Perspectives of Previous Course Participants
Comments and Insights from CEHL II Participants––––––––––––––––––––––––––––––––––––––––
"Two things that I think I am doing better after the course: I am more willing to spend the time to listen, and I am trying harder to uncover the "underlying reason" for the presenting complaint, or listen with the "3rd ear", as it was taught. I am still faced with challenging patients who are not ready to accept counseling, and I've learned to be patient in the next visit, if the patient is willing to show up."
– Larry Tien-Lan Chang, M.D., Pediatric Associates of Malden––––––––––––––––––––––––––––––––––––––––
"A few of the things that I found useful:
1. Interview techniques for getting at problems that may be more psychosocial than medical. Listening to others' interviews and the speakers who offered suggestions for extracting information from patients that may be difficult or uncomfortable to talk about, helped me to refine my practice. (I am thinking of the women who spoke about suicide and alcohol abuse in their families). How to bill for this service was also helpful.
2. T. Berry Brazelton was incredible. I use the technique of saying something positive about the child all the time.
3. The day-long course with actors was also helpful to improve interviewing techniques."
– Jessica McGovern, M.D., Milton Pediatric Associates––––––––––––––––––––––––––––––––––––––
"I would say that, in short, the course gave me the confidence to give myself permission to provide the needed intervention MYSELF...sure, to provide necessary referrals, but to know that when push comes to shove, just listening is therapeutic.
I knew that: I just needed the validation, and the course provided that.
I think that, often, pediatricians undervalue what they do; hence, so does everyone else!"
– Jonathan A. Benjamin, M.D., Newton Centre, Massachusetts ––––––––––––––––––––––––––––––––––––––––
"I have found [participation in the program] extremely useful, especially for those patients (usually teenagers) who do not want to see a therapist. I can say I use some of the techniques we talked about with nearly each session. I have tried bringing back parents, that has not been the most successful, but certainly inquiring about their history and their perspective really do help. I think the most valuable thing has been gaining confidence that I can practice psychosocial medicine. That's not to say I feel like a social worker or actually provide therapy, but certainly can use the techniques we discussed to practice pediatric medicine in a more holistic manner."
– Alexy Arauz Boudreau, M.D., Chelsea Health Center, Massachusetts General Hospital––––––––––––––––––––––––––––––––––––––––
"I entered the CEHL course with a strong background in family focused, pediatric nursing care. I was comfortable talking about feelings based topics with patients and families. I frequently referred to social workers and psychologists for ongoing assessments and services for my patients. However many times patients failed to follow through.
My participation in the year long CEHL taught me that perhaps patients needed more support than a simple referral to another professional. The course staff gave me the idea and the skills to ask a family to return to the clinic just to talk about an emotional or difficult issue. Covering topics like billing for emotional assessment, generational family patterns, how to be a good listener, and being aware of your own emotional responses were extremely helpful. The monthly meetings and case supervisions were very enlightening. The monthly speakers were excellent, and added to my knowledge base.
I feel more prepared to sit with a family and listen to difficult or stressful issues. After a more in depth assessment, families may be better prepared to follow through with referrals to other professionals. At the very least, I have given my patients and families the opportunity to speak and be heard."
– Jane Hopkins Walsh RNC, PNP, MS, Children's Hospital, Boston–––––––––––––––––––––––––––––––––––––
"The CEHL course provides an opportunity to learn about mental health issues and about the therapeutic interview. Learning how to be supportive and really listen to families is an important skill that has implications for our practice, not only in issues regarding mental health. The group itself also has the potential to be a powerful source of learning and support. Here we are, primary care providers who obviously care enough about mental health issues to make the commitment to be a part of this course. That, alone, puts us in somewhat of a minority."
– Julie R. Bermant, RN, MSN, Baystate Health/Central High School Health Center––––––––––––––––––––––––––––––
