What can you suggest when a parent responds negatively when asked if they understood the instructions/explanation by saying something like, "You are making me feel stupid."?
This sounds as if the developing relationship is off to a rocky start. My first inclination would be to go back to square one, providing a quick overview of "how I'd like to work together for the benefit of the client". If there is acceptance of the premise, revisiting the working relationship and need(s) for good communication can be rationalized. I'd once again be careful about the language I'm using in going back and forth while appreciating that keeping the parent informed is a terribly important professional goal.
The clinician in this case may be the target of misdirected anger at whatever the clinical issue is - I suspect our colleagues who work in acute care or otherwise medically challenging workplaces can attest to this possibility as representative of what humans do, sometimes.
What can be done is to demonstrate our focus on the individual receiving service. I have had situations where the early going was challenging and while I continued to be conscious of the relationship, I believe it was the parent (or family member) who ultimately changed their perspective. Had I earned their trust? Perhaps. Did they begin to move past the initial hurt? This may be the more likely explanation. In this instance, keep the faith and continue to provide your best service.
Michael Flahive is a forty year member of the profession, holding clinical certification in both speech-language pathology and audiology. He is a university professor who has provided clinical services across his work career. Areas of interest include counseling, aural rehabilitation, issues of professional preparation and the applications of technology in our work. Flahive is a Fellow of ASHA.
Cranky Colleagues? Surly Students? Abominable Administrators? Pushy Parents? Every workplace has its own set of people who are negative, people who oppose our ideas, people who blame others, and people who frustrate us. Difficult people in your professional setting create conflict that raises your stress levels and reduces your productivity. This course will focus on 4 types of difficult people, explore their motivation for behaving badly, and provide specific strategies for neutralizing their negative behaviors. Don’t reward difficult people for being difficult. Take charge and rise above the fray!
This course will stress why adults and children with communication problems and their families need to be involved in treatment planning. Three primary counseling functions will be addressed: listening, explaining and demonstrating. Extensions to other health care professionals will also be discussed.
This is Part 1 of a two-part series. There is strong evidence to suggest that a patient's/family's level of engagement in the treatment process has a direct impact on outcomes. In their seminal work on patient behavior change, Asay and Lambert (1999) identified the 4 common factors that made psychotherapeutic treatments effective and the degree to which each contributed to a successful outcome. This course will focus on the clinician's ability to maximize those factors as they relate specifically to working with patients who demonstrate communication disorders. (Part 2: Course 7932)
This is Part 2 of a two-part series. Engaging parents and families in the treatment process is critical for successful treatment outcome. Motivational Interviewing (Miller and Rollnick, 1991), an empathetic, patient-focused directive counseling approach, will be presented as a management strategy used to enlist a patient's own personal resources as the primary change agent. (Part 1: Course 7922)
This course will guide attendees through an in-depth exploration of the role of the caregiver in the therapy process. Specifically, we will explore the importance of understanding the caregiver’s unique perspective on the patient and treatment process, and factors that impact level of engagement in treatment.