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Socratic Questions and Frozen Shoulders*
Published in John Launer, Reflective Practice in Medicine and Multi-Professional Healthcare, 2022
This draws attention to another, less commonly emphasised benefit of using Socratic questioning. Faced with open but encouraging questions, and obliged to work everything out for themselves, learners generally respond with an attitude of thoughtfulness, hesitancy, and humility, just as my colleague did. They become clearer about what they know and what they are uncertain about. Perhaps even more important, they become more curious and reflective about what is known medically about a particular subject, and what remains a matter of conjecture or controversy. Socratic questioning holds both individual and collective knowledge up to the light, affirming its validity when correct, and exposing its limitations when it is not. As such, it goes to the heart of the scientific method. In the words of one writer on Socratic questions: Every intellectual field is born out of a cluster of questions to which answers are either needed or highly desirable. Furthermore, every field stays alive only to the extent that fresh questions are generated and taken seriously as the driving force in a process of thinking.(Foundation for Critical Thinking, 2021)
The art and practice of being a clinician working with individuals who stammer
Published in Trudy Stewart, Stammering Resources for Adults and Teenagers, 2020
This type of discovery sits well as a means of exploring and critically examining ideas. It can be used to help a client establish his hypothesis, as discussed in the previous section. Socratic questioning differs from general questioning in that it is systematic and focused on a particular issue or problem. Examples in a clinical context are:
Promoting Scientific Discourse
Published in Gillies Robyn M., Inquiry-Based Science Education, 2020
Students need to be able to think critically if they are to learn the genre of talk associated with reasoned discourse in science. One approach to achieving this outcome is to introduce students to Socratic Questioning. Socratic Questioning is premised on the belief that students can learn to think logically and rationally by engaging in the disciplined and thoughtful practice of questioning. When teachers use this approach to questioning, they promote independent thinking in their students and ownership over what they are learning. The more students practice the Socratic Questioning techniques, the more sophisticated their questioning becomes as they learn to probe issues, engage in sustained discussions on topics, and analyse and evaluate the viability of different positions.
Treating gynecological pain: key factors in promoting body awareness and movement in somatocognitive therapy (SCT). A case study of a physiotherapy student´s treatment approaches
Published in Physiotherapy Theory and Practice, 2022
Kristine Grimen Danielsen, Marit Fougner, Gro Killi Haugstad
The SCT approach to vulvar pain builds on the understanding that PVD is a condition where internal (psychological) tension is reflected in external (muscular) tension, as we have described earlier (Haugstad et al., 2011). We have also previously described a reduced ability to relax the muscles, as well as an altered breathing pattern in women suffering from PVD (Haugstad et al., 2018). Both forms of tension are therefore addressed in SCT: 1) bothersome thoughts and accompanying feelings of anxiety and depression; and 2) increased muscular tension in the muscles of the pelvis and lower spine. The patient is encouraged to turn her attention inward (Valenzuela-Moguillansky, Reyes-Reyes, and Gaete, 2017), and become aware of the different sensations in her body as she moves: her breathing, tension, and relaxation. As part of the home assignments, the patient is also encouraged to explore and familiarize herself with her own vulva. This involves experiencing different sensations elicited by warm and cold cloths and showers, as well as gently exploring the vulva with her fingers, self-massaging, and alternating between tensing and relaxing the muscles of the pelvic floor. Gradually, she is encouraged to use tampons of increasing size. In line with principles for graded exposure in vivo, these assignments may help to desensitize the painful area by modifying dysfunctional pain-related cognitions (Fougner and Haugstad, 2015). Through Socratic questioning and home assignments, the patient is guided to explore her negative thoughts and feelings, and to find alternative and more constructive ways of thinking. Socratic questioning has been defined as “a method of guided discovery” in which the therapist asks a series of carefully sequenced questions to help define problems, assist in the identification of thoughts and beliefs, and examine the meaning of events (Beck and Dozois, 2011).
Proportion and characteristics of patients who were offered, enrolled in and completed audiologist-delivered cognitive behavioural therapy for tinnitus and hyperacusis rehabilitation in a specialist UK clinic
Published in International Journal of Audiology, 2018
Hashir Aazh, Brian C. J. Moore
In session 4, the DTF was reviewed and feedback was provided. Socratic questioning was used in order to encourage them to think of the advantages and disadvantages of having different types of thoughts. Another DTF was issued for the patient to complete between sessions 4 and 5.
Promotion and views on tinnitus self-help within United Kingdom national health service audiology departments
Published in International Journal of Audiology, 2018
Sandra N Smith, Emily Broomhead, Kate Greenwell, Emily Watts, David Stockdale, Derek J Hoare
Greenwell et al. (2016) identified only five studies assessing the effects of using self-help materials without clinical contact for tinnitus. Approaches included information leaflets, self-help books, and internet delivered self-help. Comparisons included waiting list controls, group therapy and therapist guided internet-based programmes. For example, three studies compared a self-help programme to a passive control (waiting list or basic information leaflet). Of these three studies, only one found that tinnitus distress was significantly lower post programme in the internet self-help programme group (but not their self-help book group). All five studies included in the review were rated by the authors as being low to moderate quality, limiting confidence in the estimated effects. Nyenhuis, Golm, and Kröner-Herwig (2013) additionally reviewed minimal contact CBT-based self-help programmes and found them to have a moderate effect on tinnitus distress and generalised depression compared to a passive control, indicating that the self-help programmes were efficacious in reducing psychological distress. The authors reported that when comparing CBT-based self-help with face-to-face CBT the level of tinnitus distress and depressiveness did not differ post-programme, indicating that self-help programmes with little or no therapist contact can be as effective as face-to face therapy. The authors suggested caution in interpreting these results due to limitations in the design of the included studies. Rather, face-to-face CBT is the only tinnitus intervention with a convincing body of randomised controlled trials demonstrating effectiveness in reducing tinnitus distress. On that basis, psychologists, and audiologists alike, may be resistant to the use of self-help interventions in the place of face-to-face therapy. The materials used may be the same, but the ability to establish a therapeutic relationship between clinician and patient may or may not be the same (Turner et al. 2017; Clarke et al. 2016; Ormrod et al. 2010). A recent Delphi study from Thompson et al. (2018) indicates how important both patients and clinicians consider the use of common therapeutic skills in tinnitus management to be. Socratic questioning, active listening (e.g. verbally restating the patient’s statements, eye contact, body posture), verbal encouragement, demonstration of sincerity, sympathy, and empathy, were all judged to be essential to important to positive outcomes for patients.