Wellness Project # 1

CONCEPT: COMMUNICATION

Learning Outcomes:

Completing the community project will enable the learner to:

1. Demonstrate therapeutic communication and interpersonal skills.

2. Recognize the value of attentive listening.

3. Discuss special considerations for communicating with the client

4. Evaluate his/her own communication patterns.

5. Share experience with clinical group at post conference.

Student Learning Experience:

1. Practice therapeutic communication skills

2. Engage in a life history interview.

Preparation Activities:

1. Review textbook readings on Communication: Chapter 24

o Basic Components of Communication

o Opening & Questioning & Use of Silence

o Therapeutic and nontherapeutic techniques

The Adult and Older Adult Client

• Always assess the client’s visual and hearing abilities and arrange with direct eye

contact your sitting/distance, 12 inches to 2 feet, so that you are most comfortable, and the

outcome is successful.

• Because the adult person may have decreasing energies to cope with the tasks of everyday

living, the visitor may have to invest proportionately more energy into the visit. Therefore,

the visitor needs to pace the visit according to the person’s fluctuating energy levels and

physical conditions.

• The use of appropriate touch can be a meaningful communication bridge.

• Avoid information overload by speaking slowly; using short sentences; dealing with one

thought at a time; and asking for feedback to be certain meaningful communication has

taken place. The older adult person needs 15% more time to rest.

• Enhance the aged feelings of self-esteem by both encouraging his maximum participation and

acknowledge his role of being an authority on aging. The client is the product of his total

life experiences and he is the only one who knows what these experiences have been. The

client’s past plays a significant part in current functioning.

• Importance of choices—express confidence in the person’s ability to make choices and follow

through.

• Motivation to participate in an activity will be increased if:

o An older adult person is intrigued by a task rather than perceiving it as “just busy work”.

o The role or activity conveys the message that “you are important”.

o There is a possibility of forming meaningful relationships.

• The use of reminiscence is an effective tool in linking relevant past events to present situation.

• Some older adults do not have the strength to cope with the confusion of bureaucracies. So,

if necessary, be an advocate. Connect the elderly person with appropriate resources in the

community.

Student Guidelines for Obtaining a Life History:

CHILDHOOD – GROWING UP:

• What is your first memory from your childhood?

• What childhood trip is most vivid for you?

• What is your most vivid historical memory?

• Did you have any fears while growing up? (i.e. fear of nuclear war of today)

• What did your parents make you do that you hated doing?

• What did you used to do in the evening before the days of radio and television?

• What kinds of chores did you have to do as a child?

• What social events and/or occasions did you look forward to?

• What do you remember about going to school?

• How did your family take care of you when you were ill?

YOUNG ADULTHOOD:

• What was life as a young adult like with regards to dating? What kinds of things did you do on a date?

• Who was the 1st president you voted for? Do you remember why you voted for him?

• (If married) What do you remember best about your wedding ceremony or wedding day?

• How many children do you have?

• What was it like to be a young parent? Was parenting different than it is today?

• What is your occupation?

• If you had it to do over again, would you pick that profession?

• What do you remember most about being a young adult (age 20-40)?

OLDER ADULTHOOD:

• Have you ever lived outside the U.S.? If yes, where?

• Do you have parents or grandparents that were immigrants? If so, from where?

• Have you decided where and how you want to live out the rest of your life?

• Is there someone in your life with whom you can have a close, warm relationship?

• Do you feel your living arrangements are satisfactory?

• Have you had to adjust your standard of living since retiring?

• What do you do to keep your health?

• How many grandchildren? Great grandchildren?

• How often do you have contact with your children and grandchildren? Other relatives?

• What do you let your grandchildren do that your children could not do?

• What kinds of interests do you have outside of the family?

• Do you have any hobbies or ever collected anything?

• Have you ever played a musical instrument?

• What is your strongest asset?

• What is the best gift you’ve ever received?

• What is the most extravagant thing you’ve ever done?

• What are you most proud of having done?

• What is the most important rule you’ve lived by?

• Who has had the most influence in your life? And how?

• What would you still like to do that you haven’t done yet?

• Something amusing in life experiences.

• Best advice for today’s youth?

ASSIGNMENT:

Your instructor will assign you a client from a specific age group across the lifespan to have a

communication exchange (greater than 10 minutes) either in person or virtually. Utilize the following questions below to reflect and write a summary of the response provided by your selected client.

The patient population for the communication project is the Older Adult (assess across the lifespan: Childhood, Young Adulthood & Older Adulthood).

1. Discuss impressions, general reactions and feelings to your conversation, and your perspective of client’s response to the conversation.

2. Identify at least one communication barrier.

3. Identify at least one therapeutic communication skill utilized.

4. Describe the practical pointers you utilized when communicating with your client.

5. If you could redo the conversation again, what would how would you communicate differently?