiencing depression | 289 | ||
| Definition of depression | 289 | ||
| Behaviours related to feelings of depression | 289 | ||
| Individuals most susceptible to feelings of depression | 289 | ||
| Possible reasons for feelings of depression | 289 | ||
| Principles for effective communication with a Person/s experiencing depression | 290 | ||
| Strategies for communicating with a Person/s experiencing depression | 290 | ||
| Person/s in different stages of life | 291 | ||
| A child | 291 | ||
| Definition of a child | 291 | ||
| Behaviours related to being a child | 291 | ||
| Children most susceptible to experiencing difficulties when attending a health service | 292 | ||
| Possible emotions a child might experience when attending a health service | 292 | ||
| Possible reasons for these emotions | 292 | ||
| Principles for effective communication with a child | 292 | ||
| Strategies for communicating with a child | 293 | ||
| An adolescent | 294 | ||
| Definition of an adolescent | 294 | ||
| Behaviours related to being an adolescent | 295 | ||
| Adolescents most susceptible to experiencing difficulties when attending a health service | 295 | ||
| Possible emotions an adolescent might experience | 295 | ||
| Possible reasons for these emotions | 295 | ||
| Principles for effective communication with an adolescent | 296 | ||
| Strategies for communicating with an adolescent | 296 | ||
| An adult | 298 | ||
| Definition of an adult | 298 | ||
| Behaviours related to being an adult | 298 | ||
| Adults most susceptible to experiencing difficulties when attending a health service | 298 | ||
| Possible emotions an adult might experience when relating to a health professional | 298 | ||
| Possible reasons for these emotions | 298 | ||
| Principles for effective communication with an adult | 299 | ||
| Strategies for communicating with an adult | 299 | ||
| A person who is older | 300 | ||
| Definition of a person who is older | 300 | ||
| Behaviours related to being an older person | 300 | ||
| An older person most susceptible to experiencing difficulties when attending a health service | 301 | ||
| Possible emotions an older person might experience | 301 | ||
| Possible reasons for these emotions | 301 | ||
| Principles for effective communication with an older person | 301 | ||
| Strategies for communicating with an older person | 302 | ||
| Person/s fulfilling particular life roles | 303 | ||
| Person/s fulfilling the role of a colleague | 303 | ||
| Definition of a colleague in the health professions | 303 | ||
| Attitudes and/or behaviours expected of a health professional | 303 | ||
| Attitudes and/or behaviours not expected of a health professional | 303 | ||
| Possible emotions a colleague might experience | 303 | ||
| Possible reasons for these emotions | 304 | ||
| Principles for effective communication with a colleague | 304 | ||
| Strategies for communicating with a colleague | 304 | ||
| Person/s fulfilling the role of carer for Person/s | 305 | ||
| Definition of a carer | 305 | ||
| Behaviours related to being a carer | 305 | ||
| Possible emotions a carer might experience | 306 | ||
| Possible reasons for these emotions | 306 | ||
| Principles for effective communication with a carer | 306 | ||
| Strategies for communicating with a carer | 306 | ||
| Person/s fulfilling the role of parent to a child requiring assistance | 307 | ||
| Definition of a parent | 307 | ||
| Behaviours related to being a parent with such a child | 307 | ||
| Parents in these situations most susceptible to experiencing difficulties when attending a health service | 308 | ||
| Possible emotions such a parent might experience | 308 | ||
| Possible reasons for these emotions | 308 | ||
| Principles for effective communication with a parent in this situation | 309 | ||
| Strategies for communicating with a parent in this situation | 309 | ||
| Person/s fulfilling the role of single parent to a child requiring assistance | 310 | ||
| Definition of a single parent | 310 | ||
| Characteristics single parents may expect of themselves | 310 | ||
| Possible emotions a single parent might experience | 311 | ||
| Possible reasons for these emotions | 311 | ||
| Principles for effective communication with a single parent in this situation | 311 | ||
| Strategies for communicating with a single parent with a child requiring assistance | 311 | ||
| Person/s fulfilling the role of a student | 313 | ||
| Definition of a student in the health professions | 313 | ||
| Behaviours related to being a student | 313 | ||
| Possible emotions a student might experience | 313 | ||
| Possible reasons for these emotions | 314 | ||
| Principles for effective communication with a student | 314 | ||
| Strategies for communicating with a student | 314 | ||
| Groups in the health professions | 315 | ||
| Types of groups offered in health services | 316 | ||
| Stages of group growth | 316 | ||
| Emotions typically experienced in a group | 317 | ||
| Overall group aims | 318 | ||
| Events of specific group sessions and associated emotions | 318 | ||
| Group norms: expectations of group behaviour | 318 | ||
| Principles for effective communication within groups | 319 | ||
| Strategies for communicating as a group leader | 319 | ||
| Person/s experiencing long-term conditions | 320 | ||
| Person/s experiencing post traumatic stress disorder and complex PTSD | 320 | ||
| Definition of PTSD | 320 | ||
| Behaviours typical of a Person/s with PTSD | 320 | ||
| Susceptibility to PTSD | 321 | ||
| Possible emotions a Person/s with PTSD might experience | 321 | ||
| Possible reasons for these emotions | 321 | ||
| Principles for effective communication with a Person/s experiencing PTSD | 321 | ||
| Strategies for communicating with a Person/s experiencing PTSD | 321 | ||
| Person/s with decreased cognitive function | 323 | ||
| Definition of decreased cognitive function | 323 | ||
| Behaviours related to being a Person/s with decreased cognitive function | 324 | ||
| Individuals with decreased cognitive function most susceptible to experiencing difficulty when relating to a health professional | 324 | ||
| Possible emotions a Person/s with decreased cognitive function might experience | 324 | ||
| Principles for effective communication with a Person/s with decreased cognitive function | 325 | ||
| Strategies for communicating with a Person/s with decreased cognitive function | 325 | ||
| Person/s experiencing a life-limiting illness and their family | 326 | ||
| Facts about people who know they are dying and their families | 326 | ||
| Core values of Palliative Care Australia (www.pallcare.org.au) | 327 | ||
| Definition of a life-limiting illness | 327 | ||
| Behaviours a Person/s experiencing a life-limiting illness might exhibit | 327 | ||
| Possible emotions a Person/s experiencing a life-limiting illness, their family members and friends might experience | 327 | ||
| Principles for effective communication with a Person/s experiencing a life-limiting illness, their family members and friends | 328 | ||
| Strategies for communicating with a person experiencing a life-limiting illness or with their family and friends | 329 | ||
| Person/s experiencing a mental illness | 330 | ||
| Definition of a mental illness | 330 | ||
| Behaviours related to a Person/s experiencing a mental illness | 330 | ||
| Individuals most susceptible to experiencing a mental illness | 330 | ||
| Individuals with a mental illness most susceptible to experiencing difficulty when relating to a health professional | 330 | ||
| Possible emotions a Person/s with a mental illness might experience | 331 | ||
| Principles for effective communication with a Person/s experiencing a mental illness | 331 | ||
| Strategies for communicating with a Person/s experiencing a mental illness | 331 | ||
| Person/s experiencing long-term (chronic) or multiple physical conditions | 333 | ||
| Definition of long-term or multiple physical conditions | 333 | ||
| Behaviours typical of a Person/s with long-term or multiple physical conditions | 333 | ||
| Susceptibility to acquiring long-term or multiple physical conditions | 333 | ||
| Individuals with long-term or multiple physical conditions most susceptible to experiencing difficulty when relating to a health professional | 333 | ||
| Possible emotions a Person/s with long-term or multiple physical conditions might experience | 334 | ||
| Possible reasons for these emotions | 334 | ||
| Principles for effective communication with a Person/s experiencing long-term or multiple conditions | 334 | ||
| Avoid saying | 334 | ||
| Strategies for communicating with a Person/s experiencing long-term or multiple physical conditions | 334 | ||
| Person/s experiencing a hearing impairment | 336 | ||
| Definition of a hearing impairment | 336 | ||
| Behaviours typical of a Person/s experiencing a hearing impairment | 336 | ||
| Individuals most susceptible to a hearing impairment | 336 | ||
| Possible emotions a Person/s with a hearing impairment might experience | 337 | ||
| Possible reasons for these emotions | 337 | ||
| Principles for effective communication with a Person/s experiencing a hearing impairment | 337 | ||
| Strategies for communicating with a Person/s experiencing a hearing impairment | 337 | ||
| Person/s experiencing a visual impairment | 339 | ||
| Definition of a visual impairment | 339 | ||
| Behaviours related to a Person/s experiencing a visual impairment | 339 | ||
| Individuals most susceptible to a visual impairment | 340 | ||
| Possible emotions a Person/s experiencing a visual impairment might experience | 340 | ||
| Possible reasons for these emotions | 341 | ||
| Principles for effective communication with a Person/s experiencing a visual impairment | 341 | ||
| Strategies for communicating with a Person/s experiencing a visual impairment | 341 | ||
| Person/s in particular contexts | 342 | ||
| Person/s experiencing an emergency | 342 | ||
| Definition of a Person/s experiencing an emergency | 342 | ||
| Behaviours related to being a Person/s experiencing an emergency | 343 | ||
| Individuals most susceptible to emergencies | 343 | ||
| Possible emotions a Person/s with an emergency might experience | 343 | ||
| Principles for effective communication with a Person/s experiencing an emergency | 343 | ||
| Strategies for communicating with a Person/s experiencing an emergency | 344 | ||
| Person/s experiences domestic abuse | 345 | ||
| Definition of domestic abuse | 345 | ||
| Behaviours related to being a Person/s experiencing domestic abuse | 346 | ||
| Possible emotions a Person/s experiencing domestic abuse might experience | 346 | ||
| Possible reasons for these emotions | 346 | ||
| Principles for effective communication with a Person/s experiencing domestic abuse | 347 | ||
| Strategies for communicating with a Person/s experiencing domestic abuse | 347 | ||
| Person/s speaking a different language to the health professional | 348 | ||
| Definition of a Person/s speaking a different language to the health professional | 348 | ||
| Behaviours related to being a Person/s speaking a different language to the health professional | 348 | ||
| Possible emotions a Person/s speaking a different language to the health professional might experience | 349 | ||
| Possible reasons for these emotions | 349 | ||
| Principles for effective communication with a Person/s speaking a different language to the health professional | 349 | ||
| Strategies for communicating with a Person/s speaking a different language to the health professional | 349 | ||
| References | 351 | ||
| The focus of communication | 351 | ||
| Glossary | 353 | ||
| Index | 361 | ||
| A | 361 | ||
| B | 361 | ||
| C | 361 | ||
| D | 362 | ||
| E | 363 | ||
| F | 364 | ||
| G | 364 | ||
| H | 364 | ||
| I | 364 | ||
| J | 365 | ||
| K | 365 | ||
| L | 365 | ||
| M | 365 | ||
| N | 366 | ||
| O | 366 | ||
| P | 366 | ||
| Q | 367 | ||
| R | 367 | ||
| S | 368 | ||
| T | 369 | ||
| U | 369 | ||
| V | 369 | ||
| W | 369 |