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Being a parent of a child with a disability
Being a parent of a child with a disability
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Lately, I have been staying at a class mate’s house, so that the two of us could motivate each other to study more and help each other with any assignments for class. My class mate, Cynthia, has an autistic 6 year old son. Going into this situation, I did not realize the impact that this would have on my life. This discussion question asks us to become more self-aware and to basically analyze our communication techniques. Living with someone with autism has required me to become extremely patient and self-aware. It is a complete understatement to say nursing school is stressful, so adding an autistic child to the mix as a single mom is extremely hard to think about. One morning, Cynthia was visibly agitated. She kept pacing back and forth
Therapeutic communication can help promote a relationship between the nurse and the client, by focusing on the client’s needs. The nurse can do this by using various types of communication skills, such as giving recognition, giving information, and offering self. Giving recognition is acknowledging the client’s needs in a non-judgmental way.An example of giving recognition in Bed Number Ten is “After you’re a little better, we’ll be taking you to the physical therapy department for regular work to rebuild your strength” (54). Sue enjoyed the conversation with Charles because he was the first to spoke to her about getting better. Giving information is providing specific factual information the client may or may not request. “All the way through,
Unfortunately, a lot of parents may have a difficult time accepting their child, and coping with their needs and the responsibilities. From the book “The Elephant in the Playroom,” some families dealt with depression and physical and mental deterioration of their health. These struggles were shown in the story by Laura Cichoracki. Laura’s son’s name was Patrick. Patrick was a 6-years-old boy with autism. “I wasn’t eating right, I wasn’t showering regularly, I wasn’t sleeping well” (Brodey, p. 64). I also read the story told by Susan Marrash-Minnerly, which highlighted emotions that parents face. Susan also shed light on how wonderful children with special needs can be to a family, such as her ten-year-old third grader who had autism. Susan talked about how it was normal to feel angry at times, especially with the ups and downs a child’s disability may come with. “When I look back, I want to tell other parents that a child’s future is worth grieving over – but it’s not the end of the world” (Brodey, p. 75). After reading these stories, it became apparent to me that families who are raising kids with special needs, need support, kindness, and available resources. “I was fortunate to be surrounded by other moms who understood my pain…who could be supportive and emphatic.” (Brodey, p. 67). Overall, educators can use this kind of information that was shared in “The Elephant in the Playroom” about family systems and risk/resiliency by creating lines of open communication between families. This is to connect parents together that share similar struggles. By creating open communication is can allows for the teacher and parents to be on the same page when it comes to the issues affecting special needs students and
I was responsible for implementing intervention for one child with autism, while also working with his typically developing sibling and interacting with their parents. Often times, this child had temper tantrums which taught me to quickly and effectively respond to his outbursts. This hands-on experience expanded my understanding as to how people adapt to a lifestyle when they have a family member that is not typically developing. Having the parents’ approval and trust in working with their child showed me the crucial importance of having a strong connection with individual
Rasheed, S. P. (2015). Self-awareness as a therapeutic tool for nurse/client relationship. International Journal of Caring Sciences, 8(1), 211-216
The counselor, Sue Johnson, alerted the clients to her engagement in the therapy session by her verbal and nonverbal cues. She held eye contact with both clients, depending on who she was speaking to. They eye contact demonstrated to the clients that she respected and was sincere about the process they were involved in. It also showed the clients that she was interested in the conversation. If Sue had looked down or away while the clients were speaking or she was speaking to them, it could have been misinterpreted negatively by the clients. Sue also demonstrated engagement by passively leaning towards the clients. She nodded her head at appropriate moments and engaged in reflexive facial expressions. Mirroring a client’s facial expressions outwardly shows them that the counselor is closely paying attention and hearing what they are saying. These expressions could exhibit a wide array of emotions such as sadness, anger, happiness, contempt, or fear. Sue kept the tone of her voice even and soothing in nature, allowing the clients to feel relaxed and comfortabl...
Children with autism have multiple characteristic impairments in their social interaction skills. This results from the lack of “Theory of Mind” in autistic individuals. Autistic children have difficulty interpreting what another person may be thinking or feeling. Social impairments may cause the child to act inappropriately in social interactions and prevent the children from truly taking part in interactions. The children have difficulty recognizing social cues and responding to cues. Autistic children have a hard time forming relationships as a result of these impairments. Social stories, Applied Behavior Analysis, and Pivotal Response Training are three therapy techniques that help children with autism learn appropriate social behavior. Social stories allow the children to practice the situation in a lower stress environment. Applied Behavior Analysis utilizes positive reinforce to teach desired skills. Pivotal Response Training allows the child to learn social skills while in a natural play environment. Learning social skills through these techniques enable the children to have more meaningful relationships and engage more in their community.
Understanding the counseling session from the client’s perspective is a very important aspect in the development of a therapeutic relationship. A clinician must be an excellent listener, while being to pay attention to the client’s body language, affect and tone. The dynamics in the counseling session that is beneficial to the client include the recognition of the pain that the client is feeling. The detrimental part of this includes a misunderstanding of the real issues, a lack of consideration of the cultural aspects of the client, and a lack of clinical experience or listening skills. In this presentation, we will discuss the positive and negative aspects of the counseling session from the client’s perspective which includes the client’s attitudes, feelings, and emotions of the counseling session. We will next examine the propensity of the client to reveal or not reveal information to the counselor, and how transference, and counter-transference can have an effect on the counselor-client relationship.
2. People with autism have problems with abstract and conceptual thinking. Some may eventually acquire abstract skills, but others never will. When abstract concepts must be used, use visual cues, such as drawings or written words, to augment the abstract idea. Avoid asking vague questions such as, "Why did you do that?" Instead, say, "I did not like it when you slammed your book down when I said it was time for gym. Next time put the book down gently, and tell me that you are angry. Were you showing me that you did not want to go to gym, or that you did not want to stop reading?" Avoid asking essay-type questions. Be as concrete as possible in all your interactions with these students.
One of the most difficult things teachers will face when dealing with Autistic children is their lack of communication skills and inappropriate or nonexistent social skills. In addition to academic instruction children with Autism require instruction in communication techniques and social skills. Kamps et.al. says “A key to accommodating students with autism in public school settings is the provision of social and behavioral programming to develop meaningful participation with nondisabled persons” (p.174).
Different ages, genders and the cultures of clients effect how nurses communicate with their clients to obtain and preserve a therapeutic relationship. Therapeutic relationships are relationships between nurses and clients, which are focused on the health of the client and their health needs (Day, Levett-Jones & Kenny 2015, p. 510), where nurses must obtain their personal boundaries (Nursing and Midwifery Board of Australia (NMBA), 2010). Communication is vital to nurses as required to develop therapeutic relationships. Communication is an interaction that provides a response and information to another. It can either be verbal, written, physical or diagrammatic. For registered nurses, effective communication is the interaction where the required information is obtained, whilst following the NMBA competency standards and professional boundaries (Casey & Wallis 2011, p. 35; Day, Levett-Jones & Kenny 2015a, p. 510). The purpose of this paper is to discuss how a nurse effectively communicates with clients of different developmental stages, using developmental theories to form and maintain a therapeutic relationship (Day, Levett-Jones & Kenny 2015, p. 510).
Reflective listening gives the client a sense of importance due to them currently having the floor and a moment to express themselves. Reflective listening is orchestrated through acts of showing empathy towards understanding the perspective of one’s feelings. Through this method, the listener does not offer their opinion or perspective while the client speaks. Adding eye contact can also be beneficial or uncomfortable due to client’s background. For example, one’s culture can believe that is it disrespectful not to make eye contact while another may not participate in that activity. During completing the initial assessment with Gwinda, the social work intern participated by allowing her to discuss the need for services. Gwinda further discussed how she is unsure of how the treatments will go and expressed how fearful she was to undergo these different changes. With uncertainty lingering, the social work intern sat next to Gwinda’s bedside ensuring during that moment the client had a listening
One of the most important aspects in the nursing profession is the need for good and effective communication. This is because good communication skills especially in the nurse-patient relationship have a significant impact on patient safety and recovery. Effective communication skills in the clinical setting are critical for the development of nurse-patient relationship and provision of health care information (Bruderle, 2003). Nurses usually exchange information with physicians, patients, colleagues and other people in the clinical setting. This communication is usually done through a variety of levels and ways, which determine whether it’s effective or not. Due to the importance of communication in the nursing profession and clinical setting, there is a range of different communication strategies including:
It has been figured out a long time ago that therapeutic communications have played an important role in building effective nurse client relationship. Hildegard E. Peplau was a theorist years ago who introduced the theory of development stages in the nurse-client relationship. Therapeutic communications are the basis of interactive relationships, understand clients’ experiences and find health care resources. According to Miller and Keane (as cited in Potter and Perry, 1989) “Therapeutic refers to the science and art of healing of or pertaining to a treatment or beneficial act”. “Communication is social interaction through messages: reciprocal creation of meaning: sharing of information,
Jordan, R., & Powell, S. (1995). Understanding and Teaching Children with Autism. New York: Wiley.
Effective communication skills are a vital ability for nursing students to master. Nurses will not be able to successfully establish strong patient relationships without this ability. It will also be harder for students to hold functional conversations with patients. In psychiatric nursing units, communication and understanding is a core quality to have. However, therapeutic communication teachings are not readily accessible for students. Limitations such as patient refusals, decreased length of stay, and the severity of mental illnesses decrease patient contact. Consequently, it is rare for nursing students to have direct interaction with patients, hindering the growth of their communication skills.