In PT school, it can be difficult to treat a patient’s impairments without conforming to the medical model standards of “normal”. As students, we tend to have tunnel vision, hyper-focused on using a systematic approach when addressing impairments to make up for what we lack in clinical experience. We say we want to “normalize gait pattern”, or ensure children are hitting “normal developmental milestones.” Don’t get me wrong, identifying impairments is essential to helping patients function optimally, but it does beg the question: What does the word “normal” even mean?
The definition of “normal” should revolve around the patient and his or her individual goals, rather than what is stated by the medical model. Instead of returning to “normal”, PT focuses on a patient’s return to the activities they love. This perspective not only ensures that patients receive individualized care but also eliminates the use of unnecessary comparisons to a standard norm.
Minimizing the comparison of patient progress to the medical model’s definition of “normal” leaves space for a strengths-based approach. What does the patient do well and enjoy? How can we motivate them with the activities we choose and the strengths-based language we use? These are questions that we can ask ourselves to best serve our patients’ individualized needs.
While I do not believe there is ill intent behind the use of the word “normal”, its use can imply that there is something wrong with having a disability in the first place. As a healthcare professional, it is important to be mindful of the language we use in our practice. It’s inevitable that we’ll all make mistakes as practitioners but being conscientious about how the language we use can affect our patients is essential.
