Candlin, S., and Roger, P. (2013). Communication and Professional Relationships in Healthcare Practice.
Clark, Imogen
Candlin, S., and Roger, P. (2013). Communication and Professional
Relationships in Healthcare Practice. Sheffield: Equinox. 202 pages.
ISBN:978-1-908049-97-1. Cost: $45
This practical manual offers insightful and innovative approaches
for music therapists and music therapy students wishing to gain greater
understanding and skills for facilitating effective discourse and
communication in health care contexts. Readers are introduced to typical
clinical situations and transcripts of interactions and are asked to
consider these using theoretical frameworks. The authors draw on their
research and teaching backgrounds, and apply adult learning principles
to encourage self-regulated and effective learning. The first three
chapters provide a theoretical basis for effective communication, and
also offer evaluation techniques. Chapter one introduces the
complexities of communication. Theoretical models including a
'total focussed approach' (p. 6) and 'the world
communication model' (p. 9) are described, and readers are
encouraged to consider these in relation to complex, but typical
healthcare situations. Chapter 2 considers management of clinical
conversations, introducing conversation analysis to facilitate a
structured and goal-orientated approach. This chapter considers opening,
closing and turn taking during clinical discussions. Chapter three
introduces the concepts of framing and footing and how these can
influence trust and misunderstanding.
The book progresses with applications of theoretical frameworks and
concepts presented in the early chapters. Chapter 4 examines empathy,
sympathy, and affiliation, and also discusses how face affects
interactions requiring understanding and sensitivity. Assertive,
aggressive, and submissive behaviour are introduced in chapter 5.
Chapter 6 discusses transference, exploring common impressions that
speakers, both patients and health care workers, may unconsciously bring
to and project during interactions. 'High stakes interactions'
(p.91) such as assessments and emotionally charged situations are
covered in chapter 7. This chapter introduces metaphor as a means for
sensitively directing conversations so that necessary information is
conveyed. Chapter 8 explores the complexities of delivering bad news,
and offers strategies for managing this so miscommunication is avoided.
Later, the book applies fundamental learning to assist the reader
to develop professional and context related communication skills.
Chapter 9 introduces discourse coherence and argues that this is a
necessary skill for expert healthcare professionals. Following on,
chapter 10 explores communication within multidisciplinary health care
teams, noting the overlap that exists between roles and the potential
difficulties in communication. Chapter 11 continues with discussion
about leadership styles, forms of power, and associated ethical
dilemmas. Chapter 12 seeks to consolidate the theoretical learning and
concepts introduced over the preceding chapters. The 'total
situation focussed framework' is introduced and readers are
encouraged to apply this in their own clinical situations.
In conclusion, the book suggests that readers will have
"integrated knowledge acquired from prior and new learning
experiences with ... everyday life and professional practice experiences
... to develop a new gestalt" (p. 184). However, the learning
scenarios illustrated throughout the book are orientated towards
'traditional' health care workers (doctors, nurses,
physiotherapists, etc.) and would need to be adapted for music therapy
contexts. Many of the scenarios are not likely to occur in music
therapy, and of course, the book does not explore the complexities of
discourse that is punctuated with musical communication.
Reviewer:
Imogen Clark, PGrad Dip MT, Dip App Sci-Nursing, RMT
University of Melbourne, AUSTRALIA
Email: imogen.clark@unimelb.edu.au
