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<div class="elementToProof"><span style="font-family: Calibri, sans-serif; font-size: 11pt; color: rgb(0, 0, 0);">Hello everyone, The CUSOM Behavioral Health Club is hosting a
</span><b style="color: inherit; font-family: Calibri, sans-serif; font-size: 11pt; font-style: inherit; font-variant-ligatures: inherit; font-variant-caps: inherit;"><u>FREE</u></b><span style="font-family: Calibri, sans-serif; font-size: 11pt; color: rgb(0, 0, 0);">
3-hour workshop focused on Cultivating Empathy w/ Patients.” The workshop will be provided by Douglas, Flemons, PhD. See the workshop description and brief bio of the presenter below. This free workshop is open to all students and faculty. To register for
the FREE event, please visit the link below.</span><br>
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<a href="https://forms.office.com/r/ZjXSv2vUGQ" data-auth="NotApplicable" data-loopstyle="link">Registration Link</a></p>
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<b><span style="font-size:16.0pt; font-family:"Times New Roman",serif">Free Three-Hour Workshop—Sponsored by the</span></b></p>
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<b><span style="font-size:24.0pt; font-family:"Times New Roman",serif">CUSOM Behavioral Health Club</span></b></p>
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<b><span style="font-size:24.0pt; font-family:"Times New Roman",serif"> </span></b></p>
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<b><span style="font-size:22.0pt; font-family:"Times New Roman",serif; color:black">Scheduled for 1/14/2023, 9am-12pm, CUSOM LH 201</span></b></p>
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<b><span style="font-size:18.0pt">Workshop Title:</span></b></p>
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<b><span style="font-size:18.0pt; font-family:"Times New Roman",serif">EMPATHIC ENGAGEMENT:</span></b></p>
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<b><span style="font-size:18.0pt; font-family:"Times New Roman",serif">Relational Curiosity, Imagination,
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<b><span style="font-size:18.0pt; font-family:"Times New Roman",serif">Sensibility, and Communication</span></b></p>
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<b><span style="font-size:14.0pt; font-family:"Times New Roman",serif">Douglas Flemons, Ph.D.</span></b></p>
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<span style="font-size:11.5pt; line-height:115%; font-family:"Times New Roman",serif">In their longitudinal study of students in medical school, Hojat et al. (2009) found a significant decline in empathy during students’ third year. They attributed the change
to a fear of making mistakes, a demanding curriculum, time pressure, sleep loss, and a hostile environment. . . . As one student wrote, “I have felt overwhelmingly tired and unempathetic at times—It is the feeling where, upon walking into a patient’s room,
I am thinking more about getting through the encounter expeditiously than about making a connection with the patient.” (p. 18)</span></p>
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<span style="font-size:11.5pt; line-height:115%; font-family:"Times New Roman",serif">This workshop offers a course correction, an alternative approach to managing doctor-patient relationships within the pressure-cooker of healthcare delivery.
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<span style="font-size:11.5pt; line-height:115%; font-family:"Times New Roman",serif">Physicians spend their days seeing one suffering patient after another. Pressed for time, striving to accurately diagnose and treat, and wanting to keep from burning out,
they may adopt an attitude of “detached concern” as a method for coping, for surviving. However, such an orientation to patients can result in doctors’ “missing important emotional cues from patients,” which “wastes time, leading to missed diagnoses, inadequate
treatment adherence, and inadequate understanding of patients’ values in the face of tough medical decisions” (Halpern, 2001, p. xiv). And contrary to what you might assume, emotional detachment doesn’t protect against burnout, either (Halpern, p. 15).
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<span style="font-size:11.5pt; line-height:115%; font-family:"Times New Roman",serif">The alternative to keeping patients at arm’s length is to
<i>empathically engage</i> with them. But this doesn’t just happen (and it has nothing to do with trying to be pleasant or nice). Unlike sympathy, empathy is not something that comes to you; it is not something you
<i>have. </i>Rather, empathy is something you must proactively and interactively <i>
create. </i>You imaginatively project yourself inside your patients’ body-based experience, inside the realities and decisions they are feeling, facing, and enacting. As you cultivate a body-informed grasp of what it is like to
<i>be</i> them, you communicate this developing sensibility. And, attentive to how they respond to what you offer, you finetune your understanding of what is shaping and motivating their perspective and choices.
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<span style="font-size:11.5pt; line-height:115%; font-family:"Times New Roman",serif">Empathy creates a communicational connection that helps your patients to feel acknowledged and understood and helps you to deliver efficient and effective treatment.
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<b><span style="font-size:11.5pt; font-family:"Times New Roman",serif">The Presenter</span></b></p>
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<span style="font-size:11.5pt; font-family:"Times New Roman",serif">Douglas Flemons was a professor of couple and family therapy for 31 years and, concurrently, a clinical professor of family medicine for 13 years at Nova Southeastern University in Fort Lauderdale,
Florida. During this time, he directed two mental health clinics at the university and co-directed its suicide and violence prevention office. He is the co-author of a book on suicide assessment, co-editor of a book on brief approaches to sex therapy, and
author of four other books and many articles and chapters. He is currently writing a book on empathy.
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<b><span style="font-size:11.5pt; font-family:"Times New Roman",serif">References</span></b></p>
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<span style="font-size:11.5pt; font-family:"Times New Roman",serif">Halpern, J. (2001).<i> From detached concern to empathy: Humanizing medical practice.
</i>Oxford University Press.</span></p>
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<span style="font-size:11.5pt; font-family:"Times New Roman",serif">Hojat, M., Vergare, M. J., Maxwell, K., Brainard, G., Herrine, S. K., Isenberg, G. A., Veloski, J., & Gonnella, J. S. (2009). The devil is in the third year: A longitudinal study of erosion
of empathy in medical school. <i>Department of Psychiatry and Human Behavior Faculty Papers, Thomas Jefferson University. Paper 37.</i>
<a href="https://jdc.jefferson.edu/phbfp/37" data-auth="NotApplicable">https://jdc.jefferson.edu/phbfp/37</a></span></p>
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<b><span style="color:#1F497D">Jeff Krepps, PhD</span></b><span style="color:#1F497D"></span></p>
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<span style="color:#1F497D">Director of Behavioral Health Education & Research</span></p>
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<span style="color:#1F497D">Associate Professor of Behavioral Health</span></p>
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<span style="color:#1F497D">School of Osteopathic Medicine | Campbell University</span></p>
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<span style="color:#1F497D">Post Office Box 4280 | Buies Creek, North Carolina 27506</span></p>
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<span style="color:#1F497D">Levine Hall (Office 145) | 910-893-1741 | </span><a href="http://medicine.campbell.edu/" data-auth="NotApplicable" data-loopstyle="link"><span style="color:blue">medicine.campbell.edu</span></a><span style="color:#1F497D"></span></p>
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