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25 Cards in this Set
- Front
- Back
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What is a stigma? |
a negative view of an individual with an attribute that deviates from the norm. Public: outsiders reaction to the stigma Self: insiders reaction to stigma |
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Six dimensions of stigmas |
1. consealability 2. course of mark 3. disruptiveness 4. aesthetics 5. origin 6. Peril |
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1. Consealablity |
How visible is the attribute? -Hearing loss is not immediately apparent -you can choose who to share it with BUT -Fear of others finding out and -increased cognitive load of concealing attribute |
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2. Course of mark |
possibility attribute will become worse over time |
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3. disruptiveness |
how it impacts social life. |
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4. Aesthetics |
Physical or observable attributes and how they are viewed |
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5. Origin |
IS the individual responsible? |
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6. Peril |
danger to others in social settings. -don't hear fire truck or fire alarm. |
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Stimatizing process |
Hearing loss, deviant behavior, judgement of deviant behavior, stigmatizing behavior, shame and dual personalities, withdrawl and anxiety |
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Normalizing process (1) |
Hearing loss, normal behavior, hearing loss, sharing of difficulties, support and normal identity, feeling of partnership |
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What are the stereotypes of hearing loss? |
old, mental decline, rude, snobby, uninterested, not listening |
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Impact of Stigmas |
1. initial acceptance of hearing loss 2. scheduling an assessment 3. seeking tx 4. type of HA selected 5. when and where HA's are worn |
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Stimas perpetuated |
manufactures market HAs as invisible or not noticeable. Clinicians saying things like"youll have to grow your hair out a little bit to cover these" |
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How can we address stigmas? |
Support--> AR groups or SO Education: Public (general health and staying active) patient (assessment and tx) |
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Self-efficacy |
confidence in a domain-specific area regarding ones ability to perform a task or behavior. |
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List 4 types of self-efficacy and provide an example of how they improve self-efficacy in patients with hearing loss |
1) Vicarious: watching the audiologist or peer change the battery and the patient realizes they would be able to do that on their own. 2) Verbal persuasion: The audiologist/peer praises the patient on hearing aid insertion and the patient feels more confident when they put it in. 3) Physiologic and affective state: Battery insertion is practiced in the office with good lighting and with a magnetic tool the patient will take home. The patient will perform battery removal/insertion in a similar environment and feels comfortable performing the task. 4) Mastery experience: Patient performs task and feels comfortable doing it. Has confidence they can do it again. |
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How can we assess self-efficacy in our patients? |
MARS- HA Measure of audiologic rehabilitation self-efficacy of hearing aids. |
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West and Smith study 2007 |
-self-efficacy -MARS-HA -new users had higher aided listening (F1)(honeymoon) - experienced did better on advanced handling -users with remotes higher basic handling and aided listening THOSE WITH POST FITTING ORIENTATION 30% HIGHER SELF-EFFICACY |
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other self-efficacy questionnaires |
Listening self-efficacy questionnaire Tinnitus ".." |
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Ways to improve self-efficacy |
HA orientation AR groups videos literature counseling/therapy |
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What are the key components to consider when developing an AR program? |
1. How long each session will be and how often 2. Will it be a group or individual session? 3. How in depth will the session be? -Are these new or experienced hearing aid users? |
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Attributes of a good class |
-HL education -HA education -Communication training -auditory training -Use of HATs and ALDs -Visual training |
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Aspects of an AR program |
Group discussion handouts daily logs role-playing |
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Rules of the group for AR |
One person speaks at a time signal when they are finished confidential Can skip questions everyone should feel safe |
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Things to do at the initial AR meeting |
Ice breakers "fun fact" Ask them to share: what they hope to get out of the class and common communication breakdowns |
