Individual interviews and focus groups were conducted and analysed using the Framework approach. Patients undergoing consultations with a dietitian were invited to discuss their experience of the consultation with a research dietitian who was not involved in their care. The present study aimed to achieve a better understanding of patients' experiences of dietetic consultations using qualitative analysis. At present, there is little research exploring patient experience of dietetic consultations. Understanding patient experiences of consultations can help indicate how consultations can be modified to improve effectiveness. Word work (endings, rhymes, homonyms, etc.There is considerable interest in healthcare research regarding communication skills and some debate surrounding the effectiveness of a patient-centred approach to care.Traditional tales / fairy tales / tales from other lands.Covid damages speech & language development – official!.And the child nearly always knows you don’t understand when you make remarks pretending that you do! If you are involved with a child who tries to communicate but is very hard to follow, try to spend at least some time with pictures or a game where the content is in front of you both! The hardest remarks to understand are likely to occur when the child launches into a stream of talk including names and events you know nothing about. Instead of saying You’ve got that wrong, the adult used the idiom correctly in her own speech – providing a modelled example.) (This helpful adult understood the child had attempted to use an idiom. Next time we’ll both keep our eyes peeled and we’ll be sure to see it. Idioms are fairly confusing for children and foreigners alike! These set phrases can’t be turned around or changed – that is proscribed by our linguistic rules.Īdult: Oh well. If we don’t take the trouble to think What could this child be trying to express? then the opportunity will pass by (a) to gain insight into a child’s thought processes, and (b) to demonstrate understanding by making a sensible reply which may include a model of how it could have been said better. If we as adults expect children to be saying something sensible, and take the blame if we don’t understand, then real communication may take place. Adult showing photo of large truck: What’s this?Īdult hasn’t seen the right TV show to interpret this as big rig and reacts as if child is talking nonsense.Īdult: We can’t see the bus-stop. So the adult may say or imply the child is talking rubbish because the adult forgot to extend the courtesy of trying to make sense of the child’s utterance.ġ. Sadly, however, adults often forget to extend the same trust towards children that they are talking sense – from their knowledge and viewpoint. And we expect them to know we always talk sense, unless of course we’re talking nonsense on purpose as a game. So we expect children to listen to us – and to pick up on the many different ways we say things, together with interpreting the idioms, the hints, the sarcasm, the teasing, the facial expression and tone of voice. It is often swiftly followed by I won’t tell you again… which may mean either I will tell you again (ad nauseam) or I will give you a slap! This is normally said in exasperation when a child has not jumped into action at the first time of telling.
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