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Communication and Positive Working Practices

Learning aim B

Starter

Define the term preferred ways of communicating

Identify and describe at least 5 alternative forms of communication methods

Describe three positive working practices

Assess how you like to be supported in the classroom

By the end of this lesson you will:

We have already looked in more detail about ways we communicate.

We have talked about preferred ways of communicating and using alternative forms

Can you give some examples of both of these

Communication

Students to complete activity sheet on page of their workbook ‘communication’

Discuss answers with their partner

Key word: Enablement – research the meaning and write it in your workbooks

Activity

How do you like to be supported in class?

Choose the item from the list below that is closest to your choice of support:

Have the work taken away and finished for you

Have someone explain the task in a way that you understand and then allow you to complete it

Be offered more support than you really need, which makes you feel useless

Positive working practices

How can positive working practices impact on the service user?

List at least 3 ways this can happen

Positive working practices

These can positively impact upon individuals with disabilities

build self-esteem

promote the rights of

people

empower them to have control

What do positive working practices include?

Needs-led assessment

Valuing diversity

Recognising individual rights to care that meets their needs

Care planning

Listening and discussing

1. In pairs discuss and make notes on what these areas mean

2. Why are they so important?

Needs-led assessment and diversity

This includes looking first at what requirements the individual has and then building a service or services that meet these needs.

All a person’s needs should be assessed (PIES) and differences between individuals appreciated.

The emphasis is not on the person being assessed fitting in with a specific service but on services meeting the needs of the service user.

Person-centred planning

Involves placing the individual at the centre of any process.

The emphasis is on the service user having as much control over the process as possible.

Listening to individuals and discussing each stage of the care plan

This will ensure that the service user has decision-making powers and therefore the service should fit their individual needs more appropriately.

Service providers and workers may need to adapt their method of working to accommodate the users, such as changing meeting times or venues.

You are on work experience at a centre for young adults with learning difficulties.

This centre aims to prepare the young adults for independent living by offering:

Money management

Travelling on public transport

Care of clothes

Shopping for clothes

Shopping for food

Working with others

Activity - assessment

Produce a transport plan to take your service user on public transport to go shopping. How would you empower your individual, taking into consideration their personal circumstances.

Think about:

The levels of resources, including staff

The needs of the other service users

Level of risk to your service user (what is acceptable/unacceptable)

You must give careful consideration to any potential difficulties that could arise when planning empowering care.

For each potential difficulty that you suggest, you must make a suggestion to resolve the difficulty or improve the situation.

Your task

Revisit learning outcomes