7 Important Lessons Deaf People Can Teach You About Communication.


LESSON

I have always thought it would be a blessing if each person could be blind and deaf for a few days during his early adult life. Darkness would make him appreciate sight; silence would teach him the joys of sound. ~Helen Keller ( Blind and Deaf American Author and Educator)

I grew up with wonderful parents who always encouraged my passion for music. I still vividly remember the day when they got me the new shiny sound system. Years later they got me a guitar and paid for my guitar classes. And they never had a chance to hear a sound of what I was listening to, playing and singing. My parents are deaf.

The reality of deaf people is different from other people’s experiences. They have limited abilities to communicate but exactly because of that they seem to know so much more about what effective communication means.

I used to live in a dormitory for deaf families for over 10 years and had a chance to compare 2 worlds: at home, where I saw people communicating using their hands, and outside, where I observed interactions of ‘normal’ people with hearing abilities. I was very blessed to have experienced the best and the worst of both worlds: the world of silence and the world of sounds.

These are some of the things I’ve learned from deaf people about effective communication:

1. Maintain eye contact

How many times did you find yourself checking facebook updates on your iPhone while having a conversation? In the world of deaf people if you stop looking at the person you are talking to, you are literally cutting the conversation. Because the only way you can ‘hear’ what other person is trying to say is to look into their face. This is a great lesson on the importance of being present, focusing on the person who is next to you, staying more connected to that person and receiving.

2. Don’t interrupt, follow the protocol

How many times did you find yourself waiting for someone to finish talking so you can say what you think? When a company of deaf people are having a conversation, it’s not possible for them to have more than one person talking at a time. There is only one way to follow the conversation – to look at the one speaking. This teaches us to respect the right of each individual to speak up and not to be interrupted in the midst of the their self expression.

3. Be straightforward, down to the point and as concise as possible

How often do you communicate your thoughts and needs clearly without trying to make things sound better than they are? In sign language there are 2 ways to say a particular word – you either use the alphabet and show a sign for each letter or you use one sign which stands for the entire word.

The second option is much faster hence convenient. Thus for almost every word there is a specific sign. Can you imagine such a massive amount of information to memorize? Not only you have to learn how to write and pronounce the word but also a specific sign that represents it. The nature of sign language requires you to be as specific as possible and use as few words as needed to convey your message. That’s an essential lesson to learn as so often we are reluctant to be direct and clear in what we think, want and feel.

4. If you don’t understand something, ask

How often are you reluctant to ask a question when something is unclear to you? Or to clarify what your loved one meant rather than making an assumption? We do it out of fear of being misunderstood, rejected or even humiliated. Each deaf person has their own style of using sign language. So it’s normal to ask a meaning of a specific unfamiliar sign. There is nothing wrong in not knowing or understanding something. If that happens, just ask.

5. Cut yourself from distractions

The world around us is extremely noisy. We have tons of devices, social medias, traditional medias which in their attempt to inform, entertain, update and educate, produce an overwhelming informational noise around us. We hear, see and feel. We are so used to being surrounded by that noise that we lose our ability to be focused and present. When we are having a conversation. When we are working. When we are cooking. When we are creating something. We are constantly attacked and distracted by that informational noise. I remember watching my father making furniture. He would always be so focused and immersed in the moment of creating, it would seem like nothing in the world could disturb him. Learn to be present – as simple as that.

6. Be expressive and articulate

There are so many ways we can play with our voice when we talk: pace, tone, volume. All this gives us plenty of ways to express our emotions, feelings and attitude when we talk about the particular subject. But how often do we allow ourselves to be expressive? Sometimes so called social norms restrict us from laughing too loud, from raising our voice when we are excited or crying in front of others. Because it’s an inappropriate thing to do. Deaf people are very articulate by nature. Their facial expressions and gestures can mesmerize you with their intensity and artistry. They don’t really care how others may see them. They just express what they feel without actually hiding or softening their emotions.

7. Observe, learn and get extra information from what you see and feel

Just imagine how many tiny yet important details we usually miss in our daily interactions with others? When you cannot hear you become more attentive to things happening around you. You learn to notice even the smallest things, you learn to experience the world around you through all those insignificant details which in a bigger picture play their crucial role. And more importantly, you learn to appreciate them.

Source: purpose Fairy

 

Communication skills training for healthcare professionals working with people who have cancer. .


This is an updated version of a review that was originally published in the Cochrane Database of Systematic Reviews in 2004, Issue 2. People with cancer, their families and carers have a high prevalence of psychological stress which may be minimised by effective communication and support from their attending healthcare professionals (HCPs). Research suggests communication skills do not reliably improve with experience, therefore, considerable effort is dedicated to courses that may improve communication skills for HCPs involved in cancer care. A variety of communication skills training (CST) courses have been proposed and are in practice. We conducted this review to determine whether CST works and which types of CST, if any, are the most effective.

OBJECTIVES: To assess whether CST is effective in improving the communication skills of HCPs involved in cancer care, and in improving patient health status and satisfaction. SEARCH
METHODS: We searched the following electronic databases: Cochrane Central Register of Controlled Trials (CENTRAL) Issue 2, 2012, MEDLINE, EMBASE, PsycInfo and CINAHL to February 2012. The original search was conducted in November 2001. In addition, we handsearched the reference lists of relevant articles and relevant conference proceedings for additional studies.
SELECTION CRITERIA: The original review was a narrative review that included randomised controlled trials (RCTs) and controlled before-and-after studies. In this updated version, we limited our criteria to RCTs evaluating `CST` compared with `no CST` or other CST in HCPs working in cancer care. Primary outcomes were changes in HCP communication skills measured in interactions with real and/or simulated patients with cancer, using objective scales. We excluded studies whose focus was communication skills in encounters related to informed consent for research.
DATA COLLECTION AND ANALYSIS: Two review authors independently assessed trials and extracted data to a pre-designed data collection form. We pooled data using the random-effects model and, for continuous data, we used standardised mean differences (SMDs).
MAIN RESULTS: We included 15 RCTs (42 records), conducted mainly in outpatient settings. Eleven studies compared CST with no CST intervention, three studies compared the effect of a follow-up CST intervention after initial CST training, and one study compared two types of CST. The types of CST courses evaluated in these trials were diverse. Study participants included oncologists (six studies), residents (one study) other doctors (one study), nurses (six studies) and a mixed team of HCPs (one study). Overall, 1147 HCPs participated (536 doctors, 522 nurses and 80 mixed HCPs).Ten studies contributed data to the meta-analyses. HCPs in the CST group were statistically significantly more likely to use open questions in the post-intervention interviews than the control group (five studies, 679 participant interviews; P = 0.04, I(2) = 65%) and more likely to show empathy towards patients (six studies, 727 participant interviews; P = 0.004, I(2) = 0%); we considered this evidence to be of moderate and high quality, respectively. Doctors and nurses did not perform statistically significantly differently for any HCP outcomes.There were no statistically significant differences in the other HCP communication skills except for the subgroup of participant interviews with simulated patients, where the intervention group was significantly less likely to present `facts only` compared with the control group (four studies, 344 participant interviews; P = 0.01, I(2) = 70%).There were no significant differences between the groups with regard to outcomes assessing HCP `burnout`, patient satisfaction or patient perception of the HCPs communication skills. Patients in the control group experienced a greater reduction in mean anxiety scores in a meta-analyses of two studies (169 participant interviews; P = 0.02; I(2) = 8%); we considered this evidence to be of a very low quality.
AUTHORS’ CONCLUSIONS: Various CST courses appear to be effective in improving some types of HCP communication skills related to information gathering and supportive skills. We were unable to determine whether the effects of CST are sustained over time, whether consolidation sessions are necessary, and which types of CST programs are most likely to work. We found no evidence to support a beneficial effect of CST on HCP `burnout`, patients` mental or physical health, and patient satisfaction.

Source: Cochrane