Unit 1: Developing effective communication in Health and Social Care P1/M1

Unit 1: Developing effective communication in Health and

Social CareP1/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 = EMerit = C

Distinction = ADistinction* = 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

Rachael is shy and quiet. She works in a care home for the elderly. She has been asked by her

manager to help Miss Telford put on her coat. Rachael has not spoken to Miss Telford before

and says to her, ‘Come on, Miss Telford. You are going out, so put your coat on!’ Miss Telford

starts to cry. Rachael feels angry and then shouts at Miss Telford to stop being silly.

What should Rachael have done before going to help

Miss Telford?

What did Rachael do wrong?

How would you suggest that Rachael should

communicate with Miss Telford to support her?

What would you say and how would you say it?

Ben and Sue

Ben is a teenager with cerebral palsy and limited speech. He is a wheelchair user and is unable to feed

or care for himself. However, his cognitive ability is normal. Sue is a new carer who has come to Ben’s

home to assist him. She does not know any details of Ben’s condition, just that he needs personal care.

When she first meets him she talks loudly and slowly. This annoys Ben and he shouts back. Sue assumes that,

because Ben is physically disabled, he must have cognitive disabilities. She therefore ignores the fact

that he is shouting at her and carries on with her tasks.

What should Sue have done before meeting Ben?

What did Sue do wrong?

How should Sue communicate with Ben to

support him?

What would you say and how would you say it?

P1 Instructions

ONE-TO-ONE COMMUNICATIONNote-taking exercise

Different contexts of

communication

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”

Note-taking exercise

GROUP COMMUNICATION

Different contexts of

communication

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.

Note-taking exercise

FORMAL COMMUNICATION

Different contexts of

communication

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.

Note-taking exercise

INFORMAL COMMUNICATION

Different contexts of

communication

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.

Your task

• Make notes on the remaining contexts of communication. Don’t forget to use examples.– 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.

Different contexts of

communication

Create a spider diagram about forms of communication.

It should fill a page and be very detailed with relevant examples

Note-taking exercise

TEXT MESSAGING

Forms of communication

Text messaging

• This can be through mobile phones or email systems.

• What could be communicated in a nursery via text message?

Note-taking exercise

WRITTEN

Forms of communication

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.

Note-taking exercise

ORAL

Forms of communication

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.

Note-taking exercise

SIGNING

Forms of communication

Signing

• This is a visual language.• It can be for individuals with special needs

(Makaton) or for individuals with hearing problems (British Sign Language).

Note-taking exercise

SYMBOLS

Forms of communication

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.

Note-taking exercise

TOUCH

Forms of communication

Touch

• This type of communication is used for people with visual problems, e.g. Braille

Note-taking exercise

MUSIC AND DRAMA

Forms of communication

Music and drama

• This is often called the ‘language of emotion’.

• Mime and drama are powerful ways of expressing feelings to others.

Note-taking exercise

OBJECTS OF REFERENCE

Forms of communication

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.

Note-taking exercise

ARTS AND CRAFTS

Forms of communication

Arts and crafts

Artwork, paintings, photos, sculptures,

ornaments etc communicate messages and

emotions to others.

Note-taking exercise

TECHNOLOGY

Forms of communication

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:– Different contexts of communication– Different forms of communication– Interpersonal interaction– Communication and language needs and

preferences