By Torey Hayden
A beautiful and poignant account of a unprecedented teacher's decision from the writer of the number one Sunday instances bestsellers The Tiger's baby and One baby. Jadie by no means spoke, by no means laughed, by no means cried. She spent each waking hour locked in her personal deepest international of shadows. yet not anything in Torey Hayden's adventure had ready her for the nightmare Jadie printed to her whilst eventually persuaded to damage her self-imposed silence. It was once a narrative too painful, too awful for Hayden's specialist colleagues to recognize. yet Torey Hayden couldn't shut her ears… or her middle. a bit lady used to be trapped in a dwelling hell of unspeakable thoughts. And it's going to take each ounce of braveness, compassion, and love that one extraordinary instructor possessed to rid the "Ghost Girl" of the malevolent spirits that haunted her.
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Additional resources for Ghost Girl: The True Story of a Child in Peril and the Teacher Who Saved Her
The other person's conversation is being treated as an interruption to one's own dialogue. Therefore a fundamental requirement of asking questions is wanting to hear answers. However, there are different types of questions which serve specific functions in different contexts. ' or' Are you a diabetic? ', do not allow the respondent any leeway for elaboration. They usually require a fixed or limited number of responses. Closed questions are used to gain factual information about a person or an event, and often form the basis of questionnaires.
3. 2. These results indicate that one has to be extremely careful when selecting questions for use in questionnaires. Not only can changing just one word lead to different results, but the degree of choice affects the results as well. Affective questions This type of question attempts to address the feelings or emotions of patients. ' As well as indicating concern for the patient's emotions, affective questions also offer patients the opportunity to consider how they feel. In many cases, being able to label and define emotions reduces their affective content.
In many cases, being able to label and define emotions reduces their affective content. It is as if providing some sort of term for feelings objectifies the situation and protects the patient from becoming overwhelmed by emotion. Not all emotions expressed by patients indicate their true feelings. A patient who seems to be angry may in fact be hiding fear. Similarly, a patient who laughs and jokes a lot may be concealing guilt. It is important to allocate time to listen to patients if affective questions are to be used.