Children When a child or children are involved in a pastoral counseling  situation,  you  may  be  called  upon  to  make special accommodations. You may have to “watch” or “entertain” the child. You may have to work around the child,  talking  to  the  child  while  you  are  working. Storytelling, game playing, or picture drawing are good methods you can use to establish rapport with children. Elderly Persons In dealing with an aged or geriatric client, you must be  especially  sensitive  to  several  potential  needs.  You must  also  remember  to  try  to  demonstrate  your sensitivity  in  a  way  that  will  not  appear  to  be condescending  to  the  person.  In  dealing  with  older clients, you may find some of the following techniques very  useful: . Carefully identify yourself to avoid confusion. When first addressing the person, use his or her title (Mr., Mrs., Ms., Miss, or rank) and last name. (You can use the first name later, if the client requests.) . Do not assume senility or lack of understanding. . Watch for signs of a hearing deficiency; speak directly if you need to be heard, but do not shout. l Allow extra time for responses. l  Ask  the  person  what comfortable. .  Maintain  eye  contact. l Avoid stereotyping. Advanced   age   is   only will  make  him  or  her one  of  many  special circumstances   you   may   have   to   consider.   Other conditions about which you must be aware are physical and mental handicaps. Blind Persons In dealing with a blind person, you should first determine whether he or she has a hearing impairment. You  must  do  this  without  shouting  or  whispering. Maintain contact by lightly resting your hand on the person’s  forearm.  Explain  approaches  and  maneuvers in detail before you do them. Identify the source of any strange  noises. Most   of   all,   be   considerate, compassionate,  and  supportive. Deaf Persons In dealing with a person whom you know or assume to be deaf, first get the person’s attention before you speak. You can do this by gently tapping the person on the shoulder or waving your hand where it can be seen. You must maintain eye contact. You must be especially courteous. Try to determine if the person can read lips, Even  then,  be  aware  that  the  person  will  probably understand only 30 to 40 percent of the conversation. You must realize that lipreading will be more difficult for the person if you have a foreign accent or wear a mustache. Face the person while you are speaking, then speak slowly and clearly. Even if you determine that the person cannot read lips, speak as you gesture or use signs. If possible, get an interpreter who can communicate in sign language. Try pantomiming and using broad gestures. Figure 2-1 illustrates  some  common  signs  you  can  use  to communicate with deaf clients. Do not shout; if the person has partial hearing and is wearing a hearing aid, you could distort his or her hearing. Finally, use written messages. If the person has been deaf since birth, he or she may not understand  some  grammatical  combinations;  therefore, keep  it  simple. Non-English  Speaking  Persons Eventually, you will find yourself in the position of having to communicate with a person who does not speak English. Regardless  of  the  person’s  native language,  try  communicating  in  English  first.  Show  the person your ID card with your picture to establish your identity. If possiblc, use an interpreter or try to find a common language. If you speak a language other than English, try using it. Use gestures and signs. Speak slowly and clearly in English; the person will probably know some words and phrases. Most importantly, do not shout. Confused or Developmentally Disabled Persons In   speaking   with   people   who   are   especially confused  or  who  have  some  kind  of  developmental disability, such as mental retardation, you should begin by determining the person’s level of understanding. You can do this by asking questions. Speak at an appropriate level and wait for a delayed response when it is the person’s turn to answer or respond. Have patience. Be discrete  if  the  person’s  condition  should  be  the  reason for the visit or event. Use the word disability instead of a potentially offensive word to describe the person’s condition. Speak as you would to any adult, even if it is  necessary  to  reexplain  something.  You  must  speak 2-2