Will Reflective Listening Help Parents Stop Arguing With Their Kids?

PsycCRITIQUES ◽  
2005 ◽  
Vol 50 (6) ◽  
Author(s):  
George M. Kapalka
Keyword(s):  
Reflective Listening

scholarly journals The Morbidity and Mortality Conference: A Unique Opportunity for Teaching Empathic Communication

2010 ◽  
Vol 2 (4) ◽  
pp. 505-507 ◽  
Author(s):  
Neil S. Prose ◽  
Haywood Brown ◽  
Gwendolyn Murphy ◽  
Angel Nieves
Keyword(s):  
Communication Skills ◽  
Morbidity And Mortality ◽  
Patient Centered ◽  
Doctor Patient Communication ◽  
Reflective Listening ◽  
American Medicine ◽  
Empathic Communication ◽  
Morbidity And Mortality Conference ◽  
Mortality Conference

Abstract Background The morbidity and mortality conference is an educational tradition in American medicine that dates to the early 20th century. Traditionally, this conference has focused entirely on issues of diagnosis and treatment, in the context of a disappointing clinical outcome. Intervention We report on a new method for teaching empathic doctor-patient communication skills at an obstetrics and gynecology morbidity and mortality conference. For each case presented, we identified the communications challenges and allowed faculty and residents to “practice” the discussion they would have with the patient and the patient's family in that situation. In some sessions, actors assumed the role of the patient. Following the discussion of the case, we offered didactic presentations on how we communicate with patients and their families. These focused on techniques for being patient centered and included the use of body language, open-ended questioning, reflective listening before offering to explain, and the importance of naming and validating emotions. Results The majority of participants felt the sessions to be helpful, and after one month many were able to identify a positive change in their interactions with patients. Conclusions We believe that this unique teaching format allows learners to refine their communication skills in the context of situations that they know to be both realistic and important.

Effects of Training Reflective Listening in a Corporate Setting

2003 ◽  
Vol 18 (3) ◽  
pp. 281-299 ◽  
Author(s):  
Erik Rautalinko ◽  
Hans-Olof Lisper
Keyword(s):  
Reflective Listening

scholarly journals Prolonged lockdown: psychological risk factors among children and their mental health

2021 ◽  
Author(s):  
Uzma Ilyas ◽  
Rabia Farooqi ◽  
Admin
Keyword(s):  
Preventive Measures ◽  
Dysfunctional Families ◽  
Preventive Strategies ◽  
Scientific Communities ◽  
Reflective Listening ◽  
Psychological Risk Factors ◽  
Increased Risk ◽  
Indirect Impact ◽  
Psychological Risk

The most talked phenomenon and sui generis of the modern time, the coronavirus diseases-2019 impacted individuals in a variety of ways. Older adults had a higher risk of vulnerability, while there were negative ramifications among children due to indirect impact. The preventive measures, including closing down of schools, malls and playgrounds as well as practising social distancing served as a shield against the hazard of outbreak. On the contrary, these strategies inculcated fear, anxiety, ambiguous communication and manifestation of externalizing behaviours in children. Children living in dysfunctional families in underprivileged circumstances were more susceptible to abuse during the pandemic, and had increased risk of behavioural symptomology and psychological morbidities. Challenges brought by the new normal for children requires redefining the role of parenting for effective monitoring and intervention to mitigate the symptoms. Preventive strategies outlined by international scientific communities include reflective listening, debriefing and psychological first aid for effective

Communication in the context of cancer as a chronic disease

2017 ◽  
Author(s):  
Patsy Yates
Keyword(s):  
Chronic Disease ◽  
Communication Skills ◽  
Survival Rates ◽  
Organizational System ◽  
Reflective Listening ◽  
Optimal Outcomes ◽  
Change Communication ◽  
Open Questions ◽  
Communication Practices ◽  
Living With Cancer

Changes in cancer treatment and improved survival rates mean that cancer is often experienced as a chronic condition. This chapter draws on contemporary models of chronic disease management, which define the capabilities required to promote self-management and identify the specific communication practices that achieve optimal outcomes for individuals living with a long-term condition. These capabilities require health professionals to provide person-centred care and achieve individual behavioural as well as organizational/system change. Communication skills which reflect these capabilities in practice include open questions and reflective listening, empathy and sensitivity to patient needs, and sharing of information. Communication skills to support motivational interviewing, collaborative problem identification, and organizational change, including communicating within a multidisciplinary team, are critical to achieving optimal outcomes for people living with cancer. These communication practices enable the patient to be a partner as they adjust to new health challenges, and a changed social and psychological context.

scholarly journals Analysis of Final Year Veterinary Students’ Telephone Communication Skills at a Veterinary Teaching Hospital

2018 ◽  
Vol 5 (4) ◽  
pp. 99
Author(s):  
M. Sheats ◽  
Sarah Hammond ◽  
April Kedrowicz
Keyword(s):  
Communication Skills ◽  
Teaching Hospital ◽  
Clinical Skill ◽  
Veterinary Students ◽  
Telephone Communication ◽  
Face To Face ◽  
Reflective Listening ◽  
Discharged Patients ◽  
Client Communication ◽  
The Impact

Client communication is a core clinical skill that is taught as part of the required curriculum at many veterinary colleges. Although much client communication occurs face-to-face, telephone communication is used to provide patient updates, relay results of diagnostic tests, and check on discharged patients. This research explored fourth year veterinary medical students’ telephone communication skills. We recorded and analyzed the transcripts of 25 calls students made to clients of three different services in the Veterinary Teaching Hospital. Additionally, we explored the perspectives of veterinary educators by distributing a survey to university faculty and house officers (n = 57). Results indicate that students excelled at identifying the patient and purpose of the call and incorporating professional language and clear explanations. They require development in providing structure and incorporating core communication skills. Compared with our survey results, the student findings are at odds with clinicians’ expectations of students’ communication abilities. We conclude that additional training is required to familiarize students with expectations regarding telephone communication, including reviewing the case thoroughly, preparing to answer questions and provide explanations, following organizational protocol, and incorporating open ended questions, reflective listening, and empathy. This data will inform design, and help to measure the impact, of telephone communication education and training that will be incorporated into the existing veterinary communication curriculum.

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