Chapter 10 Reflection: Interacting with Clients
In chapter 10, the area that stood out for me is the guidance on how to approach clients in ways that they will provide diagnostic information and accept therapy without feelings of disregard. Initially, I was not sure whether I could be able to handle vulnerable clients without making them feel devalued. People with speech-language disorders feel embarrassed and would not want to provide details about their conditions. They think that the interviewer wants to expose them more and laugh at their health state. The clients need assurance that an interviewer, for example, speech-language therapist, has a positive goal of helping them so that they can provide diagnostic information and accept therapy guidelines. I was not sure about my ability to develop such confidence and trust in the clients, both patients, and family members. However, chapter 10 has taught me that it is possible to use verbal communication and win the trust and confidence of the clients. A strong point for the chapter is that I can develop confidence and trust in my clients through showing dignity, for example, through respect and professionalism through organization and professional tone. I am now confident in my ability to attract clients’ attention and develop a productive interpersonal relationship.
Another idea that stood out for me in chapter 10 is the understanding of ways through which I can approach the client’s parents without making them angry and rude. I had, in the past, seen parents being very rude to the therapist claiming that the questions asked were on the clinical history and sometimes very technical. Parents are always concerned about their children and think that clinicians should diagnose the problem with little information. The pressure from embracement and worries about the children makes parents think that clinicians will treat without further question. I used to worry that I might not be able to get enough details from the parents due to their rudeness resulting from the pressures. However, chapter 10 has made me believe that it is possible to have a productive interview with parents. I have learned that parents need to assure from the therapist that the information sort is essential. Parents do not want to repeat information, and repeating questions might lower their confidence in the clinician or perceive intrusion to dignity. I have realized that I can make my clients provide more details by asking only what is missing, being organized, and early preparation.
The idea that counseling is part of a speech therapist has also interested me in chapter 10. One question that has been in my mind is how clients with lost dignity, the hope of getting well, and experiencing embracement can have a productive interaction and adhere to therapy. The fear of speech and language disorder worries parents and their children more than the condition making it hard to access details. They are barriers to obtaining information and following the therapy instructions. Parents and clients, on the other hand, have little knowledge about the condition, including causes and whether there is a cure leading to more fear. Supporting the clients through counseling, including education about the status, is one way to reduce their worries and getting them to concentrate on diagnosis and therapy. I have gained more courage to work in the field by realizing that I can first counsel my clients to get them focused on diagnosis and therapy.