Micro aggressions in counseling

Teachbackguidelines.pdf

Tool 5 The Teach-Back Method

The Teach-Back Method

Overview

Studies have shown that 40-80 percent of the medical information patients receive is forgotten immediately1 and nearly half of the information retained is incorrect.2

One of the easiest ways to close the gap of communication between clinician and patient is to employ the “teach-back” method, also known as the “show-me” method or “closing the loop.”3 Teach-back is a way to confirm that you have explained to the patient what they need to know in a manner that the patient understands. Patient understanding is confirmed when they explain it back to you. It can also help the clinic staff members identify explanations and communication strategies that are most commonly understood by patients.

Purpose

To provide your practice with examples and helpful advice on performing the teach-back method.

Action

1. Learn the teach-back method.  Teach-Back Video : View a 5-minute video that gives two examples

of using teach-back with medication changes.

Testimonial

“I decided to do teach-back on five patients. With one mother and her child, I concluded the visit by saying ‘So tell me what you are going to do when you get home.’ The mother just looked at me without a reply. She could not tell me what instructions I had just given her. I explained the instructions again and then she was able to teach them back to me. The most amazing thing about this “ah ha” moment was that I had no idea she did not understand until I asked her to teach it back to me. I was so wrapped up in delivering the message that I did not realize that it wasn’t being received.”

-resident physician, pediatric office

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http://nchealthliteracy.org/teachingaids.html�

Tool 5 The Teach-Back Method

 Teach-Back: A Health Literacy Tool to Ensure Patient Understanding: This PowerPoint presentation can be used in a group setting or as a stand-alone self-study. It contains 20 slides developed by clinicians at the Iowa Health System.

 AMA video: View a video entitled “Health Literacy and Patient Safety: Help Patients Understand.” The last 5 minutes of the 23-minute video includes an example of a clinician using teach-back.

 Keep in mind:  This is not a test of the patient's knowledge: This is a test of

how well you explained the concept.  Use with everyone: Use teach-back when you think the person

understands and when you think someone is struggling with your directions.

 Teach to all staff: All members of the practice staff can use it to make sure their communication is clear.

Tips Suggested Approaches When Using Teach-back.

 “I want to be sure that I explained your medication correctly. Can you tell me how you are going to take this medicine?”

 “We covered a lot today about your diabetes, and I want to make sure that I explained things clearly. So let’s review what we discussed. What are three strategies that will help you control your diabetes?”

 “What are you going to do when you get home?”

2. Try the teach-back method.  Start Slowly. Initially, you may want to try it with the last patient of

the day.

 Plan your approach. Think about how you will ask your patient to teach-back information based on the topic you are reviewing. Keep in mind that some situations will not be appropriate for using the teach- back method.

 Use handouts. Reviewing written materials to reinforce the teaching points can be very helpful for patient understanding. Refer to Tool 12: Use Health Education Materials Effectively.

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http://www.nchealthliteracy.org/toolkit/tool5A.ppt�

http://www.ama-assn.org/ama/no-index/about-ama/8035.shtml�

http://www.nchealthliteracy.org/toolkit/tool12.pdf�

Tool 5 The Teach-Back Method

 Clarify. If patients cannot remember or accurately repeat what you asked them, clarify your information or directions and allow them to teach it back again. Do this until the patient is able to correctly describe in their own words what they are going to do, without parroting back what you said.

 Practice. It may take some getting used to, but studies show that once established as part of a routine, it does not take longer to perform.

Track Your Progress

 Assess results of the teach-back method with staff and patients.  The Teach-Back Self-Evaluation and Tracking Log provides a

method for staff to document their experience using the teach-back method. Encourage staff to use the logs, and hold a discussion about their experience. This will allow people to share teach-back strategies that worked best. In addition, it is helpful to ask patients if they find the teach-back interaction positive and helpful during the patient encounter.

 Assess how often the teach-back is used.  A few weeks after first trying the teach-back, track how many

clinicians or staff members are using it. Have each individual keep a log of when and how it was used over the course of a few days.

References

1. Kessels RP. Patients' memory for medical information. J R Soc Med. May 2003;96(5):219-22. 2. Anderson JL, Dodman S, Kopelman M, Fleming A. Patient information recall in a

rheumatology clinic. Rheumatology. 1979;18(1):18-22. 3. Schillinger D, Piette J, Grumbach K, et al. Closing the loop: physician communication with

diabetic patients who have low health literacy. Arch Intern Med. 2003;163(1):83-90.

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MicroaggressionsinCounseling.pptx

Microaggressions in Counseling

Student’s Name

Institutional Affiliation

Instructor’s Name

Course Code

Date

Unveiling the often unnoticed microaggressions in counseling.

CITs' experiences illuminated through constructivist phenomenology.

Sackett et al.'s study unveils crucial counseling dynamics.

Delving into the nuances of microaggressions' manifestations.

Exploring CITs' responses to subtle discriminatory behaviors.

Understanding the impact of microaggressions in counseling.

Join us as we navigate this crucial discussion.

Introduction

Hand hygiene is a cornerstone of patient safety in healthcare settings. Today, we'll explore its critical importance and discuss how improving hand hygiene practices can significantly impact patient outcomes. Our goals for this session include understanding the significance of hand hygiene in preventing healthcare-associated infections (HAIs), recognizing the current challenges we face in hand hygiene compliance, and learning about our proposed improvement plan to enhance hand hygiene practices across our organization.

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Current Patient Safety Issue

Patient safety at risk: hand hygiene lapses.

Pathogen spread linked to hygiene negligence.

Healthcare-associated infections thrive amidst poor compliance.

Patient outcomes suffer, costs escalate with infections.

Urgent action needed to ensure patient welfare.

Addressing hand hygiene crucial for patient safety.

Safeguarding patients demands improved hygiene protocols.

we're diving into a significant but often overlooked aspect of counseling: microaggressions experienced by counselors-in-training (CITs). This presentation aims to highlight the key findings of a constructivist phenomenological study conducted by Sackett et al. Our focus will be on exploring how microaggressions manifest in the counseling process and how CITs respond to them. Let's delve into this important topic together.

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Understanding Microaggressions

Define microaggressions: subtle verbal/nonverbal offenses faced daily.

Originated by psychiatrist Chester M. Pierce.

Elaborated by Sue and colleagues for understanding.

Small actions with significant mental, physical impacts.

Linked to anxiety, depression, post-traumatic stress.

Understanding crucial for effective counseling sessions.

Essential to grasp for supporting marginalized individuals.

Before we proceed further, let's understand what microaggressions entail. Microaggressions are subtle verbal or nonverbal offenses that marginalized individuals experience daily (Sackett et al, 2023). They were first introduced by psychiatrist Chester M. Pierce and later expanded upon by Sue and colleagues. These seemingly small actions can have significant impacts on mental and physical health, contributing to conditions like anxiety, depression, and post-traumatic stress. It's crucial to grasp the depth of their impact to understand the experiences of CITs in counseling sessions.

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CITs' Experiences of Microaggressions

CITs' encounters with client microaggressions explored deeply.

Internal responses of CITs to microaggressions analyzed.

CITs' efforts to interpret and contextualize experiences.

Strategies CITs employ to navigate counseling microaggressions.

Significance of seeking support in coping mechanisms highlighted.

Key themes shed light on CITs' challenges.

Insights into CITs' resilience and coping strategies.

The experiences of CITs regarding microaggressions from clients. Through in-depth interviews, several key themes emerged. These include the internal reactions of CITs when faced with microaggressions, their attempts to contextualize these experiences, strategies for navigating such situations in counseling sessions, and the importance of seeking support as a coping mechanism. These themes provide valuable insights into the challenges CITs encounter and how they strive to overcome them.

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Implications for Counseling Education

Study reveals counseling education's critical implications.

Emphasize microaggression training for future counselors' preparation.

Develop competencies to effectively handle microaggressions.

Enhance supervision and support systems for CITs.

Foster inclusive counseling environments encouraging open dialogue.

Prioritize steps for well-being of CITs and clients.

Ensure counseling environments promote understanding and inclusivity..

The study's findings carry significant implications for counseling education. It underscores the importance of addressing microaggressions in training programs to better prepare future counselors (Sackett et al, 2023). There's a pressing need to develop competencies for handling microaggressions effectively, enhance supervision and support systems for CITs, and create inclusive counseling environments that foster open dialogue and understanding. These steps are vital in ensuring the well-being of both CITs and their clients.

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Reflexive Application

Reflecting on personal experiences enriches counseling insights.

Understanding privileged identities deepens therapeutic comprehension.

Intersectionality awareness fosters empathy and inclusivity.

Embracing reflexivity enhances sensitivity and professional growth.

Navigating complexities with awareness enriches client relationships.

Sensitivity in counseling practice promotes holistic client care.

Professional growth thrives through reflective practice habits.

As we explore this topic, it's essential to reflect on our own experiences and identities. Recognizing the impact of privileged identities and understanding intersectionality are crucial aspects of counseling practice (Sackett et al, 2023). Embracing reflexivity allows us to navigate these complexities with greater awareness and sensitivity, ultimately enhancing our professional practice.

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Conclusion

Summary: CITs' encounters with client microaggressions discussed.

Study highlights: Insights on microaggressions in counseling.

Emphasis on addressing microaggressions in counseling education.

Call to action: Integrate training for CITs.

Support mechanisms crucial for navigating microaggressions.

Continued dialogue vital for creating inclusive environments.

Goal: Foster supportive spaces in counseling field.

In conclusion, today's presentation provided an overview of CITs' experiences of microaggressions from clients in the counseling process. We discussed key findings from the study and emphasized the importance of addressing microaggressions in counseling education. Moving forward, there's a clear call to action for counseling programs to integrate training and support mechanisms to better equip CITs in navigating these challenges. Let's continue the dialogue and work towards creating more inclusive and supportive environments in the field of counseling.

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References

Sackett, C. R., Mack, H. L., Sharma, J., Cook, R. M., & Dogan-Dixon, J. (2023). A Phenomenological Exploration of Counselors-in-Training's Experiences of Microaggressions from Clients. Professional Counselor, 13(2), 145-161.

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