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Using Mindfulness for effective communication with the hard of hearing

Using Mindfulness for effective communication with the hard of hearing. Why this training?. Knowing best practices of communicating with hard of hearing individuals may not be enough. Multiple demands on our time is an unaddressed barrier to effective communication.

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Using Mindfulness for effective communication with the hard of hearing

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  1. Using Mindfulness for effective communication with the hard of hearing

  2. Why this training?

  3. Knowing best practices of communicating with hard of hearing individuals may not be enough • Multiple demands on our time is an unaddressed barrier to effective communication. • Competing demands can cause us to be distracted, and distractions can interfere with our following best practices • Mindfulness practices may be able to help.

  4. Why is this important?

  5. The Statistics for Individuals with ID • Cooper et al., (2015) in a large population study in Scotland found 8% of individuals with ID had hearing loss. • Tyler et al., (2010) of the Cleveland Clinic found approximately 10% of their patients with ID had hearing loss. • In our sample of individuals from Allegheny, Greene and Washington county IM4Q data, found that approximately 7% have hearing loss. 

  6. Impact Research • Studies of school students (including students with ID) have found that hard of hearing students in mainstream environments experience more bullying, report lower self-esteem, and rate life satisfaction and wellbeing lower than do peers who are not hard of hearing. • One study even found that deaf and hard of hearing students who attend non-mainstreamed schools reported higher life satisfaction and wellbeing than their counterparts in mainstreamed schools. • For hard of hearing/late deafened adults who utilized Vocational Rehabilitation services, better outcomes were linked with more effective communication between the VR counselor and the client. • Another study compared data from 407 individuals with intellectual disabilities and various co-morbid conditions such as visual impairments, mobility limitations, health concerns, mental health concerns and hearing loss.  Individuals with hearing loss were the only group to report lower life satisfaction than their peers who did not have hearing loss.

  7. Mindfulness

  8. What is mindfulness and why is it useful here? • Being present • Redirecting mind to present (using good communication skills) • Being aware of your body position, volume, skills • Being non-judgmental with yourself about lapses

  9. Activity One • Pair up with a partner and you will take turns asking some special IM4Q questions that I have devised. • Interviewers, I want you to try to ask these questions and record an answer. I want you to remember to use best practice. Also use mindfulness to help you concentrate on not only what you are asking but your body position, speech, tone, speed etc. • Listeners, if you are willing, utilize your earplugs and see if you can hear your partner’s questions. Also keep track whether you can see their face at all times. They should be facing you, not the table or paper and the paper should not be obstructing your view of their mouth. The IM4Q mini interview

  10. Best Practices

  11. Best Practices • Get the listener’s attention • Face the listener while talking • Do not cover the face while talking • Speak at a normal rate of speech not too fast and not too slow • Enunciate clearly • Use natural facial expression and body language • Keep facial hair trimmed away from lips • Minimize distracting mannerisms (fidgeting)

  12. Things to remember • Only 33% of speech sounds can be distinguished on the lips • Hearing aids combined with speech reading can help the listener receive 90% of what is being said • In the United States, 80% of people who could benefit from hearing aids will not receive them due to costs. (Hearing Loss Association of America) • Hearing aids amplify everything not just speech sounds so it can be difficult to understand speech in a noisy room • Remember to ask the listener about their specific needs and preferences. (ex. Some listeners may have difficulty with high pitched voices and may, therefore, need some female speakers to speak louder than normal.)

  13. Activity Two • This activity will be a little harder, I want you to get into groups of three. • One of you will be a staff person in a home for three people. You just got back from picking everyone up from work and there is a dance that starts in an hour and a half that everyone in the house wants to go to. You have to make dinner, serve it and then get everyone to the dance. You have just enough time but dinner has to be made NOW. • One of you will be a resident of the home, you are hard of hearing. You just found out at work that your boyfriend/girlfriend will be at the dance and you need to get some questions answered by the staff before you get there because you haven’t seen each other in a while and a formal dance is coming up and you both want to go and dress in complementary outfits. • The third member of the group is going to help our staff person to simulate facing the “counter” and doing something by playing beanbag toss with them. Dinner before the big dance

  14. References page one of two Broekhof, E., Bos, M. G. N., Camodeca, M., & Rieffe, C. (2018). Longitudinal associations between bullying and emotions in deaf and hard of hearing adolescents. Journal of Deaf Studies and Deaf Education, 23(1), 17–27. https://doi.org/10.1093/deafed/enx036 Cooper, S.-A., McLean, G., Guthrie, B., McConnachie, A., Mercer, S., Sullivan, F., & Morrison, J. (2015). Multiple physical and mental health comorbidity in adults with intellectual disabilities: population-based cross-sectional analysis. BMC Family Practice, 16(1), 110. https://doi.org/10.1186/s12875-015-0329-3 Eysenck, M. W., & Keane, M. T. (2015). Cognitive psychology: A student’s handbook, 7th Edition. New York: Taylor & Francis. Grover, J. M. (2017). Bonding with your hard of hearing or late-deafened VR client. Journal of Vocational Rehabilitation, 47(1), 47–64. https://doi.org/10.3233/JVR-170882 Olsson, S., Dag, M., & Kullberg, C. (2018). Deaf and hard-of-hearing adolescents’ experiences of inclusion and exclusion in mainstream and special schools in Sweden. European Journal of Special Needs Education, 33(4), 495–509. https://doi.org/10.1080/08856257.2017.1361656 Tyler, C. V., Schramm, S., Karafa, M., Tang, A. S., & Jain, A. (2010). Electronic health record analysis of the primary care of adults with intellectual and other developmental disabilities. Journal of Policy and Practice in Intellectual Disabilities, 7(3), 204–210. https://doi.org/10.1111/j.1741-1130.2010.00266.x

  15. References page two of two Zaidman-Zait, A., & Dotan, A. (2017). Everyday stressors in deaf and hard of hearing adolescents: The role of coping and pragmatics. Journal of Deaf Studies and Deaf Education, 22(3), 257–268. https://doi.org/10.1093/deafed/enw103

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