Odyolojide danışmanlık: Öğrencilerin bakış açısıyla

Yıl 2018, Cilt: 8 Sayı: 2, 133 - 139, 01.08.2018

Filiz Aslan Esra Yücel Carolyn Peluso Atkins

Öz

Danışmanlık becerileri, odyoloji ünitelerinde hastaların ve ailelerinin memnuniyeti arttırmak için önemlidir. Bu çalışmanın amacı, odyoloji öğrencilerinin danışmanlık becerileri, kendilerinin kişilerarası iletişim becerileri ve danışmanlık sürecindeki sınırlarına ilişkin bilgilerine yönelik bakış açılarının belirlenmesidir. İlk ankete yirmi bir öğrenci, ikinci ankete otuz sekiz öğrenci katılmıştır. Bütün öğrenciler 2015-2016 bahar döneminde "İletişim Bozukluklarında Danışmanlık" dersini almışlardır. Öğrenciler "İletişim Bozukluklarında Danışmanlık" dersinden önce ve sonra değerlendirilmişlerdir. Katılımcılar her iki ankette de iki form doldurmuşlardır. İlk formun amacı öğrencilerin danışmanlık ve kişilerarası iletişim becerilerine yönelik algılarının belirlenmesidir. İkinci form, öğrencilerin odyoloji pratiğindeki uzmanlık sınırları hakkındaki bilgilerini değerlendirmeyi hedeflemiştir. Sonuçlar, dersin sonunda öğrencilerin iletişim becerileri ve kendileri hakkında daha güvenli hissettiklerini işaret etmektedir. Ancak danışmanlık becerilerinden memnun olmalarına rağmen, odyolog olarak danışmanlık sınırlarını belirlemede zorlanmaya devam etmişlerdir. Odyoloji programlarının odyologların danışmanlık sınırlarını vurgulayan, danışmanlığa yönelik daha fazla derse ve eğitim programına ihtiyaçları bulunmaktadır.

Anahtar Kelimeler

Danışmanlık becerileri, odyoloji, uzmanlık eğitimi

Counseling in Audiology: Students' Perspectives

Öz

Counseling skills are essential to increase patients' and their families' satisfaction from audiological services. The aim of this study was to determine perspectives of the audiology students on their counseling skills, their interpersonal communication skills, and their knowledge about boundaries through the counseling process. Twenty-one students participated in the first administration, and thirty-eight students participated in the second administration. All the students attended the "Consulting Skills in Communication Disorders" course in the 2015-2016 spring term. The students participated in the study before and after taking the course called "Counseling Skills in Communication Disorders". The participants completed two forms in both administrations. The goal of the first form was to determine the students' perception about counseling and their interpersonal communication skills. The second form aimed to evaluate the students' knowledge about professional boundaries in audiology practice. The results indicated that the students were more confident about their interpersonal communication skills and themselves at the end of the course. Although they were reportedly satisfied by their counseling skills, they still have difficulties in counseling boundaries as an audiologist. Audiology programs need more counseling courses and the training programs should emphasize the counseling boundaries of audiologists.

Anahtar Kelimeler

Audiology, counseling skills, professional training

Kaynakça

• American Speech - Language - Hearing Association (ASHA). (2004). Scope of practice in audiology. ASHA Supplement, 2, 27–35.
• Atkins, C. P. (2007). Graduate SLP/Aud clinicians on counseling: Self-per- ceptions and awareness of boundaries. Contemporary Issues in Communication Sciences and Disorders, 34, 4–11.
• Berg, A. L., Canellas, M., Salbod, S., & Velayo, R. (2008). Exposure to dis- ability and hearing loss narratives in undergraduate audiology curriculum. American Journal of Audiology, 17(2), 123–128.
• Burkard, R. (2002). Educating audiologist: diversity or homogeneity? American Journal of Audiology, 11(1), 4–6.
• Clark, J. G. (2006). The audiology counseling growth checklist for student supervision. Seminars in Hearing, 27(2), 116–126.
• Clark, J. G., & Martin, F. N. (1994). Audiologists’ counseling purview. In J. G. Clark & F. N. Martin (Eds.), Effective counseling in audiology: Perspectives and practice (pp. 1–17). Englewood Cliffs, NJ: Prentice Hall.
• Egan, G. (2013). The skilled helper. A problem-management and opportunity- development approach to helping (10th ed.). Pacific Grove, CA: Brooks Cole.
• Ekberg, K., Grenness, C., & Hickson, L. (2016). Application of the transthe- oretical model of behaviour change for identifying older clients’ readiness for hearing rehabilitation during history-taking in audiology appoint- ments. International Journal of Audiology, 55 Suppl 3, S42–51.
• English, K., & Archbold, S. (2014). Measuring the effectiveness of an audio- logical counseling program. International Journal of Audiology, 53(2), 115–120.
• English, K, Mendel, L.L., Rojeski, T., & Hornak, J. (1999). Counseling in audiology, or learning to listen pre-and post-measures from an audiology counseling course. American Journal of Audiology, 8(1), 34–39.
• English, K., Rojeski, T., & Branham, K. (2000). Acquiring counseling skills in mid-career: Outcomes of a distance education course for practicing audi- ologists. American Journal of Audiology, 11(2), 84–90.
• English, K., & Weist, D. (2005). Growth of AuD programs found to increase training in counseling. The Hearing Journal, 58(4), 54–55.
• Egan, G. (2013). The skilled helper: A problem-management and opportunity- development approach to helping (10th ed.). Belmont, CA: Brooks/Cole Cengage Learning.
• Flasher, L.V., & Fogle, P.T. (2004). Counseling skills for speech-language pathol- ogists and audiologists. Clifton Park, NY: Thompson-Delmar Learning.
• Gladding, S. T. (2000). Counseling: A comprehensive profession (4th ed.). Upper Saddle River, NJ: Prentice-Hall.
• Glass, L., & Elliot, H. (1992). The professionals told me what it was, but that’s not enough. Self Help for Hard of Hearing Journal, 13(1), 26–29.
• Goulios, H., & Patuzzi, R. B. (2008). Audiology education and practice from an international perspective. International Journal of Audiology, 47(10), 647–664.
• Holland, A. L., & Nelson, R. L. (2013). Counseling in communication disorders: A wellness perspective. San Diego, CA: Plural Publishing.
• Kaderavek, J. N., Laux, J. M., & Mills, N. H. (2004). A counseling training module for students in speech-language pathology training programs. Contemporary Issues in Communication Science and Disorders, 31, 153–161.
• Kendall, D. (2000). Counseling in communication disorders. Contemporary Issues in Communication Science and Disorders, 27, 96–103.
• Luterman, D. M. (2001). Counseling persons with communication disorders and their families. (4th ed.). Austin, TX: Pro Ed.
• Martin, F. N., Krall, L., & O’Neal, J. (1989). The diagnosis of acquired hear- ing loss: Patient reactions. American Speech Language and Hearing Association, 31(11), 47–50.
• Meibos, A., Muñoz, K., White, K., Preston, E., Pitt, C., & Twohig, M. Audiologist practices: parent hearing aid education and support. Journal of the American Academy of Audiology, 27(4), 324–332.
• Parkinson, K., & Rae, J. P. (1996). The understanding and use of counselling by speech and language therapists at different levels of experience. International Journal of Language & Communication Disorders, 31(2), 140– 152.
• Payne, J. C. (2015). Supporting family caregivers of adults with communication dis- orders: A resource guide for speech-language pathologists and audiologists. San Diego, CA: Plural Publishing.
• Riley, J. (2002). Counseling: An approach for speech-language pathologists. Contemporary Issues in Communication Sciences and Disorders, 29, 6–16.
• WHO (1998). Hearing aids services: Needs and technology assessment for develop- ing countries. Report of a WHO/CBM workshop. Geneva: World Health Organization. Accessed through <http://www.who.int/pbd/deafness/en/ hearing_aids_workshop.pdf> on November 17th, 2017.