1. Emotions and Family Support (Not just touchy-feely stuff) Noel D. Matkin, Ph.D. Professor Emeritus University of Arizona

3. PREMISE COOPERATIVE, INVOLVED CARGIVERS ARE CRUCIAL TO SUCCESSFUL HABILITATION OF INFANTS AND YOUNG CHILDREN WITH A HEARING LOSS

4. Key Considerations: Comprehensive Family Support Program Premise 1: Adequate Parenting Skills Premise 1: Adequate Parenting Skills Premise 2: Three Types of Support Premise 2: Three Types of Support Premise 3: Support Over Years Premise 3: Support Over Years Premise 4: Use Various Approaches Premise 4: Use Various Approaches Premise 5: Consider Non-traditional Family Structures Premise 5: Consider Non-traditional Family Structures Premise 6: Respect Differences Across Cultures Premise 6: Respect Differences Across Cultures

5. EDUCATION 90% Two normal hearing parents 60% First child 40% Different culture

6. GUIDANCE Telling someone what you believe they should do is often mistaken for guidance Deals with helping a family recognize what options exist for children with a hearing loss Also entails clinicians support of the parents as they make an educated choice – which may not be the choice the clinician would make

7. COUNSELING Information sharing is often mistaken for counseling. Deals with emotions, coping and the reaction to ones feelings about the hearing loss Is an ongoing process during clinical work; it is not an isolated activity Schum, 1989

8. STAGES OF GRIEF ACCEPTANCE ACCEPTANCEDEPRESSIONNEGOTIATIONANGER DENIAL DENIAL Elizabeth Kubler-Ross

9. TWO MODELS: GRIEVING

10. NESTED MODEL: CLINICIAN – CLIENT INTERACTION INDIVIDUAL TYPE FAMILY SYSTEM DOMINANT CULTURE GUIDE PARENT