Transcript PPT Effective Communication Techniques

Describe Effective
Communication
Techniques with a
Variety of Age Groups
Part one
1
Objectives
1. Describe methods to communicate with infants.
2. Explain techniques to communicate with children
and pre-teens.
3. Evaluate helpful communication techniques for
use with teens and adults.
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Terms
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American Sign Language
bullying
closed questions
cyber bullying
funnel questions
leading questions
open questions
probing questions
rhetorical questions
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Objective 1
Describe methods to communicate with infants.
Anticipated Problem:
How do infants communicate?
How do you learn to communicate with infants?
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Objective 1
I. Infants communicate without words.
A. Crying is the way infants
communicate for a while.
Crying often communicates
an infant’s discomfort:
hungry, wet, cold, tired,
or scared. Also, babies
use crying to shut out all
the extra stimuli when
they are feeling
overwhelmed.
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Objective 1
A. Crying is the way infants communicate (cont’d)
1. Crying is the first way an infant communicates with
others.
2. Crying can be a learned behavior for attention from
the caregiver.
3. Infants develop different cries, moans, or whimpers for
various needs.
a. Hunger: short, low-pitched cries
b. Upset: short, choppy cries
c. Prolonged crying: pain, illness, or eye irritation
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Objective 1
B. Pleasurable infant sounds
1. Babbling
2. Giggling
3. Cooing
C. Gestures and movements for communication
1. Clinging
2. Pushing away
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Objective 1
D. American Sign Language (ASL) is a
way for caregivers and infants to
communicate with each other using
motor skills (precise hand gestures in
relation to the upper body). Infants, as
early as six months of age, can learn to
use ASL as an effective communication
tool with caregivers. Studies indicate
that infants who use ASL have higher
IQ scores at age eight, are better
adjusted socially, have fewer
tantrums, and read at an earlier age.
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Objective 1
D. American Sign Language (cont’d)
1. Physical skills for talking develop at about 11 months
of age.
2. Hand signaling can be used for several words,
such as:
a. Mama, Dada
b. Eat
c. Milk
3. Signing helps the infant to communicate and
develop social skills.
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Objective 1
E. Helping infants learn language
1. Caregivers should always talk to the infant
using simple words, not baby talk. Words
help the infant brain to develop faster and
help the baby to feel secure.
2. When reading picture and rhyming books to an infant,
caregivers should use repetition of simple words to
help the infants develop language.
3. Reading helps the infant to connect sounds with
objects.
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Objective 2
Explain techniques to communicate with
children and pre-teens.
Anticipated Problem:
How do children and pre-teens develop their
vocabulary and speech?
What techniques are effective in communicating
with children and pre-teens?
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Objective 2
II. Children and pre-teen communication
A. Communication development increases in
children and pre-teens. A six-year-old child
understands 2,500 words. However, some may
need a speech pathologist to help with speech
difficulties.
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Objective 2
A. Communication development (cont’d)
1. Sounds produced using the lips:
a. B
b. M
c. P
2. Sounds produced using the
lips and teeth:
a. F
b. V
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Objective 2
A. Communication development (cont’d)
3. Sounds produced using the lips, tongue, and throat
may be more difficult for some children:
a. J (j)
b. Ch (ch)
c. St (st)
d. Pl (pl)
e. Th (th)
f. Sl (sl)
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Objective 2
B. Adults can help children talk about difficult
situations.
1. It is important to talk and listen to the child.
2. It is important to help the child maintain self-control.
3. It is important to show real concern for the child’s
fears and worries.
4. It is important to help the child understand when a
situation is or is not serious.
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Objective 2
C. It is important to help children deal with bullying
(aggression or abuse directed toward another
individual in person or through the Internet,
mobile phones, email, and other technology,
which is cyber bullying). Bullying is a form of
communication used to intimidate another
person by force or coercion (teasing, ganging up,
physically hurting another, or rumors).
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Objective 2
C. Bullying (cont’d) The child should be taught to
evaluate ways that helped to stop bullying or
increased it in the past. It is necessary to help the
child practice safe and assertive ways to respond to a
bully.
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Objective 2
C. Bullying (cont’d) Studies show that:
1. Bullying can cause physical and emotional pain.
2. Boys tend to use more physical types of bullying
threats.
3. Girls tend to use more verbal types of bullying threats.
4. Half of all school-age children are bullied sometime
during their school career.
5. Young people who are bullied are more likely to skip
school and to get in fights.
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Review of Part One
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Crying often communicates an infant’s discomfort.
Give three examples of that discomfort.
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Name three benefits of teaching infants sign
language.
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What is the average number of words that a six year
old child can understand?
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Who can help children with speech difficulties?
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Name some negative consequences of bullying.
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Describe Effective
Communication
Techniques with a
Variety of Age Groups
Part two
21
Objectives
3. Evaluate helpful communication techniques for
use with teens and adults.
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Terms

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closed questions
funnel questions
leading questions
open questions
probing questions
rhetorical questions
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Objective 3
Evaluate helpful communication techniques for
use with teens and adults.
Anticipated Problem:
What are effective communication methods to
use with teens and adults?
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Objective 3
III. Effective communication with teens and adults
begins with remembering the names of people.
To build rapport and engage a person in
conversation, a person must be able to
remember names. There are tricks to
remembering names, such as:
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Objective 3
A. Remembering client and social
network names is essential to
long-term communication with
social and work groups.
Interpersonal skills are high on
employer lists of essential skills
for workplace success.
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Objective 3
1. It is important to make an effort to remember names.
a. People should pay attention to the person’s name
during introductions.
b. People should ask to have the name repeated, if
necessary.
c. People should use the person’s name when talking with
him or her. (“It’s good to see you again, Bill.” “How is the
work on your vacation home progressing, Sue?” “When
was the last time we saw Cindy, Jim?”)
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Objective 3
1. It is important to make an effort to remember names
(cont’d)
d. It is important to verify the person’s name. Sometimes
a name tag or a third-party introduction is not what
the person wishes. For example, “Sean introduced you
as Debbie. Is that what you wish to be called?”
e. It can be useful to use a mnemonic device (a method
to enhance one’s memory). For example, the last name
Johnson may be recalled by creating a picture and
words: “Jumping on top of the sun.”
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Objective 3
2. It may be necessary to write down a newly
introduced person’s name. Salespeople write
down the names of new clients to help them
visualize the name as well as hear it (auditory).
3. Association can be used to suggest images that help
people remember certain names.
a. It may be useful to associate an image with a person’s
name. (The name Barbara is associated with a barbed
wire fence. The name Jim is associated with a
gymnasium.)
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Objective 3
3. Association can be used to suggest images (cont’d)
b. It may be useful to imagine writing the name and saying
it. Neurolinguists tell us that “getting a feel” for a
person’s name helps us remember (subtly writing the
name with a finger or saying it).
c. It may be useful to associate a newly introduced person
with a celebrity. For example, Jacqueline becomes an
image of Jacqueline Kennedy Onassis.
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Objective 3
B. Asking the right questions aids in communication.
1. Open questions begin with “what,” “why,” or “how”
and are used to open a conversation and/or to obtain
details. These questions are likely to receive a long
answer as they ask the responder to think and reflect
and to provide an opinion or a feeling. For example:
a. How do you keep focused on your graduate degree
while you are working?
b. Why is the river project so important to you?
c. How do you deal with customer service issues in the
restaurant?
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Objective 3
B. Asking the right questions aids in communication.
2. Closed questions may be answered with “yes” or
“no” responses or a short phrase and tend to slow or
end the conversation. They elicit facts and keep the
control of the conversation in the hands of the
questioner. For example:
a. How old are you?
b. Where do you live?
c. Are you happy?
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Objective 3
B. Asking the right questions aids in communication.
3. Funnel questions are actually a series of questions,
starting with a general question and continuing with
detailed questions. They appear in two types:
a. Increasing detail
(1) What else do you remember about the accident?
(2) What, specifically, did the officer say to you? What
particular part of the presentation did you enjoy?
b. Decreasing detail
(1) Who else will be there? What other things are
happening at the same time?
(2) So what do you think? What else can you tell me?
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Objective 3
B. Asking the right questions aids in communication.
4. Probing questions often include the word “exactly”
to obtain clarification from the previous response and
usually begin with “what” or “how.” Often, probing
questions are asked when the questioner needs more
information. Probing is asking follow-up
questions when a response may be
vague or ambiguous or the questioner
requires more in-depth information.
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Objective 3
B. Asking the right questions aids in communication.
4. Probing questions (cont’d)
a. Opening question: What did you like best about the
theater project?
Answer: I got to do different things.
Probing question: What things did you get to do?
b. Opening question: How are you progressing on your
essay?
Answer: Everything is coming along fine.
Probing question: What is one part of the essay topic
that is particularly strong?
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Objective 3
B. Asking the right questions aids in communication.
5. Leading questions are designed to elicit an answer
that the questioner desires. Sometimes leading
questions include the answer, point the listener to the
answer the questioner desires, or include a pointed
reference to the “right answer.” Care is needed to
prevent manipulating the conversation.
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Objective 3
B. Asking the right questions aids in communication.
5. Leading questions
Two types of leading questions are:
a. Assumptive questions
(1) How much will the rent go up this year?
(2) Are you still cheating at chess?
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Objective 3
B. Asking the right questions aids in communication.
5. Leading questions
Two types of leading questions are:
b. Linked statements
(1) Would you prefer to live upstairs or downstairs
where the light is better?
(2) What do you think about Carol Roberts
running for the school board?
Lots of people are against her
policies.
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Objective 3
B. Asking the right questions aids in communication.
6. Rhetorical questions are not really questions but
statements of the speaker’s feelings. Some famous
rhetorical questions include:
a. “Isn’t it a bit unnerving that doctors call what they do
‘practice?’” (George Carlin)
b. “If practice makes perfect and no one is perfect, then
why practice?” (Billy Corgan)
c. “Aren’t you glad you use Dial? Don’t you wish
everyone did?” (1960s television advertisement for
Dial soap)
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Objective 3
C. How to influence people
1. It is essential to listen and work to understand the
other person’s position. Use open, closed, and probing
questions.
2. It is important to look for areas of agreement in
discussion. Open, rhetorical, and leading questions are
helpful to find agreements.
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Objective 3
C. How to influence people
3. Arguing makes people defend their position and resist
cooperation. Probing and funnel questions can help to
understand other positions.
4. It is necessary to use the right time for a request. Also,
questioning is always better than lecturing.
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Review of Part Two
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What are some tips to remembering names?
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How are closed questions answered?
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How do open questions begin?
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What is a common word in probing questions?
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What are two types of leading questions?
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