Communication_in_a_Health_and_Social_Care_Setting

People communicate for different reasons. To portray their feelings, emotions, pain, opinions etc. The communication could be professional (formal) or peronal (informal). It is important within the social care srtting that information is recorded, as it may be called upon for legal reasons. All communications are confidential, and on a 'need to know' basis. Communication between colleagues is essential so that it ensures a continuity of care for the client and that all staff are aware of the current needs of the client. Within my work provision we do a verbal handover with staff coming on shift, complete a shift handover book and also write and correspondence in a staff communication book. Communication is a fundamental relationship building skill within my work provision as it helps me to build trust and understanding with tenants and staff and can make it easier for me to do things more effciently and effectively. Positive communication skills like listening, open ended questions and using a calm tone of voice can help to bring people together as they are behaviors that lead to creating relationships. In order for myself to communicate with individuals i first seek specific information regarding the way in which each individual communicates. I find relevent information in each individuals personal files, which are available in my work provision. Once I have read this information, I then confirm this with each individual that this is the chosen way in which they prefer to communicate. I then review my communication skills to ensure that they are suitable to meet the needs and preferences of each individual I support. I find that questionnaires can also be helpful. The factors to consider when promoting effective communication can include * Eye contact - pupils become bigger when excited or attracted to someone. A fixed stare may mean someone is angry. Shy people may be reluctant to make eye contact. * Facial expression - A smile can show that someone is happy and a frown that someone is upset, annoyed or angry. * Voice tone - A calm, slow voice with varying tone sends the message that someone is being friendly. Talking quickly with a fixed tone may suggest that someone is angry. Concern, interest, disbelief, boredom and irritation are just some of the emotions that can be shown through voice and tone. * Body language - The way we sit or stand which is called posture, can send messages. Slouching on a chair can show lack of interest in what is going on and folded arms can suggest that you are feeling negative or defensive about a person or situation. Even the way in which we move, can give out messages, ie: shaking your head whilst someone else is talking may indicate that you disagree with them, waving your arms around can indicate you are excited. * Touch or contact - touching another person can send messages of care, affection, power or sexual interest. It is important to think about the setting you are in and what you are trying to convey befire touching a person in a health and social care enivronment. An arm around a child who is upset about something in hospital or nursery can go a long way to making them feel better, but a teenager might feel intimidated by such contact from and an older person. * Body movements * Personal space (proximity) * Gestures * Appearence I need to be able to organise a conversation, use non-verbal messages to communicate, understand non-verbal messages, understand cultural differences, know how to ask questions effectively and use skills to keep a conversation going. Verbal communication - uses words to present ideas, thoughts and feelings. Good verbal communication is the ability to both explain and present your ideas clearly through the spoken word, and to listen carefully to other people. This will involve using a variety of approaches and styles appropriate to the audience you are addressing. Non-verbal communication - this refers to the messages we send out to express ideas and opinions without talking. This might be through the use of body language, facial expression, gestures, touch or contact, signs, symbols, pictures, objects and other visual aids. Signs that an individual may be distressed can include: * Change in voice - it may be raised or at a higher pitch * Facial expression - this could include scowling, frowning, smiling * Eyes - pupils may be dilated and eyes open wider * Body language - could adapt an aggressive stance ie: standing forward with clenched fists * Face and neck may become reddened * Excessive sweating * Breathing problems - may change and an individual may breathe faster * Behavior - an individual may become quieter than ususal or louder than usual or talk more quickly. Someone who is usually relaxed could become more lively and begin pacing, walking around waving arms and someone who is normally loud and lively could become quiet, still and rigid. Within my work provision I need to know the normal behaviors of the individuals I support so I can identify when an individual is acting out of character and possibly identify stress and distress. Culture is the way in which people have been brought up. When the same thing means different things in two cultures, communication can be difficult eg: it is seen as polite and respectful to make eye contact when speaking to someone in Western culture, but in East Asia it can be seen as rude and defiant. Communication barriers * Physical illness or disability * Sensory impariment - visual, hearing * Learning disability * Language * Style of speech * Distress * Lack of subject knowledge * Emotion - distress * Jargon * Slang * Dialect * Acronyms * Cultural differences * Health issues * Misinterpretation of message * Aggression * Physical barriers Someways to overcome barriers to communication are: * The use of simple language - we should use simple and clear worlds and avoid ambiguous words and jargon should be avoided. * Avoid information overload - staff in a soical crae setting should know how to prioritise their time. They should not overload themselves with work and should spend quality time with their tenants. * Active listening - staff within a social care setting should listen attentively and carefully. There is a difference between listening and hearing. Active listing means hearing with a proper understanding of the message that is heard. By asking questions the tenant can ensure their message is understood. * Reduction or elimination of noise levels - noise is the main communication barrier which we must overcome. We should identify the source of the noise and try to eliminate it. * Physical barriers - we should provide a private situation for our tenant when they have something personal to discuss. Ensure the temperature is comfortable and try to make our individual feel as relaxed as we can. * Hearing loss - We must find out from our tenant what kind of support they require, ie: if they use BSL (British Sign Language) we would have to arrange for a BSL interpreter to be available. If a tenant uses a hearing aid, we must ensure that it is working properly if we feel we are having problems communicating. Some individuals may be able to lip read which could make communication a little bit easier. Individuals who are deaf or hard of hearing could also use telecommunication services, such as minicoms or typetalk. * Physical disability - If an individual is physically disabled you may need to change how you respond to their communication, as their body language could be different from what you may expect. An individual may have had a stroke or brain injury which can lead to Dysphasia. Dysphasia is a problem with finding the right words or interpreting the meanings of words spoken. Some simple rules for communicating with individuals with Dysphasia include: * use simple, short sentences, speak slowly and be patient while the individual processes what you have said * use gestures - they can make it easier for an individual to understand what you are trying to say * use drawings or flashcards * use simple closes questions which only require 'yes' or 'no' answers * Visual impairment - use words and touch where appropriate. If asked to find out any information remember to check what format is needed. ie: large print, braille or audio. Touch may be an important part of communication for blind people. Some registered blind people can work out what you look like if they can touch your face. People with minor visual impairments can use glasses and contact lenses. Some strategies that can be used to clarify misunderstandings include * Language barriers - Ensure professional interpreters are used for the most effective communication. Staff should be prepared to learn words in the individuals language as this will help with communication. Flashcards or sign language can be used that can help basic levels of communication * Distress - my acknowledgement of a tenants distress may be sufficient for them to deal with their unhappiness or greif themselves, if they know they can obtain additional support from me if needed. Support workers need to give individuals the chance to decide whether they want to talk about what is distressing them. We can offer support to someone who is distressed but firstly we need to decide what kind of support the individual requires. The risk of providing unwanted support can make an individual feel disempowered, this is likely to damage self esteem and/or self confidence. If you offer too little support an individual could feel isolated and that they are unworthy and not liked. Individuals could get angry and frustrated. The ways in which individuals can access extra support or services to enable then to communicate effectively can include: * Special organisations * RNIB (Royal National Institute of Blind People) * RNID (Royal National Institute of Deaf People) * Speech therapists * Doctors * Interpreters * Translation services * Advocacy services Extra support can include support staff being able to develop a sense of empathy. This involves the skill of developing an accurate understanding of the feelings and thoughts of an individual. Staff must be able to recognise if a situation requires more support than they can give and they must refer it to someone more qualified to do so. Confidentiality involves the safe keeping of information and must only be passed on if there is a clear need to do so. Confidentiality is an important right for everyone because * people may not trust a support worker who does not keep their information confidential * people in turn may not feel valued or able to keep their self esteem if their private details are shared with others * peoples safety could be at risk if their private information is shared Within my work provision we must maintain the respect of our tenants and keep their private information confidential. Within my work provision we follow all policies and procedures relating to confidentiality and meet legal requirements under the Data Protection Act 1998. Once information is written down this becomes a record and therefore staff must ensure that this is kept confidential and in a safe place. Since the Access to Personal Files Act 1987, people can see their personal files. This gives people a right to see information recorded about them, including medical notes and/or social services files. This is also another reason why information needs to be filed in a safe place where it cannot be misplaced. All documentation should be written clearly and factual. Staff should not include any opinion and should only include information about the individual concerned. Documentation should be dated and signed by the person who has completed it. Good practice involves asking individuals if you can disclose information about them to others. There is an exception to this rule and information can be passed on in a 'need to know' situation ie: Managers may need to help make decisions which affect that individual, collegues may be working with the same individual and other professionals my need to know as they too may be working with the individual and need to be kept up to date. However information should always be shared with the knowledge and consent of the individual concerned. Relatives will often claim they have the right to know, but even for close relatives the information is not available unless the individual agrees that it may be disclosed. Another situation you could come across is where a son or daughter believe they have the right to be told about medical information regarding a parent. It is best to treat everything you learn about an individual in my workplace as confidential information. I would liase with my senior before I pass on any confidential information. Similarly, I would inform my senior of any information i receive that concerns me. If an individual requests to tell me something in confidence, I should inform them that I may not be able to keep the information to myself because part of my job involves the safeguarding of adults. It would then be up to the individual whether they still wished to disclose the information to me.