Cypw_Level_3_Course

SHC 31; Promote communication in health, social care or children’s and young people’s settings 1.1 Identify the different reasons people communicate There are many reasons why people communicate. These include; 1) To build relationships. Good communication is needed to build positive relationships. This is especially important when a new child, practitioner or parent joins the setting. 2) To maintain relationships. 3) To gain and share information. By gaining information from colleagues, children and their families it helps us get to know the pupils in our class and be able to plan for their care and education more effectively. 4) To gain reassurance. With children and young people this is particularly important to promote self esteem. 5) To express needs and feelings. All human beings need to express their feelings and we should allow pupils to do the same or they may become frustrated which can then impact on behavior. 6) To share thoughts and ideas. These thoughts and ideas may give colleagues inspiration if they are struggling with a way of tackling an issue. 1.2 Explain how communication affects relationships in the work setting In a school setting a Teaching Assistant will never work independently, it would not be practical to do so. Good communication skills are important to make the team work effectively whether this be the class team (teacher and teaching assistant), year group team or whole school team. Practitioners who have good communication skills are likely to have strong relationships with children, parents and other adults. By having these strong relationships you will be able to gain and share information effectively, help children settle in the setting and support their learning and transitions. 2.2 Describe the factors to consider when promoting effective communication Communication is the process of sharing information, thoughts and feelings between people through speaking, writing or body language. The following factors should be considered when promoting effective communication; 1) Who are we talking to' If speaking to an adult our tone of voice and the language we use will be different to that used if we were talking to a child. 2) Environment. If we were having a quick chat with a parent about a lost lunchbox it would be possible to do this in a busy environment such as the classroom at the start of the day. On the other hand if we needed to speak to a parent about their child’s progress it would be better to have a quieter more private environment to talk in. 3) Time. Younger children especially will need time to think about how to respond in a conversation and we should allow this. 4) Listening skills. Active listening is when we don’t just hear what is said but think about what was said and how it was said 2.3 Demonstrate a range of communication methods and styles to meet individual needs Text Visual aids Newsletters Singing Writing Music Communication Drama Speech Play Body language/ Facial Emails Gestures Expressions Visual aids, singing and play are more suitable for younger children whereas older pupils may respond better to text or email communication. 3.1 Explain how people from different backgrounds may use and/or interpret communication methods in different ways. Communication is about sharing information but each person communicates slightly differently according to his or her different backgrounds and experiences. These differences can lead to misunderstandings of the same communication. Differences in communication arise due to cultural backgrounds, personality, levels of confidence and competence in communication skills. 3.2 Identify barriers to effective communication. 1) The use of jargon, over-complicated or unfamiliar terms. 2) Emotional barriers or taboos. 3) lack of attention, interest, distractions or irrelevance to the receiver. 4) Difference in perception and viewpoint. 5) Physical disabilities such as hearing problems/speech difficulties. 6) Physical barriers to non-verbal communication 7) Language differences and the difficulty in understanding unfamiliar accents. 8) Expectations and prejudices which may lead to false assumptions or stereotyping. 9) Cultural differences. 3.3 Demonstrate ways to overcome barriers to communication. To overcome these barriers you should allow sufficient time when communication. Rushed conversations can mean that the recipient does not have enough time to process information or respond. You should speak clearly, especially when dealing with children or people with a hearing impairment. Facial expressions are a key factor when communicating with children so they should be able to see your face as much as possible. It may help to change your tone especially if the recipient is upset and you will need to check understanding with young children. Where English is a second language and communication is written, it may need to be translated. 3.4 Demonstrate strategies that can be used to clarify misunderstandings. If there has been a misunderstanding it is important to apologise. A prompt and sincere apology can diffuse situations and will help if you are trying to build long term relationships. Misunderstandings are less likely to occur if you check understanding with the recipient. Sometimes you will need to simplify your language if a point has not been grasped and check understanding again especially with young children and where English is a second language. 3.5 Explain how to access extra support or services to enable individuals to communicate effectively. There will be times when extra support is needed to aid effective communication. These include translators or interpreting services, speech and language services and advocacy services. These may be accessed directly through the school or outside agencies such as the local education authority. 4.1 Explain the meaning of confidentiality. 4.2 Demonstrate ways to maintain confidentiality in day to day communication. 4.3 Describe the potential tension between maintaining an individuals confidentiality and disclosing concerns. Confidentiality means keeping information safe and private. Confidentiality is essential in schools to protect the staff and pupils. The data protection act 1998 covers how information about how people should be used. As a teaching assistant you may need to know sensitive information about a child (health, particular needs) because it helps you carry out your role. The information should not be shared unless it is in the child’s best interest. For example if you knew a child was allergic to a particular food you would need to inform any volunteers that came into school to help with snacks or cooking with the children. It is important you reassure parents that all information will be kept confidential within the school and is not shared with outside sources without their permission. However, if a parent talks to you about personal information relating to their child you should tell them that you may need to share the information with your manager. On a day to day basis any information you hold about a child should be kept securely on site on password protected computers or in locked filing cabinets. If a parent needs to tell you anything sensitive you should direct them to a quiet place to talk so the information is not overheard by others. Information can be passed on without permission when a child is at risk of abuse or harm. Sometimes failure to share information can be damaging as problems need to be identified early so the appropriate action can be taken.