Download l2 Unit 2 Communication AO1

Unit 1
Developing effective
communication in health and
social care
OBJECTIVES:
to re-cap on last weeks session on forms of communication
to outline forms of interpersonal interaction
to understand language needs and preferences
TASK
COMPLETE THE SHEETS PROVIDED ON
THE TABLES
Recap last weeks session Written Communication
• In all Health and
Social Care settings
written
communication must
be VERY accurate.
Communication
• If a mistake is made
in a formal record a
client could have the
wrong treatment or be
given incorrect
information.
• This could lead to
complaints and
someone being taken
to court!!!
Written Communication
• When writing down information it needs to
be:
• Clear;
• Accurate;
• Legible (easy to read)
Written Communication
• Communicating in writing can be a means
of:
• Giving information;
• Obtaining information;
• Exchanging ideas.
Giving Information
• When giving
information to people
you need to be very
clear on the
information that you
give, to ensure that
the correct message
gets across
Snowball
• Using your post-it
note, write down
when you might ‘give
information’ in a
Health and Social
Care setting
Exchanging ideas
• Much of the work within Health, Social
care and Early Years services requires
information to be exchanged between:
• Workers and service users,
• Workers and workers
• Workers and their organisations
• Organisation to organisation
Exchanging Ideas
• Why do companies
exchange ideas?
Written Communication
• In many Health and Social Care settings
there will be a policy stating that all written
communication must be shown to a
manager before it is sent.
• Copies of written communication should
always be kept in case they are needed
for future reference.
Written communication
• There are lots of types of written
communication:
• Care plans – these describe what needs a
client has and how they can be met.
• Care records – these keep a record of
appointments, problems etc.
Written communication
• Memos – to give information to someone
at work.
• Reports – a detailed description on an
issue and how it is being resolved. For
example a report on a child who is being
bullied and what is being done about it.
Written communication
• Posters – giving information about events
etc.
• Minutes of meetings – a detailed account
of what is discussed and decided.
• Emails – about anything!
Written communication
• And finally…
• Letters!
Factors that influence oral
communication
INTERPERSONAL INTERACTION
• Speech
• Language – first language? Dialect,
Slang, Jargon
• Nonverbal – posture, facial expression,
touch, silence, proximity, reflective
listening
Communication and language NEEDS
Individuals may have preferred methods of communication
e.g.
•
•
•
•
•
•
•
•
Type of language
Sign language
Makaton
Pictures
Writing
Objects
Finger Spelling
Technological aids
Why is communication important between
service users ad care providers?
• In pairs come up with at least three reasons
why communication is important between
services users and care providers ?
• You have 5 minutes
Lighting
• In a counselling session
shining a bright light on a
service user would make
them less likely to talk. But
when a doctor is diagnosing
a patient a dim light would
also be wrong.
• Lighting can influence the
way service users respond
and what they say.
Noise
• If there is too much noise
around us when talking with
others, all those involved
will have to strain to hear
what is being said.
• If there is total silence in a
room people may feel too
embarrassed to talk.
• Noise levels must be
appropriate for the
conversation taking place.
Ventilation and heating
• Good air circulation is essential in all care
settings. If a room is too hot service users and
care workers will begin to feel drowsy and
lose interest in the conversation.
• A room that is too cold can also have a
negative affect on service users as they may
concentrate more on being cold than on the
conversation.
Think
• How are you feeling in this room at the
moment?
Space, seating arrangements and
proximity
• Being in a room that is
too small does not
enhance communication
as those participating
will feel squashed in.
• Whatever the type of
communication all those
involved should have
enough personal space
to be comfortable.
Space, seating arrangements and
proximity
• If a group of service
users are planning an
activity they may prefer
to sit around a table.
• But if a service user is
receiving information on
a one-to-one basis,
having two chairs
opposite one another so
that eye contact can be
made may be more
suitable.
Relationships
• If we are talking to a person we like we will have
a positive attitude and this will be clear in our
tone of voice. We are more likely to share
information with someone we like and trust.
• What we have to say to the person will
influence the relationship we have with them. If
a care worker moves someone's stuff without
asking them the service user may speak
negatively to them.
Physical Influences
• If someone is unwell
their condition may
influence the
conversation they have.
They may lack energy or
be unable to
concentrate.
• Care workers need to
notice the changes in
behaviour of people in
their care.
Body Language
• Body language is also very important in order to
have effective communication between service
users and care providers.
• A care provider who seems not bothered,
unmotivated, and reluctant to help will make it
harder for service users to communicate with
him/her.
Barriers that prevent oral
communication
• So far we have discussed WHY we communicate with our
service users and also factors that could influence
verbal (oral) communication. Lastly for today we will
look at different types of barriers to communication.
• A barrier is something that can stop something from
happening.
Barriers
 Tiredness




Patronising language
having a negative attitude
importing own experience
invasion of personal space
 boredom
 inappropriate body language
 inappropriate use of language
 distress
1) Open questions:
-
These questions require an extended answer
from a client.
- Examples may include : How? Where? Why?
When do you think open questions are best
used?
Closed Questions
• A closed question simply receives a short
answer.
• Examples include; ‘yes’, ‘no’ or an age for
instance
Too many of these questions prevent effective oral
communication to take place. Why?
Task
• Think of an example of either
1 An Open Question
2. A Closed Question
These examples need to be for a Health and
Social care setting
Pace
• Pace
- Speed at which somebody speaks. This
can be a very important factor when
communicating with someone.
- How fast do you speak?
- Why could this be an issue?
Tone
• Tone
- The pitch at which you speak. High or low
pitch can make a big difference when
speaking to different types of service user.
- You would use a high voice when you are
praising people.
- A low voice may be used when you need
to get a sensitive point across to a service
user.
Empathy
• Identifying with and understanding of
another’s situation and feelings.
• Why do you think that empathy is a
skill needed for communication? Who
is it benefiting?
Role Play
• Working in your groups you need to
comprise a role play to demonstrate the
skill that you have been given. You have
15 minutes to complete this task
Evaluate the Role play
• As you are watching the role play, you
need to evaluate the skill.
Paraphrasing
• Paraphrasing is the repeating of what the
service user has said. It communicates to
the service user that the care worker has
taken on board and acknowledged what
they have said.
Summarising
• Summarising is similar to paraphrasing in that it
lets the service user know that they have been
listened to. By summarising what the service
user has just said, the care worker is showing
interest and enthusiasm towards the service
user.
• Why is this important?
Communications Unit
The importance of body language in
communication and barriers to
communications
Body language
42
•
We have so far looked at verbal
communication but can we communicate
without using words ?
•
A large part of communication is actually
carried out without speaking, this is what we
call non verbal communication or body
language
•
In all care settings this type of communication
is
Task
43
•
How many types of non verbal
communication can you think of ?
•
In pairs think of at least three example of
non verbal communication.
•
Relate each example to a care setting of
your choice. (nursery, hospital, care home,
etc.)
Types of verbal
communication
1. Facial expressions,
2. Smiling,
3. Eye contact,
4. Positive positioning
5. Gesture,
6. Touch,
44
7. Makaton.
Facial Expressions
45
•
Our faces communicate complex and very
subtle messages for example:
•
A smiling and alert face strongly attracts,
•
A sad and grumpy face arouses sympathy
and concern.
Smiling and Eye Contact
•
46
Smiling is one of
the most
significant sign of
warmth and
openness, it also
helps with positive
interaction.
• Eye contact is one
of the most direct
way to
communicate.
• You mustn't stare
but it is necessary
to look at the
person you
communicating
Task
Which facial expression do you see ?
47
Positive positioning
• We all require personal space, the
amount of space is party determined by
culture as well as personal preference
• The amount of personal space used in
an interaction is important in relation to
intimacy and dominance.
48
• The closer a person gets, the more
Task
Using the post it notes,
write down a gesture which you use
and stick it on the whiteboard.
49
Gestures
• We use hand gestures whilst
communicating a lot.
• Hand gesture can be universally
recognised however, their meaning
differs between cultures.
• For example :
50
Touch
• Touch is very tricky aspect of non verbal
communication,
• A hand on someones shoulder or arm
can be very reassuring, or even giving a
hug to a distressed child can be very
spontaneous response after a bad fall,
• However, you must be aware that
51
physical touch can be deemed
Task
Can you think of :
1. 1 type of physical contact which can be
appropriate
2. 1 type of physical contact which can be
deemed inappropriate
3. 1 care setting in which it might occur.
52
Makaton
• Makaton is a method of communication
mostly used with service users with a
learning disability,
• Many signs in the Makaton are used in
the British Sign Language.
• Speech is also used with the signs.
53
Makaton
• Makaton is a method of communication
mostly used with service users with a
learning disability,
• Many signs in the Makaton are used in
the British Sign Language.
• Speech is also used with the signs.
54
Recap
So what have we learned today
?
55
Empowerment
Aims
• Identify what empowerment is and be able
to apply to care setting within Health and
Social Care
Recap
•
•
•
•
•
•
•
•
•
To give information
To obtain information
To exchange ideas
To meet IES needs
Noise
Lighting
Ventilaton
Heating
space
• Seating arrangements
• Proximity of others
• Relationships
Empowerment
• Working in pairs write
down what you think
empowerment is
• Now work with the
pair next to you and
as a four decide what
you all think
empowerment is
• Once you have
decided write in on
the paper provided
Empowerment
• Empowerment in a
care setting means
allowing service users
to take control of their
own lives. This means
presenting them with
all the relevant
information and
allowing them to
make choices and
decisions
Empowerment
• Service users who
feel that their views
and decisions are
valued respond
positively when
communicating
Task – Discussion Point
• What can care
workers actually do in
their day to day tasks
to empower service
users
Task
•
•
•
•
Children’s home
Old peoples home
Day care centre
Nursery
Aims
• Identify what empowerment is and be able
to apply to care setting within Health and
Social Care
Empowerment
• Service users need to
feel that they are
equal to others and
not people for whom
things are done or
arranged
Empowerment
• The target for
effective
communication is to
form a good working
relationship or
partnership where
each contributor is
valued.
Empowerment
This means:
• Respecting service users’ rights
• Maintaining confidentiality
• Respecting individual people’s beliefs and
cultural views and opinions.
• Allowing service users to express their views
and opinions
• Tolerating diversity when service users do not
have the same opinions or ways of doing things
as us.
Empowerment
• Effective
communication and
empowerment
enables service users
to retain their own
identity and does not
involve care workers
imposing their identity
on them.
Starter
Can you think of three things we talked
about last lesson?
Communication in a Care Setting
Lesson Objectives:
•
Think abut the skills we need when
communicating within a care setting.
•
Tone and pace, eye contact
Active
Listening
•Focusing on the individual
• Appropriate body language
• Maintaining eye contact
• Appropriate facial expressions
Active
Listening
•Allowing sufficient
time
• Making encouraging
sounds
• Allowing pauses
• Allowing silence
• Reflecting back
What is active listening?
• A good listener hears the content of what
the speaker says
• Listening actively is the intention to
complete a conversation by giving a
response.
Active listening
• By listening actively the listener is
conscious of what the speaker is saying
and can aid the process by doing lots of
things.
• These ‘things’ are what we are going to
discuss today.
Help give appropriate care
What is going on here ?
How would
you
approach
this child?
How would
you
approach
this man?
How is this
meeting
going?
Maintaining eye contact
Maintaining Eye Contact
• Eye contact is an
essential part of
communication.
Without it the other
party will feel
remote from you and
are unlikely to relate
to you in a
meaningful way.
Maintaining Eye Contact
• It is important to be
aware of how sensitive
people are to it. Eye
contact should be a
positive form of body
language communication,
but if it is not used
correctly it can easily
become negative.
Maintaining Eye Contact
• http://www.youtube.com/watch?v=OUQAe
GkhsoY
• http://www.youtube.com/watch?v=2V9aNc
MLOEE&feature=related
• http://www.youtube.com/watch?v=pc42W
NcmXSU&feature=related
• http://www.youtube.com/watch?v=z6yrcvPq10&feature=related
Appropriate eye contact
• It the UK, it is appropriate to
look at someone when they
are talking for about 75% of
the time.
• This action lets others know
you are listening and paying
attention.
• This can help the clients feel
you are interested in them
which makes them feel
valued
Effect
• Looking at people
appropriately help build
positive relationships
because you are showing
empathy to them.
Poor eye contact is not looking
at someone ( less than 75%)
• How do you feel if someone
does not look at you?
Bored/disinterested –”they
bore you”
• Effect-Makes clients feel
devalued, angry, not cared
for
Too much eye contact
• Looking at someone
over 75% of the time
can come across
either as you are in
love or as
aggressive?
• Effect-frighten service
users may feel their
carer is angry or
annoyed
Eye movements
When we look at others we
pick up small changes in
the face especially around
the eye area - you face
may be making a negative
judgement of the client
even if you are saying the
right thing
Rolling
eyes
Indicates to us how the client
may be feeling
Also following someone's eyes
lets you know if you are
getting through to them
Confused- not understanding
the message
Blank look – depressed, not
paying attention.
Focusing on the individual
• When communicating with services users
the care need to be focused to their
needs.
• This is when a care plan would be used
Focusing on the individual
• Everyone has different needs and this
needs to be taken into account when care
is provided.
• In your tables thing of an example when
care needs to be individual
• http://www.youtube.com/watch?v=2NiO63
9g4HY
• http://www.youtube.com/watch?v=jP8_NlD
6S_E&feature=related
Appropriate facial expressions
• Look at these faces and say what they
mean to you
Appropriate facial expressions
• Skills that help us to interact with
other people. To have effective
communication skills is vital in the
health and social care industry
because:
– Develop care relationships
– Understand and meet the needs of
others
– Provide information
– Receive information
– Report on work they do with clients.
Allowing sufficient time
http://www.youtube.com/watch?v=ZDpPQGk
uWo0
Allowing sufficient time
• It is important that you
allow enough time to
be able to complete
the task and it’s
important to think
about how you are
communicating with
clients
Allowing sufficient time
• It is important that when caring for people that
you are not trying to do other things at the
same time.
Reflecting back
• What is meant by reflecting back?
• How might you reflect back during a
conversation?
Reflecting Back
Body language is culturally related.
e.g. hand up =stop in UK, in Greece=you
are dirt!
You need to find out what clients are
comfortable with and that you do not
cause offence
Allowing silence
• There is a time when it is ok to have a short
silence.
• In your groups think when it is appropriate to
allow silence within a care setting
Answers the Questions
Allowing pauses
• What is meant by allowing pauses
• How do pauses aid active listening?
Task
• Have a go at the puzzle in your pair
Allowing Pauses
• Pauses are a very important part of
communicating, it allows people time to
think and understand what is going on
Newspaper Task
• Have a go at the task
Appropriate Body Language
• Lets have a go at this quiz and see what
you think about people’s body language
http://www.youramazingbrain.org/testyours
elf/default.htm#
Making encouraging sounds
• What are encouraging sounds?
• Can there be a problem with constantly
giving encouraging sounds? Why?
Tone is very important part of
the communication process
7%
What you say
55%
38%
Tone:how you say it
Non-verbal
communication
The Care Value Base
What is the care value base?
The care value base is a range of
standards for health and social care. It
is designed to guide the practice of
professionals working in this area. The
aim of the standards is to improve
clients' quality of life, by ensuring that
each person gets the care that is most
appropriate for them as an individual.
What is the care value base?
• The care value base offers guidance, and
sets standards, in three main areas of
health and social care:
• Fostering equality and diversity
• Fostering people's rights and
responsibilities
• Maintaining confidentiality of information
1. Fostering equality and diversity
This means
recognising and
supporting
people's individual
needs.
Fostering equality and diversity
It involves:
• Giving everyone the same quality of care
and support This does not mean treating
everyone in the same way
• Respecting and supporting the diversity of
people's experiences, lifestyles and
backgrounds
• As a carer you should ensure that a
client's background or circumstances do
not affect the quality of care they receive.
Fostering equality and diversity
• This does not mean that treating everyone
in the same way. It means treating each
person as an individual, taking into
account their beliefs, abilities, likes and
dislikes. This is known as client-centred
care.
2. Fostering rights and
responsibilities
Discrimination is the result of stereotyping
and prejudice.
It means providing different care (better or
worse) to some people because they are
of a particular group, like Asian people,
lesbians and gays, or older people
Fostering rights and responsibilities
Rights and responsibilities go hand in
hand
• You must support the right of a client to
choose their own lifestyle AND help them
to accept their responsibilities.
Fostering rights and responsibilities
• Your client has the right to eat unhealthy
food, but you need to tell them about the
health risks so they can take responsibility
for their choice.
Fostering rights and responsibilities
• Your client has the right to smoke, but they
must accept their responsibilities to other
people who do not wish to be affected by
passive smoking
Fostering rights and responsibilities
•
•
•
•
Clients have a responsibility to:
Not discriminate against others
Respect the confidentiality of others
Do no harm to others
3. Confidentiality of information
This means that any information clients give
you must be private and confidential,
whether it is:
• Verbal
• Written
• Electronic (on a computer)
You need to be aware of what you say to
other carers and clients and also who has
access to client files.
In Summary
• The care value base was developed to
improve clients' quality of life by
setting standards and guiding
professional practice in health and
social care.
In Summary
• Fostering equality and diversity means
recognising that each person has their
own individual needs. It also means
working to meet those needs.
In Summary
• Fostering rights and responsibilities
recognises people's rights, but also
stresses that we all have
responsibilities towards others.
In Summary
• The need to maintain confidentiality of
client information protect the client's
right to have personal information kept
private.
TASKS
• The slides that are about to follow all deal
with issues of Confidentiality
• In pairs, decide what should be done in
each of the case studies
Darren
• Darren has an
appointment with the
school nurse for a
BCG booster
injection. He is
worried about it
making him ill. He
says that he has just
taken some ecstasy
and pleads with the
nurse not to tell
anyone.
Yasmin
• Yasmin tells her new
Health Visitor that her
new boyfriend is violent
and is beating her. She
asks the Health Visitor
not to say anything as
she is frightened of
what might happen.
Yasmin and her
boyfriend have a three
month old baby.
Eileen
• Eileen has terminal
cancer. She tells her
District Nurse that she
has had enough of
living and is going to
end her own life
tomorrow. She says
that it is her choice and
asks the District Nurse
not to interfere.
Jennifer
• Jennifer goes to her
GP for contraceptive
pills. She asks her
GP not to tell her
parents. She is 14
years old.
Stabbed man
• A man with a stab
wound arrives at the
Hospital Casualty
Department. He won’t
give his name and asks
the nurse not to phone
the Police. He says that
he will leave if the nurse
does. He is bleeding
heavily.
Lee
• Lee turns up at a
Hostel for the
homeless. He says
that he has runaway
because his father
has been beating
him. He asks the
Social Worker not to
contact his family.
He is 16 years old.
Evaluating your
Communication Skills
Communication Skills
• We have looked at
how effective we
communicate.
• We have looked at
lots of different areas
that can affect
communication
What areas have we
looked at?
• In pairs, list as many
areas of
communication that
we have covered
• There will be a prize
for the pair with the
most
• So keep your
answers covered
Looking at your own
communication skills
• When evaluating how
effective your
communication skills
are, you must have
some ways of
measuring them
Task
• Working in pairs, your
task is to listen to the
description that your
partner is given and
write down what
words they are trying
to say
Listening
• Listening is a very
good way of finding
out how effective you
are at communicating
You can evaluate your own communication
by monitoring:
• The quality of
your
contribution
How much effort do you put in?
• Working in groups of
4 have a debate on
the following areas
• X factor
• Eastenders
So how did you do ?????
• Write down how you
think you did in the
debate.
• Did you join in ?
• Did you have points
to say ?
• Did you show an
interest in your topic ?
How do other people think you
did???
• Ask the person next
to you to tell you how
they think you did
• Did they say the
same as you?
• Did you agree with
what they said ?
Improvement from previous
occasions
• Over the course of this
unit have your
communication skills
improved?
• How ?
• Why?
• Detail please
Your knowledge and understanding
• Get some paper and
a pen out we are
going to have a
quiz!!!!!!!!
• Prize for the winner
How We Evaluate?
• This monitoring should be done using a
variety of methods:
• Verbal Feedback- this can be gained from
the person you are talking to you
• Written Feedback – is best obtained from
a independent person, who may rate you
on criteria. (e.g. how many closed
questions did you use)
How We Evaluate?
• Self-reflection – It is very important to
record your own experience
• Video observation – this can be used to
analyse your own behaviour and may
show you things that you missed
Aspect of Communication
• Purpose – Did the
skills used enable the
purpose of the
communication to be
achieved?
Aspect of Communication
• Reason for use –
What were the
reasons for using the
skills chosen? Were
there other skills that
would have been
more suitable?
Aspect of Communication
• Effectiveness – Did
the skills enable both
the care worker and
the service user to
understand and have
a meaningful
exchange of
information
Aspect of Communication
• Achievement of
outcomes – Did the
skills allow the
outcomes to be
achieved? Could the
service user have
benefited if something
had been done
differently?
Task
• Look at this for 20
seconds
• Now draw it
Task
• Look at this for 20
seconds
• Now draw it
Did you do better the
second time??????
Planning For Improvement
• It is important that
everyone thinks about
how they can improve
the things that they
do.
Planning For Improvement
• When planning for
such improvements
they need to think
about:
• What needs
improving
• The order in which
the improvements
should take place
• The timescales