Transcript Unit 1: Developing effective communication in Health and Social Care

Unit 1: Developing effective
communication in Health and Social
Care
P1/M1
PUT YOUR HOMEWORK ON YOUR
DESK AND I'LL COLLECT IT DURING
THE LESSON
Yes No game
• Who am I?
• Each of you has a post-it stuck
to your back or forehead
• You have to work out what the
item/person written on it is by
asking your partner yes/no
questions
• Have fun!!
Level 3 Health & Social Care
2 years
2 teachers
100% coursework
7 units
Pass = E
Merit = C
Distinction = A
Distinction* = A*
You must get at
least a Pass on
all units
To get a Merit
you need 40 M
and 20 P credits
To get a D you need
30 M and 30 D
credits
To get a you need
D* 40 D and 20 M
credits
Things you’ll need for
health and social care...
•
•
•
•
•
A memory stick (a MUST)
A book (2 to choose from...)
Folder
Pad of paper
Pen!
Unit 1
• Deadline for the first
draft:
17th October 2014
• Final deadline is:
9th January 2015
What is the importance of
communication in Health and Social
Care?
Rachael and Miss Telford
What should Rachael have
done before going to help
MissinTelford?
She works
a care
Rachael is shy and quiet.
home for the elderly. She has been
asked
by
her
What did Rachael do
manager to help Miss Telford put onwrong?
her coat.
Rachael has not spoken to Miss Telford before
would you suggest
and says to her, ‘Come on, MissHow
Telford.
You
are
that Rachael should
going out, so put your coat on!’
Miss Telford
communicate
with Miss
Telfordand
to support
starts to cry. Rachael feels angry
then her?
shouts at Miss Telford to stop
being
silly.
What would you say and
how would you say it?
Ben and Sue
Ben is a teenager with cerebral palsy
limited
What and
should
Sue have
speech. He is a wheelchair userdone
andbefore
is unable
toBen?
meeting
feed or care for himself. However, his cognitive
ability is normal. Sue is a new carer
hasdocome
Whatwho
did Sue
wrong?
to Ben’s home to assist him. She does not know any
details of Ben’s condition, just that
heshould
needs
How
Sue
personal care. When she first meets
him she
talks
communicate
with
Ben to
loudly and slowly. This annoys Ben and
he shouts
support
him?
back. Sue assumes that, because Ben is physically
disabled, he must have cognitiveWhat
disabilities.
would you She
say and
therefore ignores the fact that he how
is shouting
her
would youatsay
it?
and carries on with her tasks.
P1 Instructions
Different
contexts of
communication
ONE-TO-ONE COMMUNICATION
Note-taking exercise
Can you think of some one-to-one
communication situations?
One-to-one communication
• Follows a 3 part structure:
• Beginning
– Create the correct feeling (i.e. positive atmosphere)
– Greeting (e.g. hello, hiya)
• Middle
– A conversation occurs
– Questions are asked
– Information is exchanged
• End
– Leave the other people with the right emotions
– Say something like “see you soon”
Different
contexts of
communication
GROUP COMMUNICATION
Note-taking exercise
Test your communication skills. Look at the
faces below and decide what each
character is feeling. Compare your answers
to those given by other members of the
group. Do you agree?
Group communication
• Everyone has to be involved in the group
interaction. It is normal to feel threatened
when you have to speak in front of a group of
people. Other people might be quieter than
normal in front of a group.
• Humour can encourage everyone to join in.
• Sometimes a group leader might be involved,
they can encourage people and help people to
take turns when talking.
Group communication
• Individuals will need to plan what they say in
front of the group.
• It is best to take it in turns to speak. In order to
know when a person has stopped talking you
listen carefully to what they say, people lower
their tone of voice when they are finishing a
sentence. You know when it is your own turn to
talk by watching the eyes of others around you.
• It is important to sit in a circle, this leads to a
positive group feeling, people can take turns to
talk and see each other’s faces.
Different
contexts of
communication
FORMAL COMMUNICATION
Note-taking exercise
Formal communication
• This is speaking or writing in an official way
because they are representing their care
organisation.
• When answering the phone you might say...
• When writing a letter you might start with “...”
and end with “...”.
• You would avoid jargon and slang.
• Formal communication shows respect for
others. But being too ‘posh’ may make you
look pretentious.
Different
contexts of
communication
INFORMAL COMMUNICATION
Note-taking exercise
Informal communication
• This type of communication is often used with
people that you know well (e.g. friends and
family).
• It is often more personal than formal
communication.
• When you answer the phone you might say...
• When sending a text you might use...
• In some areas of the country there might be a
particular way of speaking.
• All of this does not mean that informal
communication is less respectful or effective
though.
Different
contexts of
communication
Your task
• Make notes on the remaining contexts of
communication. Don’t forget to use examples.
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between colleagues,
between professional and people using services,
multi-agency working,
multi-professional working.
• This completes the first section of P1.
• Page 6-8 of the orange book.
• Page 9-10 of the black book.
Create a spider diagram about
forms of communication.
It should fill a page and be very
detailed with relevant examples
Forms of
communication
TEXT MESSAGING
Note-taking exercise
Text messaging
• This can be through mobile phones or email
systems.
• What could be communicated in a nursery via
text message?
Forms of
communication
WRITTEN
Note-taking exercise
Written
• Service users’ records are written (by hand or
electronic).
• Policies and procedures are also written.
• Care practitioners spend a lot of time writing
(e.g. emails, care plans, letters, reports,
referrals etc).
• Written communication needs to be clear and
carers need to have a good knowledge of how
to write letters, notes etc.
Forms of
communication
ORAL
Note-taking exercise
Oral
• Oral communication means to speak out loud.
• Individuals will need to consider their pace, tone
and pitch, as well as their volume.
• It is not a good idea to shout or to mumble, it is
also not good to speak too fast or too slowly. This
would draw away from what you are saying, and
individuals focus on how you are talking.
• A care practitioner needs to speak clearly and
with an encouraging tone of voice. This shows
respect and sincerity.
Forms of
communication
SIGNING
Note-taking exercise
Signing
• This is a visual language.
• It can be for individuals with special needs
(Makaton) or for individuals with hearing
problems (British Sign Language).
Forms of
communication
SYMBOLS
Note-taking exercise
Symbols
• This is used to communicate important
information to people without the use of
words.
• This could be used within a nursery on
cleaning products or doorways.
Forms of
communication
TOUCH
Note-taking exercise
Touch
• This type of communication is used for people
with visual problems, e.g. Braille
Forms of
communication
MUSIC AND DRAMA
Note-taking exercise
Music and drama
• This is often called the
‘language of emotion’.
• Mime and drama are
powerful ways of
expressing feelings to
others.
Forms of
communication
OBJECTS OF REFERENCE
Note-taking exercise
Objects of reference
• These are objects which have a special
meaning to someone, e.g. clothes, jewellery,
photos etc.
• They can provide reassurance, comfort and
remind people of happier times.
Forms of
communication
ARTS AND CRAFTS
Note-taking exercise
Arts and crafts
Artwork, paintings,
photos, sculptures,
ornaments etc
communicate
messages and
emotions to others.
Forms of
communication
TECHNOLOGY
Note-taking exercise
Technology
• Technology has evolved to help us
communicate faster than in the past.
• Examples of technology are text messages and
emails, but also hearing aids and Braille
printers.
Task
• You need to make your own notes on:
• Types of interpersonal interaction:
– speech,
– language (first language, dialect, slang, jargon),
– non-verbal (posture, facial expression, touch, silence, proximity,
reflective listening).
• Communication and language needs and preferences: the
individual’s preferred method of communication, e.g.
–
–
–
–
–
–
–
–
–
–
language,
British Sign Language,
Makaton,
Braille,
the use of signs, symbols, pictures and writing,
objects of reference,
finger spelling,
communication passports,
human and technological aids to communication,
variation between cultures.
M1
• Section B: You also need to include an
assessment of the role of effective
communication and interpersonal
interaction in health and social care. To
do this you need to explain why each
type of communication is so important
and how it impacts on the services
provided by health care professionals
with reference to theories of
communication (Argyle and Tuckman’s
model). (M1)
• The four types of communication are:
–
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Different contexts of communication
Different forms of communication
Interpersonal interaction
Communication and language needs and
preferences