MU1.6 Introduction to Communication in Health and Social Care and Early years and Education

2nd November 2015

Time to Think………………….

• Scramble

• Unscramble the letters to find 6 words connected to Bonfire Night.

• 1. anrom lecand

• 2. ketroc

• 3. irebonf

• 4. gerban

• 5. klerspar

• 6. erinecath elwhe

Answers

• 1. roman candle

• 2. rocket

• 3. bonfire

• 4. banger

• 5. sparkler

• 6. catherine wheel

Aim: Know different methods of communication

Objectives:• Identify six ways to communicate• Identify types of communication difficulties• Design an effective visual schedule• Outline how to communicate with a person

who has a communication difficulty • Identify the importance of facial expressions• Demonstrate alternative methods of

communicating

Recap-Ways to communicate

List as many ways to communicate including the use of technology

Do this on your speech bubble hand-out

Timer

Communication difficulties

Discussion-Examples of communication difficulties that an individual might have:-

1. An adult wheelchair user

2. Cultural differences in using hand gestures

3. Loud, noisy room where it is difficult to hear what an individual might say.

Visual Schedules

• Visual schedules help people with Autism, Asperger Syndrome or other additional needs, to understand their world better.

• Just like adults need calendars, or to create lists and planners, to help them remember their important activities for the day, week or month. Individuals with ASD (Autism spectrum disorder) may need visual schedules to support their memory

Example of a visual schedule

Create a visual schedule

Please create a colourful, interesting and engaging visual schedule for an individual.

You can use one of mine below or create your own

• Using the toilet

• Brushing their teeth

• Getting ready for bed

• Getting dressed in the morning

• Making a sandwich

ICT

Have you met any lesson

objectives yet

Facial Expressions

Facial expressions help us understand how

a service user is feeling.

Facial expressions can help you understand a service user and discover emotions that sometimes words cannot express.

Faces of Emotion

Showing Emotions

• show one of the following emotions:

1. Worried

2. Bored

3. Surprised

4. Sad

5. Aggressive

6. Happy

Creative task

• Create an emotional face.

• What emotion is it showing?

Have you met any lesson

objectives yet

Review

kAHOOT

MU1.6 Introduction to Communication in Health and Social Care and Early years and Education

Tuesday 3rd November

Time to Think…………………

Words from the letters in

interpreters

Aim: Know barriers to communication

Objectives:

• Describe the features of Braille

• Outline at least five barriers to communication

• Demonstrate how to communicate when a barrier is affecting communication methods

Recap

• Why are facial expressions important in communication?

Lets learn Braille

Using the Braille alphabet that has been put on your desks, please write you name using the buttons/blue tac provided.

Extension – if you are confident with writing your name, choose someone on another table and write them a secret message.

Barriers to communication

What barriers to communication did you identify from the clip?

Failure to communicate

Group Task

It is important to communication effectively when in a care setting, to allow services users to be involved in discussion effecting their lives. They are unable to be involved in planning for their future, if they do not understand what is being said to them.

As a group what factors could effect positive communication.

There are many barriers that are split into sections

• Environmental barriers

• Physical barriers

• Language barriers

• Emotional Factors

• Use of Jargon

• Complex language

• Patronising communication

Small group activity give suggestions for each heading

Class Task

• Whole class split in half

• One half needs a writes a communication

barrier scenario on the speech bubble

provided.

• The other half of the class now needs to communicate with a person considering their needs

Have you met any lesson

objectives yet

Activity – Am I patronising?

Edward and Kathryn are both carers at St Mark’s care home. Edward always makes a point of talking to the service users and finds out what name they would like to be called by. However, Kathryn does not do this and calls everyone ‘dearie’ and ‘love’.

1. Who do you think is right?2. Give reasons for your choice3. How should carers address service users?

4. Explain how addressing service users in the way they prefer will help with patient and carer relationships.

Have you met any lesson

objectives yet

Reflect

How many alternative

ways of communicating

have you learnt?

MU1.6 Introduction to Communication in Health and Social Care and Early years and Education

6th November 2015

Braille starter

• Work out this secret message written in Braille

The Braille Story

Aim: Know barriers to communication

Objectives:• Demonstrate effective communication when sharing

books or stories

• Identify the symptoms of Aphasia

Describe activities to help someone with a communication disability.

Evaluate factors that can overcome communication barriers

Recap

• Name a barrier to communication

• Why is reading so important?

• How will having a good level of literacy help you in employment?

Reading is a form of communication

• Reading

Being unable to read can sometimes be a barrier

Story time

• Listen to the story

• Look at my communication methods

• How much of my communication was verbal/non verbal

• Did I use a good tone of voice

• Were there any barriers to my communication?

• Observe what I am doing because it is your turn next

Paired task

• Both practice reading stories to one another or share a story together.

• Paired/guided reading works well with small children learning to read – try that too!

Have you met any lesson

objectives yet

In small groups discuss this health and social care scenario.

Scenario

Learner 1

Dorothy lives in a residential care home. She has just received a letter that informs her that her friend

has died. In her upset state she drops the letter on the floor where she cannot reach it. She is very

distressed about the situation.

Learner 2

A care assistant has been asked to hand out the morning teas. She enters Dorothy’s room without

knocking, puts the tea on a table which Dorothy cannot reach, tells her to ‘cheer up, it may never

happen’ and then walks out.

Learner 3

Learner 3 is a care assistant who demonstrates compassion and understanding and through the use

of excellent verbal and non-verbal communication skills is able to calm Dorothy down and help her

deal with the situation.

Aphasia

• A communication disability

Aphasia

Task

• Put together a poster of Top Ten Tips that will help you to have a better conversation with someone with a communication disability.

Have you met any lesson

objectives yet

Review-Make a cootie catcher

• Use your cootie catcher to ask questions about what you have learnt this week.

ICT Task

• Enrol onto :-

• https://www.disabilitymatters.org.uk/