Hsc21

| | |L.O |Ass | Performance evidence | | |criteria | | | | |Date : 29/5/2012 Location : | | |1.1 |Identify different reasons why people communicate. | | | | | | | |Making relationship. | | | |Trust building. | | | |Gather and share information. | | | |Expressing thoughts and ideas. | | | |Giving and receiving support | | | |Expressing feelings, wishes, needs and preferences. | | | | | | | | | | | |Making relationship. | | | |Develop positive verbal and non-verbal communication skills, such as being courteous to help make a good impression and | | | |to build rapport with service user. | | | | | | | |Trust building. | | | |Maintain a friendly approach with service user, colleagues and relatives. By being interested of how they feel and are | | | |doing. This enable them to feel comfortable, secure and trust us with their care. | | | | | | | |Gather and share information. | | | |We need to obtain information on and about the service user to make sure the right care and support is being given, and | | | |to pass on information to colleagues and other care professionals if there are any changes in care provided. | | | | | | | |Expressing thoughts and ideas. | | | |Share thoughts about care issues and aspects of practice with other colleagues. Encourage service user to communicate | | | |with us and let us know how they feel about care provided to them and prompt them to express their thoughts. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Giving and receiving support. | | | |This applies for both service users and carers. Service user is being given support in a way to build up their | | | |self-confidence and seek reassurance. We carers get support from the team leader and manager in the form of one to one | | | |supervision, staff meeting and appraisals to reassure us about our work performances. | | | | | | | |Expressing feelings, wishes, needs and preferences. | | | |To enable service user to communicate to us and raise any issues that they may have, express their feeling and talk | | | |about how they wish to be treated and what are their likes and dislikes. | | | | | | | | | | | |Explain how effective communication affects all aspects of own work. | | | | | | | |This is divided in two parts: | | | |Communication with service users and relatives. | | | |Communication with colleagues and other care professionals. | | | | | | |1.2 |Communication with service users and relatives. | | | |When communicating with service user and relative always use a consistent, professional and respectful approach, this | | | |will enable service user and relative to trust and respect you. They need to be confident that you value them as a | | | |person and are able to communicate with them about any needs, wishes and preferences relating to their or their | | | |relatives care. | | | | | | | |Establish a good rapport with each individual. | | | | | | | |Speak directly and positively. | | | | | | | |Respect confidentiality by communicating personal and sensitive information in an appropriate private area. | | | | | | | |Always show respect to service users and relatives by using Mr, Miss or Mrs unless they prefer to use their first name. | | | | | | | |Adapt communication skills to meet needs of service users for those who have hearing or visual impairment and those | | | |whose first language is not English. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Communication with colleagues and other care professionals. | | | |This is based on establishing a friendly but yet professional working relationship where we can give and receive | | | |information and support. Communication with colleagues should be around the share goal of promoting health and wellbeing| | | |of service users you care and support for. | | | | | | | |Talk to colleagues directly and concisely. Give them time to absorb what you are saying and use positive body language. | | | | | | | |Always listen to others point of view and always be polite and constructive when you disagree. | | | | | | | |Clarify any points and questions when you are not sure what you have been told or asked to do. | | | | | | | | | | | |Explain why it is important to observe an individual’s reactions when communicating with them. | | | | | | | |By observing an individual reaction you can ascertain: | | | | | | | |Whether they understood the message you were trying to pass on. | | | |If they are happy, satisfied, comfortable, worried, sad, agitated etc. | | | |Whether the right method of communication has been used. | | | |As you get to know the service user you will be able to identify what their normal behaviour and reactions are. This | | | |will allow you to monitor for any changes in behaviour and find out the source of the problem and sort it accordingly. | | | |With people that are not well enough to speak or are not confident enough, non-verbal feedback is very important. | | | |Non-verbal communication includes: eye contact, facial expressions, body language, touch… | | | | | | | | | | | |Find out an individual’s communication and language needs, wishes and preferences. | | |1.3 | | | | |To find out about an individual communication and language need we need to gather information from the relatives and | | | |refer to the service user care plan where information will be provided by other care professionals | | | |This will give us information on speech and language issues, learning difficulties, any disabilities or physical | | | |condition that may affect their ability communicate. | | | |This will enable us to use the right method of communication. | | | |By finding the right method of communication, this will allow us to understand the wishes and preferences of the service| | | |user, as well as identifying if there is a problem and support them making choices about how care and support is being | | | |provided to them. This will make them feel respected, valued and in control of what happen to them. | | | | | | | |Identify barriers to effective communication | | | | | | | |Barriers to communication are things that interfere with a person ability to send, receive or understand a message. | | | | | | | |Environmental Factor- this includes noise impairs, listening and concentration, poor lighting, environment that are too | | | |hot or cold and cause discomfort. Lack of privacy that discourages service users from expressing their feeling and | | | |wishes. | | | | | | |2.1 |Developmental stage – a person’s developmental stage could limit their ability to communicate and may be a barrier to | | | |effective communication if you don’t take this into account when choosing your words or way of talking to them. Don’t | | | |use long sentences, complex words or unusual phrases. | | | | | | | |Sensory deprivation and disability – visual impairment may reduce a person’s ability to see faces or read written signs | | | |and leaflets. Hearing impairment may limit conversation. Conditions such as cerebral palsy, stroke, cleft palate, Down’s| | | |syndrome and autism tend to limit a person’s ability to communicate verbally and non-verbally; difficulties interpreting| | | |non-verbal communication are typical of autism. | | | | | | | |Language and cultural differences – the UK is a multicultural country with a mix of different ethnic groups and language| | | |communities. English may be a second or even third language for some service users, and may not be spoken or understood | | | |at all by others. Communication in written and spoken English may not be easy or even possible for people in this | | | |situation. Similarly, people from different cultural groups may interpret non-verbal behaviour in different ways, | | | |misunderstanding messages. | | | | | | |3.1 |Distress, emotional difficulties and health problems – some conditions, depression and stroke for example, may affect an| | | |individual’s ability to send and receive messages effectively. Illness and injuries can also cause people to withdraw | | | |from communication situations. Similarly, when a person is angry, aggressive or upset they may find it difficult to | | | |communicate; their own communication may be misunderstood by others. | | | | | | | |Identify sources of information and support or services to enable more effective communication. | | | | | | | |There will be lots of different types of support and services that can help you and the individuals you support to | | | |improve your communication skills. Some of these services are: | | | |Your supervisor, line manager or mentor | | | |Senior and experienced colleagues | | | |A service user’s relatives | | | |Specialist practitioners, such as speech and language therapists, psychologists or special needs teachers | | | | | | | |Interpreting services and organisations which work with recent immigrants and asylum-seeking families where use of | | | |English is a barrier to effective communication | | | |Specialist organisations which provide support for people who have sensory impairments, disabilities and language | | | |problems. | | | | | | | |Explain the term ‘confidentiality’ | | | | | | | | | | | |Confidentiality is about protecting an individual’s right to privacy. You may obtain private, personal information from | | | |service users, their relatives or from other practitioners as part of your work role. | | | |As a carer we have a duty to: | | | |Keep personal information about service users private | | | |Only share information about service users with those who have a right to know or when a person has given their | | | |permission to disclose information about them. | | | | | | | | | | | |Describe situations where information normally considered to be confidential might need to be passed on. | | | | | | | |There may also be times when you have to reveal what you have been told, or have seen, to a more senior person at work | | | |or to an external organisation. A service user’s, family member’s or colleague’s request that you maintain | | | |confidentiality can be overridden if: | | | | | | | |What they say suggests that the service user may be at risk of harm. | | |3.4 |They reveal information that can be used to protect another person from harm. | | | |A court or a statutory organisation, such as a Mental Health Act tribunal, asks for specific information about a person.| | | | | | | | | | | | | | | |Explain how and when to seek advice about confidentiality. | | | | | | | |We can seek advice about confidentiality by referring to the workplace policies and procedures on confidentiality or | | | |speak to the team leader or directly to the home manager. | | | | | | | |If one of the service user told you something in confidence and you are concern that this may affect their safeguarding | | | |and welfare, you should report it to your supervisor immediately. | | | | | | | | | | | | | | | | | | | | | | | | | | |4.1 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |4.3 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |4.4 | | ----------------------- Evidence Ref: Unit Numbers: