Nvq2_Hsc_Unit_1

Unit 1 Introduction to Communication in Health, Social Care or Children’s and Young Peoples Settings. 1. Understanding why communication is important in the work setting. 1.1: People communicate to express needs; to share ideas and information; to reassure; to express feelings; to build relationships; socialise; to ask questions, and to share experiences. For effective communication, we should be aware of some keys points: To get the other person’s attention before you begin talking to them To speak clearly and directly so that you get your message across To adapt the way you talk so that the individual you are talking to is able to understand you Use empathy to try and understand the other person’s point of view or the way they might be affected by what you are saying to them To listen carefully to what the individual says to you Use your own non-verbal communication skills effectively Summarise what the other person has said as a way of checking and confirming both your s and their understanding When communicating with other staff members or key people, making notes, speaking to them concisely, and completing paperwork effectively are all important. 1.2: Effective communication is needed at work to support the development of effective relationships; build trust; aid understanding; prevent misunderstandings and develop knowledge and skills. 1.3: It is important to observe an individual’s reaction when communicating with them as it allows us to judge if information has been understood, and when or how to adjust communication methods; whether using non-verbal methods such as visual aids, touch, sign language, gestures is needed. We can see how a person ‘feels’ by their facial expressions, tone of voice and body language. We cannot begin to communicate unless we also listen. 2. Be able to meet the communication and language needs, wishes and preferences of individuals. 2.1: A person may need or be more comfortable communicating by using braille or text due to sensory difficulties, physical disabilities or learning needs. They may have a different home language, or cultural variations. They may have preferences regarding age, gender and personal beliefs. 2.2: Communication methods that meet an individuals communication needs may include verbal communication, touch, written, British sign language, Makaton, Braille, telecom aids, visual aids, interpreters and translators. 2.3: How and when to seek advice on communication methods would arise with speech, language and occupational therapists, with support from other staff and managers, by being aware of our own weaknesses and not being worried about asking for help and advice. 3. Be able to reduce barriers to communication. 3.1: Identified barriers to effective communication would include- Background and cultural differences between individuals: English may be a second or even third language for some individuals, 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. People from different cultural groups may interpret non-verbal behaviour in different ways, therefore misunderstanding messages. Jargon, slang and use of acronyms – these forms of language only make sense to people with specialist knowledge. A person who doesn’t have this specialist knowledge won’t understand the message. Practitioners working in children and young people settings sometimes use jargon and acronyms to communicate quickly with each other. Teenagers sometimes use forms of slang to communicate with each other in ways their parents and teachers don’t understand. Sensory impairment: 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. Emotional state: 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. Environmental factors: noise impairs listening and concentration. Poor lighting can prevent a person from noticing non-verbal communication and could reduce a hearing impaired person’s ability to lip read. Environments that are too hot or cold cause discomfort and those that lack privacy discourage people from expressing their feelings and problems. 3.2: Ways to reduce barriers to effective communication include use of technical aids such as hearing and visual aids, assistive technology devices, laptops and tablets, interpreters and translators, clear speech and appropriate vocabulary. Reducing distractions and environmental factors is key. 3.3: To demonstrate ways that communication has been understood, questions should be asked to check understanding and clarity of detail. Body language and visual clues are also signs that information has been understood. 3.4: Identified sources of information and support would include home language leaflets, Braille leaflets, Makaton and BSL interpreters; these would be used if appropriate for the visually impaired. Seeking support and guidance from your line manager, experienced colleagues, a service user’s relatives, specialist practitioners, such as speech and language therapists, psychologists or special needs teachers and specialist organisations; all of these will have a wealth of experience and knowledge in providing or signposting where the information can be found. 4. Principles and practices relating to confidentiality at work. 4.1: The term ‘confidentiality’ means a set of rules or a promise that limits access, or places restrictions on certain types of information. Where one person receives personal or sensitive information from another person, this information should not be passed to anyone else without the consent of the person from whom the information was received, as set out in the Data Protection Act 1998. 4.2: Confidentiality in day-to-day communication in line with agreed ways of working; sensitive and personal information must not be passed on to third parties. In situations where unconditional confidentiality cannot be maintained, support and guidance must be sought from a manager or supervisor. 4.3: Situations where information normally considered as being confidential might need to be passed on: if a need arises to share information where individuals are at risk of harm or when abuse is suspected. ‘Whistleblowing’, using the concept of ‘need to know’.