18th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 3-5, 2019 • Chicago, IL

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3/06/2019  |   8:00 AM - 3:00 PM   |  What it Means to Hold Space: Applications for Early Hearing Detection and Intervention Providers   |  Paris

What it Means to Hold Space: Applications for Early Hearing Detection and Intervention Providers

Family support is crucial to the EHDI system. The way in which medical professionals engage with families during the screening, diagnostic and subsequent post-diagnosis period can have an immeasurable impact on family acceptance, resilience, and capacity to support their child's development and well-being. Parent to parent support professionals and early interventionists are often connecting with families immediately after their child's identification as deaf or hard of hearing. Providers often wonder, “What should I be doing with a baby that is otherwise a typically developing 6 week old?” or “What can I say to a family to make them feel better?” Sometimes we provide information and resources; provide communication or technology coaching; “assess and monitor” the child for delay. Sometimes, what can be most supportive is holding space by co-creating a safe atmosphere and relationship where families can be honest and congruent in their experience. Providers often enter the relationship with inherent underlying biases, requiring more mindfulness when families demonstrate behaviors or decisions that appear contrary to our professional expertise. How we navigate power in relationships, reflect on our own ego, and give guidance and information are essential in supporting parent child relationships as we empower families to take steps in supporting the development of their child and the well-being of their family system. Together we will explore the 8 principles of holding space in the EHDI context and practice important skills required to hold space for families as they navigate their own journey. The instructional setting, along with the diverse interdisciplinary instructional team (Audiologist, Interventionist/Counselor, and Parent/Counselor) will enable participants to bridge EHDI services with infant / family mental health. Experiential learning activities paired with each principle will encourage skill-building in the practice of knowing and supporting ourselves so that we can better support families so that they can support their child.

  • Participants will be familiar with the 8 principles of holding space
  • Participants will increase their self-reflective, and self-regulatory capacity
  • Participants will deepen their knowledge of ways to improve support for families of children who are deaf or hard of hearing

Presentation:
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Presenters/Authors

Elizabeth Seeliger (), Department of Health Services, elizabeth.seeliger@wi.gov;
Elizabeth Seeliger, AuD, is the Wisconsin Sound Beginnings Program Director and has worked as a clinical audiologist in a variety of settings, helping guide children and families through the process of hearing loss diagnosis and intervention. Elizabeth has been a leader in developing a data, tracking and referral system; educational resources for hospitals and providers; and an interactive notebook for parents. Elizabeth spearheaded the initiative to enable Wisconsin homebirth midwives to provide UNHS. Elizabeth has also provided technical assistance and consultation locally and internationally on quality improvement in EHDI systems. Elizabeth served on the board of directors for the WI Chapter of Families for Hands & Voices and Hands & Voices HQ. She is a graduate of UW-Madison’s Infant, Early Childhood and Family Mental Health Advanced Clinical Practice Certificate Program.

ASHA DISCLOSURE:

Financial - Receives In kind,Grants for Other activities from Waisman Center.   Receives Consulting fee for Consulting from NCHAM.   Receives Consulting fee for Consulting from NCHAM.   Receives In kind for Board membership from Hands & Voices .   Receives In kind for Board membership from Hands & Voices .  

Nonfinancial - Has a Professional relationship for Board membership.   Has a Professional relationship for Board membership.   Has a Professional (Contract employee of NCHAM) relationship for Board membership.   Has a Professional (Contract employee of NCHAM) relationship for Board membership.  


Jessica Dallman (), Natural Wisdom Counseling LLC, jessicadallmancounseling@gmail.com;
Jessica Dallman is a tri-lingual (English, ASL, Spanish) multicultural counselor based out of Wisconsin. She is passionate about weaving together her trainings as a wilderness/equine therapist (Naropa University), special education teacher (Teach for America), and early interventionist (Gallaudet University) to serve her clients and the community. She has an interdisciplinary, relational, and social justice framework that she brings to all of her work. In her free time, Jess can be found rock climbing, hiking with her Great Dane, meditating, reading, dancing, or volunteering.

ASHA DISCLOSURE:

Financial - Receives Salary for Employment from NCHAM (Elizabeth Seeliger).   Receives Salary for Employment from NCHAM (Elizabeth Seeliger).   Receives Salary for Ownership from Natural Wisdom Counseling (Jessica Dallman).   Receives Salary for Ownership from Natural Wisdom Counseling (Jessica Dallman).  

Nonfinancial -


Leigh Hardin (), Diversion, hardinleigh@gmail.com;
Leigh Hardin is the mother of a 8-year-old son with a severe bilateral hearing loss and a 5-year-old daughter with typical hearing. She is also a Licensed Clinical Social Worker practicing psychotherapy with adolescents and families. Leigh specializes in trauma recovery and experiential healing modalities. Her work is constantly informed by her personal experiences, including the ongoing processes involved with raising a DHH child. Leigh enjoys adventuring with her husband and children, including skiing, dancing to live music, and camping. Leigh also finds tremendous personal value in practicing yoga and connecting with friends.

ASHA DISCLOSURE:

Financial - No relevant financial relationship exist.

Nonfinancial - No relevant nonfinancial relationship exist.