🚀 go-pugleaf

Hello to all in this group.

I am studying for the Diploma in counselling . In my counselling group.  I
would like to do a presentation on deaf culture

 the problems  a deaf person  might face if they require counselling from a
hearing counsellor .

How can a hearing counsellor help.

What do they need to be aware of in working with a deaf  person.

 I wonder if anyone knows of any exercise that I could ask my counselling
group to do that will help them understand problems of the deaf clients.

I've found quite a bit of information from the internet but I haven't
managed to find any class exercises

ANY help will be much appreciated

>  I wonder if anyone knows of any exercise that I could ask my
counselling
> group to do that will help them understand problems of the deaf
clients.

Make a video in which you deliver a 10 or 15 minute lecture covering
new material that has not yet been presented to the group.

Make the video in a setting in which there is a lot of background
noise.  During the taping, use gestures, papers, microphone, etc which
obscure the view of your lips.  Avoid directly facing the camera.  Use
visual aids but place them behind you and continue speaking as you
turn your back to the group.  Pace the floor a bit, facing first one
way and then the other.  Stand in front of an unshaded window with the
bright sunlight behind you.  Speak very rapidly.  Slur your words.
Allow the volume of your voice to rise as you begin each sentence and
then to fall on the key words.

When you've finished the video, run the audio portion through a low
pass filter to remove all frequencies above, say, 1000 Hz.

Tell your group that they will be tested on the material in the video.
Emphasize the importance of this video.  Tell them that successful
completion of their training will require a satisfactory score on the
exam.  Be very serious about this.

Then show the video to your group.  If they complain about the audio,
turn up the volume.  Ignore all other objections and complaints.

Then give them the test.

After grading the papers, discuss the results with the group.

Make it very clear to them that the audio had nothing to do with their
poor grades.  Tell them the problem was that they simply didn't
understand the material.  Tell them they didn't work hard enough; they
weren't paying enough attention; if they'd really wanted to they'd
have tried harder.  Tell them that maybe they just don't have the
aptitude to be in this profession.

Then, and only then, reveal the real purpose of the video.

--
Carolyn's Evil Twin
--
"Loss of vision means losing contact with things, but loss of hearing
means losing contact with people." -- Helen Keller

"Annie" <annie.edwards@ntlworld.com> wrote in message
news:evia6.4119$vH6.76553@news6-win.server.ntlworld.com...
>
> Hello to all in this group.
>
> I am studying for the Diploma in counselling . In my counselling
group.  I
> would like to do a presentation on deaf culture
>
>  the problems  a deaf person  might face if they require counselling
from a
> hearing counsellor .
>
> How can a hearing counsellor help.
>
> What do they need to be aware of in working with a deaf  person.
>
>  I wonder if anyone knows of any exercise that I could ask my
counselling
> group to do that will help them understand problems of the deaf
clients.
>
> I've found quite a bit of information from the internet but I
haven't
> managed to find any class exercises
>
> ANY help will be much appreciated
>
>
>

Carolyn (wilsocs@hot%%%%%mail.com) wrote:
: Make it very clear to them that the audio had nothing to do with their
: poor grades.  Tell them the problem was that they simply didn't
: understand the material.  Tell them they didn't work hard enough; they
: weren't paying enough attention; if they'd really wanted to they'd
: have tried harder.  Tell them that maybe they just don't have the
: aptitude to be in this profession.

Wow! Very cool. If that does not give them an idea of what many deaf
have to face, I don't know what can.

- Christian

It occurs to me that if you really wanted to attempt the
filtered-voice video, there is something more you could do that might
also prove very useful.

Use two hidden cameras to videotape the group as they watch the
filtered video -- one from the front of the room to capture facial
expressions and one from the side to capture changes in posture.  My
guess is that the hidden cameras have a pretty good chance of picking
up certain behavioral changes among the group members that might be
very interesting.

After you have revealed the purpose of the first, filtered, video and
have discussed it with the group, then show them the hidden videos.

Look for changes in facial expressions and body language.  Once the
group members begin to realize that they're having trouble
understanding the audio, I would expect to see a increase in physical
tension as they lean forward in their seats straining to make out what
the speaker is saying.  Their gazes might be locked on the video as
they attempt to sharply focus their attention on the speaker and
filter out anything that might distract them from the speaker's words.

At some point they may begin to protest.  Turning up the volume will
puzzle and disappoint them as they realize, to their surprise, that
the increased volume isn't helping.  Brushing aside their objections
as unimportant should do very nicely to further increase the tension.

Once they begin to realize that there is nothing they can do to bring
the speaker's voice into focus, I would expect to see them pass
through stages of frustration, annoyance, and, possibly further
protest.  Finally, I think they will give up and consign themselves to
simply enduring the remainder of the video -- and that, too, should be
apparent in their body language.

It might be very instructive for your group members to actually see
themselves engaging in these behaviors because they will undoubtedly
see some of these behaviors in their clients.  This personal
experience might give them some additional insight.  For instance,
focused attention is not 'staring' or 'intentionally rude'.  Giving up
when the situation is clearly hopeless is not 'bored', 'inattentive',
'zoned out', or 'mentally slow'.

Unfortunately, their experience will not exactly mirror the d/hoh
experience.  Your students are in a group and all members of the group
would be experiencing the same thing.  Their shared experience gives
support to each of them as individuals.

That is not the case for d/hoh.  For us, the experience of not
understanding the words is what isolates us from the rest of the
group.
--
Carolyn in Austin, Texas
--
"Loss of vision means losing contact with things, but loss of hearing
means losing contact with people." -- Helen Keller

"Carolyn" <wilsocs@hot%%%%%mail.com> wrote in message
news:Ukoa6.3907$Zc3.738171@typhoon.austin.rr.com...
> >  I wonder if anyone knows of any exercise that I could ask my
> >  counselling group to do that will help them understand
> >  problems of the deaf clients.
>
> Make a video in which you deliver a 10 or 15 minute lecture covering
> new material that has not yet been presented to the group.
>
> Make the video in a setting in which there is a lot of background
> noise.  During the taping, use gestures, papers, microphone, etc
which
> obscure the view of your lips.  Avoid directly facing the camera.
Use
> visual aids but place them behind you and continue speaking as you
> turn your back to the group.  Pace the floor a bit, facing first one
> way and then the other.  Stand in front of an unshaded window with
the
> bright sunlight behind you.  Speak very rapidly.  Slur your words.
> Allow the volume of your voice to rise as you begin each sentence
and
> then to fall on the key words.
>
> When you've finished the video, run the audio portion through a low
> pass filter to remove all frequencies above, say, 1000 Hz.
>
> Tell your group that they will be tested on the material in the
video.
> Emphasize the importance of this video.  Tell them that successful
> completion of their training will require a satisfactory score on
the
> exam.  Be very serious about this.
>
> Then show the video to your group.  If they complain about the
audio,
> turn up the volume.  Ignore all other objections and complaints.
>
> Then give them the test.
>
> After grading the papers, discuss the results with the group.
>
> Make it very clear to them that the audio had nothing to do with
their
> poor grades.  Tell them the problem was that they simply didn't
> understand the material.  Tell them they didn't work hard enough;
they
> weren't paying enough attention; if they'd really wanted to they'd
> have tried harder.  Tell them that maybe they just don't have the
> aptitude to be in this profession.
>
> Then, and only then, reveal the real purpose of the video.
>
> --
> Carolyn's Evil Twin
> --
> "Loss of vision means losing contact with things, but loss of
hearing
> means losing contact with people." -- Helen Keller
>
> "Annie" <annie.edwards@ntlworld.com> wrote in message
> news:evia6.4119$vH6.76553@news6-win.server.ntlworld.com...
> >
> > Hello to all in this group.
> >
> > I am studying for the Diploma in counselling . In my counselling
> group.  I
> > would like to do a presentation on deaf culture
> >
> >  the problems  a deaf person  might face if they require
counselling
> from a
> > hearing counsellor .
> >
> > How can a hearing counsellor help.
> >
> > What do they need to be aware of in working with a deaf  person.
> >
> >  I wonder if anyone knows of any exercise that I could ask my
> counselling
> > group to do that will help them understand problems of the deaf
> clients.
> >
> > I've found quite a bit of information from the internet but I
> haven't
> > managed to find any class exercises
> >
> > ANY help will be much appreciated
> >
> >
> >
>
>

In article <Nwua6.6884$k%.741056@typhoon.austin.rr.com>,
  "Carolyn" <wilsocs@hot%%%%%mail.com> wrote:
> It occurs to me that if you really wanted to attempt the
> filtered-voice video, there is something more you could do that might
> also prove very useful.
>
> Use two hidden cameras to videotape the group as they watch the
> filtered video -- one from the front of the room to capture facial
> expressions and one from the side to capture changes in posture.  My
> guess is that the hidden cameras have a pretty good chance of picking
> up certain behavioral changes among the group members that might be
> very interesting.
>
> After you have revealed the purpose of the first, filtered, video and
> have discussed it with the group, then show them the hidden videos.
>
> Look for changes in facial expressions and body language.  Once the
> group members begin to realize that they're having trouble
> understanding the audio, I would expect to see a increase in physical
> tension as they lean forward in their seats straining to make out what
> the speaker is saying.  Their gazes might be locked on the video as
> they attempt to sharply focus their attention on the speaker and
> filter out anything that might distract them from the speaker's words.
>
> At some point they may begin to protest.  Turning up the volume will
> puzzle and disappoint them as they realize, to their surprise, that
> the increased volume isn't helping.  Brushing aside their objections
> as unimportant should do very nicely to further increase the tension.
>
> Once they begin to realize that there is nothing they can do to bring
> the speaker's voice into focus, I would expect to see them pass
> through stages of frustration, annoyance, and, possibly further
> protest.  Finally, I think they will give up and consign themselves to
> simply enduring the remainder of the video -- and that, too, should be
> apparent in their body language.
>
> It might be very instructive for your group members to actually see
> themselves engaging in these behaviors because they will undoubtedly
> see some of these behaviors in their clients.  This personal
> experience might give them some additional insight.  For instance,
> focused attention is not 'staring' or 'intentionally rude'.  Giving up
> when the situation is clearly hopeless is not 'bored', 'inattentive',
> 'zoned out', or 'mentally slow'.
>
> Unfortunately, their experience will not exactly mirror the d/hoh
> experience.  Your students are in a group and all members of the group
> would be experiencing the same thing.  Their shared experience gives
> support to each of them as individuals.
>
> That is not the case for d/hoh.  For us, the experience of not
> understanding the words is what isolates us from the rest of the
> group.
> --
> Carolyn in Austin, Texas
> --
> "Loss of vision means losing contact with things, but loss of hearing
> means losing contact with people." -- Helen Keller
>
> "Carolyn" <wilsocs@hot%%%%%mail.com> wrote in message
> news:Ukoa6.3907$Zc3.738171@typhoon.austin.rr.com...
> > >  I wonder if anyone knows of any exercise that I could ask my
> > >  counselling group to do that will help them understand
> > >  problems of the deaf clients.
> >
> > Make a video in which you deliver a 10 or 15 minute lecture covering
> > new material that has not yet been presented to the group.
> >
> > Make the video in a setting in which there is a lot of background
> > noise.  During the taping, use gestures, papers, microphone, etc
> which
> > obscure the view of your lips.  Avoid directly facing the camera.
> Use
> > visual aids but place them behind you and continue speaking as you
> > turn your back to the group.  Pace the floor a bit, facing first one
> > way and then the other.  Stand in front of an unshaded window with
> the
> > bright sunlight behind you.  Speak very rapidly.  Slur your words.
> > Allow the volume of your voice to rise as you begin each sentence
> and
> > then to fall on the key words.
> >
> > When you've finished the video, run the audio portion through a low
> > pass filter to remove all frequencies above, say, 1000 Hz.
> >
> > Tell your group that they will be tested on the material in the
> video.
> > Emphasize the importance of this video.  Tell them that successful
> > completion of their training will require a satisfactory score on
> the
> > exam.  Be very serious about this.
> >
> > Then show the video to your group.  If they complain about the
> audio,
> > turn up the volume.  Ignore all other objections and complaints.
> >
> > Then give them the test.
> >
> > After grading the papers, discuss the results with the group.
> >
> > Make it very clear to them that the audio had nothing to do with
> their
> > poor grades.  Tell them the problem was that they simply didn't
> > understand the material.  Tell them they didn't work hard enough;
> they
> > weren't paying enough attention; if they'd really wanted to they'd
> > have tried harder.  Tell them that maybe they just don't have the
> > aptitude to be in this profession.
> >
> > Then, and only then, reveal the real purpose of the video.
> >
> > --
> > Carolyn's Evil Twin
> > --
> > "Loss of vision means losing contact with things, but loss of
> hearing
> > means losing contact with people." -- Helen Keller
> >
> > "Annie" <annie.edwards@ntlworld.com> wrote in message
> > news:evia6.4119$vH6.76553@news6-win.server.ntlworld.com...
> > >
> > > Hello to all in this group.
> > >
> > > I am studying for the Diploma in counselling . In my counselling
> > group.  I
> > > would like to do a presentation on deaf culture
> > >
> > >  the problems  a deaf person  might face if they require
> counselling
> > from a
> > > hearing counsellor .
> > >
> > > How can a hearing counsellor help.
> > >
> > > What do they need to be aware of in working with a deaf  person.
> > >
> > >  I wonder if anyone knows of any exercise that I could ask my
> > counselling
> > > group to do that will help them understand problems of the deaf
> > clients.
> > >
> > > I've found quite a bit of information from the internet but I
> > haven't
> > > managed to find any class exercises
> > >
> > > ANY help will be much appreciated

Carolyn, you have very good ideas here. Your suggestions are so good
and obvious they must surely be getting used somewhere!

However, I certainly wouldn't personally recommend fooling people, even
if they will benefit from it educationally. They could probably feel
ofended by that.

There is a commercial opportunity in these ideas for anybody who wishes
to create such a training video.

A further suggestion is that the video be closed captioned. Then it can
be replayed to the students with captions to show them how people with
a deafness or hearing impairment might manage with appropriate
technology.

--
/ Kevin
kevbal@aus.zopps.com


Sent via Deja.com
http://www.deja.com/

In article <evia6.4119$vH6.76553@news6-win.server.ntlworld.com>,
  "Annie" <annie.edwards@ntlworld.com> wrote:
>
> Hello to all in this group.
>
> I am studying for the Diploma in counselling . In my counselling
group.  I
> would like to do a presentation on deaf culture
>
>  the problems  a deaf person  might face if they require counselling
from a
> hearing counsellor .
>
> How can a hearing counsellor help.
>
> What do they need to be aware of in working with a deaf  person.
>
>  I wonder if anyone knows of any exercise that I could ask my
counselling
> group to do that will help them understand problems of the deaf
clients.
>
> I've found quite a bit of information from the internet but I haven't
> managed to find any class exercises
>
> ANY help will be much appreciated

The only suggestion I can make, beyond what other posters have replied,
is to make it clear to the students that they would be counselling the
person with a deafness or hearing impairment and not any person who
might accompany them. This becomes important when the client
experiences difficulty understanding what the counsellor is saying,
unconsciously making the counsellor use the accompanying person as an
unofficial interpreter. That person can then unintentionally (or even
intentionally!) distort any communication, especially if they are
personally involved in any way with the client. If an official,
professional interpreter is used, then the client should at least be
able to claim redress, for what it's worth, from the interpreter should
it eventually be realised the wrong thing was said.


--
/ Kevin
kevbal@aus.zopps.com


Sent via Deja.com
http://www.deja.com/

Hey.
There's a book from UK, written by a deaf counsellor, called "Counselling,
the deaf challenge". It's found at this link.

http://www.jkp.com/catalogue/counselling/cor_cou.html

This book covers, among other stuff, a how-to for hearing counsellors.

Hope this help

"Annie" <annie.edwards@ntlworld.com> wrote in message
news:evia6.4119$vH6.76553@news6-win.server.ntlworld.com...
>
> Hello to all in this group.
>
> I am studying for the Diploma in counselling . In my counselling group.  I
> would like to do a presentation on deaf culture
>
>  the problems  a deaf person  might face if they require counselling from
a
> hearing counsellor .
>
> How can a hearing counsellor help.
>
> What do they need to be aware of in working with a deaf  person.
>
>  I wonder if anyone knows of any exercise that I could ask my counselling
> group to do that will help them understand problems of the deaf clients.
>
> I've found quite a bit of information from the internet but I haven't
> managed to find any class exercises
>
> ANY help will be much appreciated
>
>
>

If you don't want to play games & fool people you could do a video of
a counseling session where the counselor has to write out everything &
the deaf person has to do that too. Show how strong emotions cannot be
shown that way & how things could be distorted emotionally from
reading rather than hearing words. Then you could show what's written
on the paper.  You could do that in class too, if everyone has paper &
pencil & they have to write to you what they would say to a deaf
person.

In counseling, my counselor often typed on a tty, too.

"Kevin Balaam" <kevbal@aus.zopps.com> wrote in message
news:94edbt$6rq$1@nnrp1.deja.com...
> Carolyn, you have very good ideas here. Your suggestions are so good
> and obvious they must surely be getting used somewhere!

Thanks, Kevin.  Actually, though, I'm not so sure of this.  I've
noticed that the mainstream often seems completely oblivious to many
of the things that are, at least to us, glaringly obvious.

> However, I certainly wouldn't personally recommend fooling people,
even
> if they will benefit from it educationally. They could probably feel
> ofended by that.

I'm not sure I would recommend it myself.  I agree that the group
might, very reasonably, feel offended, even outraged, by such
deception.  I would, therefore, question the ulitmate effectiveness --
not to mention the ethics -- of actually conducting such a painful
exercise.

Neveretheless, I think the idea (along with the video) -- even if just
written down and presented to the group on paper -- might provoke a
sufficiently powerful reaction among group members as to give them
some bit of insight into the d/hoh perspective.

One advantage of this approach is that it does not require them to try
to imagine the d/hoh experience by merely pretending to be d/hoh.  To
hearing people, the d/hoh experience is utterly alien.  They simply
can't "pretend" their way into it.

The most powerful aspect of deception is that it places group members
in a position where they must feel, in a deeply personal way, the
shift in locus of responsibility for a communication failure.  It also
brings home to them the implications of this shift of responsibliity.

As hearing people, they would reasonably argue that the video is at
fault for failing to adequately communicate the material.  It would be
quite an unpleasant shock to suddenly find themselves in a situation
where THEY are perceived as being solely responsible for THEIR failure
to understand the speaker's voice.

Further, it would be not only shocking, but downright painful, to find
that their inability to understand the voice was perceived as some
inherent inadequacy in themselves -- from mere inability to pay
attention to outright intellectual deficiency.

The coup de gras, of course, would be that if they persisted in
blaming the video, their refusal to accept full responsibility for the
failure in communication would be perceived as (I'll bet you saw this
coming) "denial".

I agree that deception is not a good idea.  But, then, how else can we
really convey to hearing people what we have experienced?  Without
understanding our experience, how can they understand our perspective?

I'm open to suggestions.  Any ideas?  Annie, if you're still following
the bizarre twist this discussion has taken, what is your reaction?

> There is a commercial opportunity in these ideas for anybody who
wishes
> to create such a training video.

I'd do it if I had the money (a grant, maybe?) and people with the
expertise to help plan and carry it out (any volunteers?).

But I wouldn't want to do it commercially.  I'd want to be able to
supply the video and training materials free of charge, if at all
possible, to maximize distribution.  After all, the whole point of the
exercise, as I see it, would be to try to lower the barriers to
communication between the d/hoh and hearing populations.  That would
be even better than money.   ;-)

And, no.  I wouldn't base the exercise on deception.

> A further suggestion is that the video be closed captioned. Then it
can
> be replayed to the students with captions to show them how people
with
> a deafness or hearing impairment might manage with appropriate
> technology.

An EXCELLENT suggestion!!

> --
> / Kevin
> kevbal@aus.zopps.com

--
Carolyn in Austin, Texas
--
"Loss of vision means losing contact with things, but loss of hearing
means losing contact with people." -- Helen Keller

> In article <Nwua6.6884$k%.741056@typhoon.austin.rr.com>,
>   "Carolyn" <wilsocs@hot%%%%%mail.com> wrote:
> > It occurs to me that if you really wanted to attempt the
> > filtered-voice video, there is something more you could do that
might
> > also prove very useful.
> >
> > Use two hidden cameras to videotape the group as they watch the
> > filtered video -- one from the front of the room to capture facial
> > expressions and one from the side to capture changes in posture.
My
> > guess is that the hidden cameras have a pretty good chance of
picking
> > up certain behavioral changes among the group members that might
be
> > very interesting.
> >
> > After you have revealed the purpose of the first, filtered, video
and
> > have discussed it with the group, then show them the hidden
videos.
> >
> > Look for changes in facial expressions and body language.  Once
the
> > group members begin to realize that they're having trouble
> > understanding the audio, I would expect to see a increase in
physical
> > tension as they lean forward in their seats straining to make out
what
> > the speaker is saying.  Their gazes might be locked on the video
as
> > they attempt to sharply focus their attention on the speaker and
> > filter out anything that might distract them from the speaker's
words.
> >
> > At some point they may begin to protest.  Turning up the volume
will
> > puzzle and disappoint them as they realize, to their surprise,
that
> > the increased volume isn't helping.  Brushing aside their
objections
> > as unimportant should do very nicely to further increase the
tension.
> >
> > Once they begin to realize that there is nothing they can do to
bring
> > the speaker's voice into focus, I would expect to see them pass
> > through stages of frustration, annoyance, and, possibly further
> > protest.  Finally, I think they will give up and consign
themselves to
> > simply enduring the remainder of the video -- and that, too,
should be
> > apparent in their body language.
> >
> > It might be very instructive for your group members to actually
see
> > themselves engaging in these behaviors because they will
undoubtedly
> > see some of these behaviors in their clients.  This personal
> > experience might give them some additional insight.  For instance,
> > focused attention is not 'staring' or 'intentionally rude'.
Giving up
> > when the situation is clearly hopeless is not 'bored',
'inattentive',
> > 'zoned out', or 'mentally slow'.
> >
> > Unfortunately, their experience will not exactly mirror the d/hoh
> > experience.  Your students are in a group and all members of the
group
> > would be experiencing the same thing.  Their shared experience
gives
> > support to each of them as individuals.
> >
> > That is not the case for d/hoh.  For us, the experience of not
> > understanding the words is what isolates us from the rest of the
> > group.
> > --
> > Carolyn in Austin, Texas
> > --
> > "Loss of vision means losing contact with things, but loss of
hearing
> > means losing contact with people." -- Helen Keller
> >
> > "Carolyn" <wilsocs@hot%%%%%mail.com> wrote in message
> > news:Ukoa6.3907$Zc3.738171@typhoon.austin.rr.com...
> > > >  I wonder if anyone knows of any exercise that I could ask my
> > > >  counselling group to do that will help them understand
> > > >  problems of the deaf clients.
> > >
> > > Make a video in which you deliver a 10 or 15 minute lecture
covering
> > > new material that has not yet been presented to the group.
> > >
> > > Make the video in a setting in which there is a lot of
background
> > > noise.  During the taping, use gestures, papers, microphone, etc
> > which
> > > obscure the view of your lips.  Avoid directly facing the
camera.
> > Use
> > > visual aids but place them behind you and continue speaking as
you
> > > turn your back to the group.  Pace the floor a bit, facing first
one
> > > way and then the other.  Stand in front of an unshaded window
with
> > the
> > > bright sunlight behind you.  Speak very rapidly.  Slur your
words.
> > > Allow the volume of your voice to rise as you begin each
sentence
> > and
> > > then to fall on the key words.
> > >
> > > When you've finished the video, run the audio portion through a
low
> > > pass filter to remove all frequencies above, say, 1000 Hz.
> > >
> > > Tell your group that they will be tested on the material in the
> > video.
> > > Emphasize the importance of this video.  Tell them that
successful
> > > completion of their training will require a satisfactory score
on
> > the
> > > exam.  Be very serious about this.
> > >
> > > Then show the video to your group.  If they complain about the
> > audio,
> > > turn up the volume.  Ignore all other objections and complaints.
> > >
> > > Then give them the test.
> > >
> > > After grading the papers, discuss the results with the group.
> > >
> > > Make it very clear to them that the audio had nothing to do with
> > their
> > > poor grades.  Tell them the problem was that they simply didn't
> > > understand the material.  Tell them they didn't work hard
enough;
> > they
> > > weren't paying enough attention; if they'd really wanted to
they'd
> > > have tried harder.  Tell them that maybe they just don't have
the
> > > aptitude to be in this profession.
> > >
> > > Then, and only then, reveal the real purpose of the video.
> > >
> > > --
> > > Carolyn's Evil Twin
> > > --
> > > "Loss of vision means losing contact with things, but loss of
> > hearing
> > > means losing contact with people." -- Helen Keller
> > >
> > > "Annie" <annie.edwards@ntlworld.com> wrote in message
> > > news:evia6.4119$vH6.76553@news6-win.server.ntlworld.com...
> > > >
> > > > Hello to all in this group.
> > > >
> > > > I am studying for the Diploma in counselling . In my
counselling
> > > group.  I
> > > > would like to do a presentation on deaf culture
> > > >
> > > >  the problems  a deaf person  might face if they require
> > counselling
> > > from a
> > > > hearing counsellor .
> > > >
> > > > How can a hearing counsellor help.
> > > >
> > > > What do they need to be aware of in working with a deaf
person.
> > > >
> > > >  I wonder if anyone knows of any exercise that I could ask my
> > > counselling
> > > > group to do that will help them understand problems of the
deaf
> > > clients.
> > > >
> > > > I've found quite a bit of information from the internet but I
> > > haven't
> > > > managed to find any class exercises
> > > >
> > > > ANY help will be much appreciated
>

In article <c14m6tg1goaqclruj6vsbfsk6hrams9m91@4ax.com>,
  Tricia@ammar.net  (Tricia) wrote:
>
> If you don't want to play games & fool people you could do a video of
> a counseling session where the counselor has to write out everything &
> the deaf person has to do that too. Show how strong emotions cannot be
> shown that way & how things could be distorted emotionally from
> reading rather than hearing words. Then you could show what's written
> on the paper.  You could do that in class too, if everyone has paper &
> pencil & they have to write to you what they would say to a deaf
> person.
>
> In counseling, my counselor often typed on a tty, too.
>

That's another good idea.

--
/ Kevin
kevbal@aus.zopps.com


Sent via Deja.com
http://www.deja.com/

On Mon, 22 Jan 2001 10:02:45 GMT, Kevin Balaam <kevbal@aus.zopps.com>
took a very strange color crayon and scribbled:
>> In counseling, my counselor often typed on a tty, too.
>>
>
>That's another good idea.

Today many counselors can even open up a word processing program and
type in that on a full-sized monitor. Plus, they can later edit it
into a nice appearance, save, and print a copy for the client to
review.

It helps people who are good with written language to reinforce what
was discussed in session, and is also good for people who with certain
learning disabilities or who can't remember well.



--
Therese Shellabarger	/ The Roving Reporter
tlshell@concentric.net	/ http://www.concentric.net/~tlshell

It occurs to me that perhaps a good speech-to-text program (if such a
thing exists) could also be very useful for this purpose.  This might
be less likely to interrupt the flow of dialog between counselor and
client.

So far, as I've understood it, most of the suggestions seem to relate
to private counseling.  What about group therapy -- especially where
there is one d/hoh in a group of hearing people?

--
Carolyn in Austin, Texas
--
"Loss of vision means losing contact with things, but loss of hearing
means losing contact with people." -- Helen Keller

"The Roving Reporter" <tlshell@concentric.net> wrote in message
news:51mo6toro38lmep3j1gtuaglltt1okqs97@4ax.com...
> On Mon, 22 Jan 2001 10:02:45 GMT, Kevin Balaam
<kevbal@aus.zopps.com>
> took a very strange color crayon and scribbled:
> >> In counseling, my counselor often typed on a tty, too.
> >>
> >
> >That's another good idea.
>
> Today many counselors can even open up a word processing program and
> type in that on a full-sized monitor. Plus, they can later edit it
> into a nice appearance, save, and print a copy for the client to
> review.
>
> It helps people who are good with written language to reinforce what
> was discussed in session, and is also good for people who with
certain
> learning disabilities or who can't remember well.
>
> --
> Therese Shellabarger / The Roving Reporter
> tlshell@concentric.net / http://www.concentric.net/~tlshell

On Mon, 22 Jan 2001 20:24:32 GMT, "Carolyn" <wilsocs@hot%%%%%mail.com>
wrote:

>It occurs to me that perhaps a good speech-to-text program (if such a
>thing exists) could also be very useful for this purpose.  This might
>be less likely to interrupt the flow of dialog between counselor and
>client.


I just got my deaf brochure today, it has a new product called
Itranslator, a special laptop that converts speech to text just for
the deaf. Its used in schools.

Hello handy.
Could you provide us with more information about this product? Address and
stuff. Does other here know of similar products available in the public? I
know there are speech to text software, with an acceptable failure percent,
but it's AFAIK not commerically available. Though i would like a copy,
pirated or not, from a lab .)

"handy" <handy@redshift.com> wrote in message
news:78jp6tci0j0oedrcsk6vaakgqarkbtm7tl@4ax.com...
> On Mon, 22 Jan 2001 20:24:32 GMT, "Carolyn" <wilsocs@hot%%%%%mail.com>
> wrote:
>
> >It occurs to me that perhaps a good speech-to-text program (if such a
> >thing exists) could also be very useful for this purpose.  This might
> >be less likely to interrupt the flow of dialog between counselor and
> >client.
>
>
> I just got my deaf brochure today, it has a new product called
> Itranslator, a special laptop that converts speech to text just for
> the deaf. Its used in schools.