Counseling in Audiology, or Learning to Listen Pre- and Post-Measures From an Audiology Counseling Course Research Article
Research Article  |   June 01, 1999
Counseling in Audiology, or Learning to Listen
 
Author Affiliations & Notes
  • Kris English
    Duquesne University, 403 Fisher Hall, Pittsburgh, PA 15282
  • Lisa Lucks Mendel
    University of Mississippi, University
  • Tom Rojeski
    Central Michigan University, Mt. Pleasant
  • Joan Hornak
    Central Michigan University, Mt. Pleasant
  • Corresponding author: e-mail: english@duq.edu
Article Information
Hearing Disorders / Attention, Memory & Executive Functions / Research Articles
Research Article   |   June 01, 1999
Counseling in Audiology, or Learning to Listen
American Journal of Audiology, June 1999, Vol. 8, 34-39. doi:10.1044/1059-0889(1999/007)
History: Received July 7, 1998 , Accepted February 2, 1999
 
American Journal of Audiology, June 1999, Vol. 8, 34-39. doi:10.1044/1059-0889(1999/007)
History: Received July 7, 1998; Accepted February 2, 1999

Because of a "technology explosion," audiologists have more options than ever in providing for their patients' hearing needs. However, relatively few individuals with hearing loss seek out amplification, and those who do frequently report dissatisfaction with the quality of their interactions with audiologists. Most audiologists did not have coursework in counseling in their graduate programs, which may account for patient complaints. As part of a course development evaluation of an audiology counseling course, a preliminary study was conducted to examine two student learning objectives: to learn how to differentiate between content messages and affective messages and to learn how to respond to each type of message appropriately. Pre- and postcourse data collected from two cohorts of audiology graduate students indicated that (a) before taking the course, students were likely to provide informational responses to personal adjustment comments (a type of "communication mismatch"), and (b) at the end of the class, they were much more likely to match or mirror affective statements with affective responses.

Acknowledgments
We thank Gail Weddington and Dr. Gerald Church, Central Michigan University, for their assistance in validating the pilot instrument for this study.
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