![]() Established relationships between control, health status, and functioning suggest that the development of control over AVH could increase functioning and reduce distress. Finally, we reconcile the possibility of control with the field’s current understanding of the proposed cognitive, computational, and neural underpinnings of hallucinations and perception more broadly. We then link control to various cognitive constructs that appear to be important for voice hearing. We first examine the relationship between control over AVH and health status as well as the psychosocial factors that may influence control and functioning. ![]() This review provides an overview of the research examining control over AVH in both treatment-seeking and non-treatment-seeking populations. Evidence suggests that this ability may be a key factor in determining health status, but little systematic examination of control in AVH has been carried out. However, recent work with voice hearers makes clear that both treatment-seeking and non-treatment-seeking voice hearers may exert varying degrees of control over their voices. ![]() Users should refer to the original published version of the material for the full abstract.Auditory verbal hallucinations (AVH) have traditionally been thought to be outside the influence of conscious control. No warranty is given about the accuracy of the copy. However, users may print, download, or email articles for individual use. Copyright of American Journal of Pharmaceutical Education is the property of American Association of Colleges of Pharmacy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission.This auditory hallucination simulation increased student pharmacist empathy for patients with mental illness. With approximately 10 million adult Americans suffering from serious mental illness, it is important for pharmacy educators to prepare students to provide adequate patient care to this population. All student participants recommended the simulation be offered to other student pharmacists, and 99% felt the simulation would impact their future careers. Qualitative analysis showed students most frequently reported feeling distracted and frustrated. Empathy scores increased significantly after the simulation. ![]() The written reflections were read and qualitatively analyzed. The Kiersma-Chen Empathy Scale was completed by each student before and after the simulation to measure changes in empathy. Following the simulation, students participated in a faculty-led debriefing and completed a written reflection. ![]() Third-year professional pharmacy students independently completed seven stations requiring skills such as communication, following directions, reading comprehension, and cognition while listening to an audio recording simulating what one experiencing auditory hallucinations may hear. To increase student pharmacist empathy through the use of an auditory hallucination simulation. ![]()
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