1 Introduction to Communication Skills Communication Skills Peer Training

8/3/2019 1 Introduction to Communication Skills Communication Skills Peer Training

1/13Building Blocks to Peer Success

ABOUT THIS ACTIVITY

Time: 70 minutes

Objectives: By the end of this session,

participants will be able to:

Deneverbal,nonverbal,and

paraverbalcommunication.

Listthreebarrierstoeffective

communication.

Listthreewaystoenhance

communication.

Deneactivelistening.

Identify3activelistening

techniques.

Training Methods: Brainstorm, Role

Play,Lecture,SmallGroupActivity,

SkillsPractice

In This Activity You Will

Explorecommunicationconceptsand

skillsthroughaseriesofexercises.

Developandvalidatedenitionsfor

communicationsconcepts.

(10minutes).

Illustratethedenitionsthrougha

discussion of two role plays

(15minutes).

Discussandpracticeactivelistening

skillsincludingopenandclosed-

ended questions, focused questions,andparaphrasing.(45minutes).

(continuednextpage)

Instructions1. Introduce session and ask participants or a denition o

communication. Te denition should include the idea thatcommunication is a two-way exchange o inormation which takthe ollowing orms: verbal, nonverbal, and paraverbal.

2. Discuss each orm o communication with the class.

Verbal Communication through language

Nonverbal Communication other than through spoken languagMore powerul messages are usually conveyed throunonverbal cues than through words themselves. 70-90% o our communication is nonverbal. Exampleso nonverbal communication include:

Body language (e.g., olded arms)Eye contactMuscle tension (are neck or jaw muscles taut, sts clenched?)PostureMannerisms (e.g., ddling with hair, biting nails)Proxemics (how close we stand when talking. In the US, we stan

between 18 inches to 2 t. rom each other; we getuncomortable i that boundary is violated. Proxemics varyrom culture to culture.)

Paraverbal Communicating not by what you say, but how yousay it. Examples o paraverbal communicationinclude:

Voice qualities/voice tone (is voice at or monotone?)Rate o speech (how ast or slow one talks)Cadence/rhythm o voiceVolumeInection

* Tis module comes rom the Comprehensive Peer Worker raining, Peer AdvancedCompetency raining (PAC) Project Harlem Hospital Center, Division oInectious Diseases, 2008.

INTRODUCTION TO COMMUNICATION

SKILLS*

Core Competencies: Communication Skills


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Building Blocks to Peer Success

INTRODUCTION TO COMMUNICATION SKILLS

ABOUT THIS ACTIVITY (CONT.)

Materials:

Tape

Markers

Handout-RolePlays#1and#2(2

copies for trainers)

Handout-Typesofcommunication

Handout-DenitionofActive

Listening

Handout-BarrierstoEffective

Communication

Handout-EffectiveCommunication

Strategies

Handout-ActiveListeningStrategies

Handout-OpenandClosed-Ended

Questions

Handout-Focused

Handout-Paraphrasing

Flipchartpaperforexercise,1eachentitledBarrierstoEffective

Communication,Strategiesfor

ImprovingCommunication,Active

ListeningStrategies

Preparation:

Prepareipcharts

Copyhandouts

3. o illustrate how powerully messages are conveyed bothnonverbally and paraverbally, the acilitators will act out twoshort role plays in ront o the class. Te acilitators start byacting out Role Play #1: Nonverbal Communication.

4. Ask the class to analyze what was going on in the role play.Participants should note that in spite o Isabels statements thatshe was listening to Donna, her nonverbal cues were sayingmore convincingly that she did not have the time or the desireto listen.

5. Ask the class to observe Role Play #2 and to note the diferences

in the attitudes portrayed. Ater the acilitators act out therole play, ask participants what messages they eel were beingconveyed in both versions o the role play. Te class shouldnote that in the second interaction, the tone and volume othe voice (and perhaps some o the body language) conveyedan entirely diferent message than came through in the rstinteraction.

6. Lecturette: At the beginning o the session, we talked abouthow communication is a 2-way process. One part o thatcommunication process is how we send messages out, either

verbally, nonverbally or paraverbally. Te other part o thecommunication process is how we understand the message thatis being sent to us, in other words, how we listen. Have youever heard the term active listening? How would you deneactive listening?

7. Ater acknowledging the participant responses, read anddistribute the ollowing denition o active listening:

Active listening is a way o listening that ocuses entirely on what theother person is saying and conrms understanding o both the content

o the message and the emotions and eelings underlying the messageto ensure that understanding is accurate.

8. Divide the class into 3 groups. Direct Group #1 to the ipchart, Barriers to Efective Communication, and ask themto list all the barriers they can think o that might hindercommunication. Direct Group #2 to the ip chart, Strategiesor Improving Communication and ask them to list all the ways


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they can think o to improve communication. Direct Group #3to the ip chart,Active Listening Strategies, and have them listall the ways that they can think o to engage in active listening.Give an example o each. Give the groups 10 minutes to compiletheir lists.

9. Ask each group to share their list with the class, making sure thatheActive Listeninggroup goes last, since this topic will segueway into the next exercise. (See Communication Brainstorm cheasheet or possible answers). Te groups lists may overlap andthat is okay. For theActive Listeninggroup, make sure to denediscuss, and give examples o the ollowing:

Open- and closed-ended questionsFocused questionsParaphrasing

10. ell the class that we are now going to practice some o theactive listening techniques discussed in the brainstormingexercise. Hand out the worksheets on closed-ended versus open-ended questions, ocused questions, andparaphrasing. Review thecharacteristics o closed-ended and open-ended questions andask participants to read one o the closed-ended questions. Ask

or a volunteer to re-phrase it as an open-ended question. (Dothe rst example together as a class.)

11. Next, do the same or ocused questions and paraphrasing.

12. Ask participants how it elt to use these active listeningtechniques. Ask participants what diferences there will be inboth the inormation they get rom their client and the rapportthey will be able to establish.

SummarySummarize these verbal techniques as ways to get moreinormation rom clients. Each technique has the potential toprovide richer inormation about what the client has experienced,is eeling, or is thinking.

TRAINING TIPS

Acknowledgethatparticipantsare

alreadygoodcommunicatorsand

goodlistenersbytheverynatureof

thepositionstowhichtheyvebeen

appointedandthattheyhavealot

ofexpertisewhichwecanalllearn

from.

Remindparticipantsthatthese

aredifcultskillsandwearejust

introducingthemsothattheycanbegintothinkaboutthemand

workonthemwhentheyhavethe

opportunity.

Handoutscanbegivenoutasone

packet.

* Tis module is part o the online toolkit Building Blocks to Peer Success. For moreinormation, visit http://www.hdwg.org/peer_center/training_toolkit.Tis module comes rom the Comprehensive Peer Worker raining, Peer AdvancedCompetency raining (PAC) Project Harlem Hospital Center, Division o InectiousDiseases, 2008.


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SESSIO

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#1

of9 ROLE PLAY #1: NONVERBAL COMMUNICATION

Both acilitators are standing in ront o the class. Facilitator A approaches Facilitator B.

Facilitator A: Hi, Isabel. Look, do you have a ew minutes? Teres something I really want to talkto you about.

Facilitator B: Oh sure, Donna. O course I have time or you. What is it you wanted to talk to mabout?

Facilitator A: Well, Im having a problem with this client Im working with. I just cant seem to gethandle on it. I eel Im getting mixed messages rom Lisa. She tells me that she needto nd new housing since she cant keep staying on her sisters couch but then everytime I see her she hasnt made any o her appointments with housing. I eel like shis at risk o ending up on the street.

Facilitator B: (Acts distracted and annoyed that Donna is taking up her time. She taps her oot, looks aher watch, twirls her hair, looks away, picks her nails, etc). Oh really? Well, I just wantyou to know that Im here or you, Donna.

ROLE PLAY #2: PARAVERBAL COMMUNICATION

Facilitator A: Donna, I put that report on your desk this morning.

Facilitator B: (in a loud voice, dripping with sarcasm) Oh thanks, Isabel, I really appreciate that.

(Te aciliators remind the class to note how the previous interaction difers rom the ollowing one.)

Facilitator A: Donna, I put that report on your desk this morning.

Facilitator B: (in a sincere tone o voice) Oh thanks, Isabel, I really appreciate that.


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#2

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TYPES OF COMMUNICATION

Verbal Communication through language

Nonverbal Communication other than through spoken language. More powerul messages areusually conveyed through nonverbal cues than through words themselves. 70-90% oour communication is nonverbal. Examples o nonverbal communication include:

Body language (e.g., olded arms)Eye contact

Muscle tension (are neck or jaw muscles taut, sts clenched?)PostureMannerisms (e.g., ddling with hair, biting nails)Proxemics (how close we stand when talking. In the US, we stand between 18 inches

to 2 t. rom each other; we get uncomortable i that boundary is violated.Proxemics vary rom culture to culture.)

Paraverbal Communicating not bywhatyou say, but howyou say it. Examples o paraverbalcommunication include:

Voice qualities/voice tone (is voice at or monotone?)Rate o speech (how ast or slow one talks)Cadence/rhythm o voiceVolumeInection


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#3

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DEFINITION OF ACTIVE LISTENING

Active listening is a way o listening that ocuses entirely on what the other person is saying andconrms understanding o both the content o the message and the emotions and eelings underlyingthe message to ensure that understanding is accurate.

Active listening is not:

Quicklyagreeingwithclientbeforetheynishspeaking

PassingjudgmentAskingfollow-upquestionsthatareforyourowninformationReassuringtheclientthatthesituationisnotthatbadGivingadviceeitherfromyourpersonalexperienceorfromprofessionals


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BARRIERS TO EFFECTIVE COMMUNICATION

HearingonlypartofthemessageFailuretolistenListeningwithaparticularmind-set/prejudiceReactingemotionallyMakingassumptionsAccentsPhysicalbarriersCulturalbarriers

ReligiousbarriersTimepressuresDistractions/interruptionsFailuretowaitforfeedback/responseLackofsensitivitytoemotionsPoorvolume,tone,emphasisFinishingpersonssentenceforhim/herNotacknowledgingpersonsexperience,emotions,feelings,desiresJumpingfromtopictotopicActingphony


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EFFECTIVE COMMUNICATION STRATEGIES

Makingeyecontact(likemanynonverbalcues,thisisculturallyspecic;insomecultures,directeycontact is a sign o disrespect)Useattentivebodylanguage:sitslightlyforwardwitharelaxed,easypostureBeawareofyourgesturesStayonthetopicDontbephony,beyourselfBeculturalsensitiveFocusontheotherperson

Determinewhattheotherpersonalreadyknows,thenllinthegapsSmileornodDontmonopolizetheconversationEstablishrapportArrangeforprivacyCreateanatmospherefreeofdistractionsandinterruptionsBewarmandenthusiasticShowinterestLookbrightandalertAskopen-endedquestionsUseactivelistening


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ACTIVE LISTENING STRATEGIES

Focusontheotherperson.

Useattentivebodylanguage:sitslightlyforwardwitharelaxed,easyposture.

Useverbalcuessuchasum-hmmm,sure,ah,andyes.

Askopen-endedquestions.

Usefocusedquestionstogetamoredenitiveanswerthanyouwouldwithanopen-endedquestio

Example: Counselor:Wheredoyouspendmostofyourday? Client:Idontknowitshardtosay.

Focused question:Okay,letstakeyesterday.Wasthataregulardayforyou? Whatdidyoudointhemorning?

Uselaundrylistquestionstoobtainspecicinformationaboutsomethingbyprovidingaserieso choices and to get inormation you havent been able to get at with open-ended or ocused

questions.

Example: Counselor:WhatsideeectshaveyouexperiencedfromtheHIVmedsyougot? Client:Imnotsurewhatsthediseaseandwhatsthedrugs.

Laundry List question: Its good to distinguish between side efects and diseasesymptoms, so let me list what side efects can be caused by(name o medicine). Have you had ..(list side efects omedicinesthepatientistaking)?

Probeformoreinformation,usingopen-endedquestionsorstatementstoobtainadditionalinormation.

Example: TellmewhatyouknowaboutHIV.


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SES

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(cont.)

ACTIVE LISTENING STRATEGIES (CONT.)

Askclarifyingquestionstohelpinterpretwhatotherpersonissaying.

Example: Client:Oh,youknowIdonthaveaxedaddress.Iamlivinghereandthere.

Clarifying statement: ell me a little bit more about what you mean by here and

there.

Paraphrasewhattheotherpersonhassaid.

Example: Client:Ihavesomuchtodomedicalappointments,working,takingcareofthekids.IdontknowhowImgoingtokeepitalltogether.

Paraphrase: Yourefeelingoverwhelmedbyallofthingsgoingoninyourliferight

now.

Mirrororreectwhattheotherpersonhassaid.

Example: Client: Why should I tell any o my partners that Im HIV positive? Let them ndout the way I ound out by getting sick.

Mirroring statement:Itsoundslikeyoureangrybecausenooneinformedyouthat

you were exposed to HIV.


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#7

of9 CLOSED VS. OPEN-ENDED QUESTIONS

Closed-ended questions invite a yes or no answer. Tey begin with Do, Does, Did, Is, Are, Was,Has, Have, Could, Would, and Will.

Open-ended questions cannot be answered by yes or no. Tey begin with: Who, What, When,Where, Why, and How.

Te purpose o open-ended questions is to acilitate engagement with the client so that the client wilopen-up to the worker. Tis can help to improve the client-worker relationship as well to help

gather more inormation.

1. Closed: Do you live with somebody?

Open: ell me about your living arrangements and anyone you live with?

2. Closed: Have you ever been really sick beore?

Open: __________________________________________________________________

3. Closed: Do you work?

Open: __________________________________________________________________

4. Closed: Did you have any side efects rom the medicines you had to take?

Open: __________________________________________________________________


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#8

of9 FOCUSED QUESTIONS

1. Worker: Where do you spend most o your time?Client: I dont know, its hard to say.

FocusedQuestion:________________________________________________________

2. Worker: Who do you have contact with on a regular basis?Client: Oh, I guess with some people over at the shelter, and then some other people I meet

or a drink now and then.


3. Worker: How have you been eeling recently?Client: Pretty lousy.


4. Worker: What kind o work do you do?Client: A little o this, a little o that. I hustle. Whatever it takes.



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#9

of9 PARAPHRASING

How to Paraphrase:

Repeat the meaning o what the client says, but use diferent words.

eparaphraseshouldbeginwithYoutoreectwhattheclientisexpressing.

1. Client: I dont know how I got emphysema. I only smoke one cigarette ater each meal.

Paraphrase: ______________________________________________________________

2. Client: I eel worse when I exercise, Id rather just sit around.

Paraphrase: ______________________________________________________________

3. Client: I have always taken care o mysel. I should not have had a stroke. I blame my doctoor his incompetence.

Paraphrase: ______________________________________________________________

4. Client: My boss just red me even though it was only the second time I was late this week.

Paraphrase: ______________________________________________________________

Documents

1 Introduction to Communication Skills Communication Skills Peer Training