Shc_31

SHC 31 - Promote communication in health, social care or children’s and young people’s settings 1 – Understand why effective communication is important in the work setting. 1.1. Identify the different reasons people communicate. Communication is the giving and receiving of information. It is the foundation of what we do in day to day life. What we say, how we say it and how we process it. People communicate as they have something to share or they would like to know something. We communicate to share information and ideas. The keys point to remember is that everyone is different. We all think differently and communicate in different ways. The children that we support will communicate because they are motivated by what they need and want. People communicate for different reasons, to portray their feelings, emotions, pain, opinions, etc. Communication between colleagues is essential, so that it ensures a continuity of care for the child and all stuff are aware of the current needs of the child. The different reasons people communicate are: • To share; opinions, information, thoughts, feelings, needs and wants • To socialise, build and maintain relationships • To learn, teach and educate • To get attention • To soothe others • For pleasure; film, music, art • To request or demand something • To get business We communicate to understand and to be understood. 1.2. Explain how communication affects relationships in the work setting. Good communication will enables you to build strong professional relationships based on trust. It is essential that individuals you support trust you as you are working very closely with them to improve their lives. In order for communication to be effective within a work setting it is essential to establish and sustain good relationships with people within the work setting. Within a work setting, poor communication can lead to a number of Factors, i.e. low morale, mistrust, anger, anxiety and isolation. If communication issues are not resolved outcomes can be absences, high staff turnover and ineffective care by the team, which will impact on the children. It is imperstive to keep the lines of communication open to build strong relations. Awareness of your body language , tone of voice, proximity, cultural differences, individual needs and colleagues regular supervision, team meetings and training can promote understanding and better work ethics. In working with children and young people it is important to be able to engage with them. During the settling in and transitioning period, great consideration needs to be given to identify any barrierd to communication and plan approppriate support for themselves and perents. i.e. key working. 2 – Be able to meet the communication and language needs wishes and preferences of individuals. 2.1. Demonstrate how to establish the communication and language needs, wishes and preferences of individual. When you meet an individual for the first time, it is important to establish how you will communicate and how they, and you, would like to be addressed. A good way to start is to introduce yourself and explain why you are there using a few simple words. You should know the individual’s name already and you should ask the individual what they would like to be called (if they can talk). You will be able to see the individual’s reaction while you have greeted them and see how they respond. This will start to give you an idea of how you will need to communicate. It is absolutely essential that you find the best way to communicate so that you can understand the wishes and preferences of the child as well as identifying if there is a problem which could be something minor, wanting a different pair of shoes or something serious like a safeguarding concern. By using good communication skills, you can support the child to make choices about how you provide their care and support each time you work with them. This will make them feel valued and in control of what happens to them. 2.2. Describe the factors to consider when promoting effective communication. When using effective communication your tone and pitch of your voice need to suit the situation. A louder more direct communication maybe required if trying to get the attention of a group of children. However this would not be suitable in a situation where a child is upset say for wetting themselves and are embarrassed, this would need a quieter and understanding tone to reassure them. Use of language is important, what talking to children you need to keep things simple then if you were talking to an adult, however if you talking to an adult using simple instructions this may come across as patronising, so it is important to choose your language carefully. The speed in which you talk is also important. When talking to children you tend to get down to their level and talk to them at a relatively slow speed, this way they are more likely to understand you more than if you was walking round above them. Positive body language, show you are listening and give them your full attention. Make eye contact get down to their level. 2.3. Demonstrate a range of communication methods and styles to meet individual needs. There are lots of different ways to communicate. We use of our five senses to communicate and receive information: • Visual – seeing • Auditory – hearing • Olfactory – smelling • Kinaesthetic – feeling • Gustatory – tasting Communication methods can be split into two categories: Verbal and Non-verbal Verbal communication: • Vocabulary; words and different languages • Tone of voice • Pitch ; high and low Non-verbal communication: • Eye contact • Signs, symbols or pictures • Writing • Touch • Physical gestures • Using objects • Lip reading • Emotions • Body language 2.4. Demonstrate how to respond to an individual’s reactions when communicating. By observing a child’s reaction, you can ascertain if they are happy, satisfied, comfortable, sad, worried, agitated and many more… This tells you if everything is okay with the care you are providing and with the child in general or if there might be a problem. As you get to know the child you support, you will know what their normal behaviour and reactions are. This means when their behaviour or reactions change or are different from normal, you will be able to notice that there is a change and you can find out whether there is a problem that needs to be sorted out. It is important that care and support plans include written information about this child’s normal behaviour so that people who don’t know them can easily identify if something is wrong. Once that you have notice different behaviour, you need to approach them, being patient, and start communicate with them to create confidentiality. Then you can go more deeply asking open questions about their feelings, what is bordering them. Once you have the information you need to reinsure, support them, let them see positive aspects, how to solve problems or just share their happiness. These situations will help you to build strong relationships with the child and this will be a benefit as will be easier to care for them if they share with you their fears, problems, feelings. (I CAN, 2011) 3 – Be able to overcome barriers to communication. 3.1. Explain how people from different backgrounds may use and/or interpret communication methods in different ways. Careful consideration needs to be taken when communicating with people from different backgrounds so they are not offended or confuse them. Some countries may speak more formally, other informally. So when we speak to people we must be aware not to be over or too familiar. When we communicate with people from different backgrounds we should use the right gestures and body language so that they know that we are being friendly towards them. Speak clear and slow as talking to fast could cause others to misinterpret us and cause misunderstandings and we should always plain English. Some phrases that we use every day may be offensive to people of a certain cultures or religions and this is all the more reason that we treat each and every one equally, fairly and without bias. Also different hand gestures mean different things depending on the country that the person is from so what may be friendly gesture to us may be an insulting one to them. The language barrier doesn’t only apply to different cultures and countries; it can also apply to different areas of the UK. A person who has a background of poverty may not be familiar with more complex conversations due to a poor education and so it is important that we speak to them at a level that are comfortable with so as not a intimidate them 3.2. Identify barriers to effective communication. Here are some of the different barriers to consider: • Sensory impairment – deafness, blindness or both • Culture – speaking a different language or poor English • Religion – men not permitted to support females with personal care • Heath issues – mental health like dementia • Background noise – radio, television, other people • Emotions – difficulty in being able to listen to others • Stress – failing to recognise what is happening • Strong accents – from a different part of England that you find difficult to understand • Specialist communication techniques – sign language • Use of jargon – big words or phrases may not be understood • Literacy – not being able to read or write • Luck self-esteem – people not confident to speak up • Prejudice – allowing your beliefs to pre judge a situation 3.3. Demonstrate ways to overcome barriers to communication. There are times when we need to adapt our communication style to meet the needs of individuals and use aids to help them enhance their communication. The important things is to identify where there is a barrier, and then you can work out the best to overcome it. A communication strategy should be implemented for each individual to support them and the people working with them. These are some of the barriers you might come across and ways to reduce them: Hearing loss Hearing loss is an invisible disability, so it can become a big communication barrier. Hearing impaired people have to concentrate very hard to pick up information in stages and written information. Aids that can help these people are hearing aids, sign language, lip reading, interpreters. It is important to limit background noise to avoid distraction. You should always make sure they can see you clearly and particularly your face as they may be able to lip read, they may also use sign language which you may need to consider learning if you will be working together regularly. Loss of sight This can make a person extremely disorientated if they are in a strange place or loss their glasses. When supporting a person who is blind or has limited visibility, verbal commination increases so they are more aware. Always ensure the individual can hear you clearly. It may be appropriate to use touch to reassure them of your presence. You might need to explain things more in detail because they are unable to see your expressions and body language. It can be different to communicate with people who do not speak English; you may need to use picture boards, actions or an interpreter so you can communicate appropriately. Dementia and confusion When supporting someone with dementia be aware that even basic forms of communication may be difficult for them to understand and interpret. Use short sentences. Use names rather than him or her. Avoid open ended questions. Use closed questions like “would you like this or that'” rather than saying “what would you like'” Dysphasic These individuals have usually had a stroke and may get very frustrated when trying to communicate. A speech therapist may be involved with their support and may be able to suggest ways of making thing easier. Physical disabilities Individuals may have had accidents which have changed their abilities. Some people may have always had disabilities. Some people with physical disabilities may have difficulty speaking, for example people who may have had strokes or conditions like cerebral palsy. Others with physical disabilities may be able to communicate perfectly well in speech. You should never make a judgement about individuals capabilities in any way and don’t for everyone is different. Cultural differences Commonly used gestures can sometimes have different meanings in other cultures. Familiarise yourself with the cultures of those you are caring for so you are able to treat them with respect. In some cultures, men and women are not allowed to speak to each other if they are nor known to each other and this could present difficulties when trying to provide care and support. A female may not want a male carer and male may not want a female carer. The Environment Consider the type of environment in which you are working. Is there lots of noise around you' Can the noise be reduced or removed altogether. Are other people making too much noise and preventing you from communicating with an individual. In an individual’s home, you may find pets or other distractions like the television being on too loud. You should also make sure that people who have particular aids to help them communicate are using these like glasses or hearing aids. It can often be difficult to concentrate on a conversation if the individual needs to go to the toilet. Always make sure the individual is comfortable. Autism People with autism have difficulties with both verbal and non-verbal language. Many indiviuals have a very literal understanding of language and think people always mean exactly what they say. They can find it hard to use or understand one or more of the following: • Facial expressions • Tone of voice • Jokes and sarcasm • Common phrases and saying like ‘it’s cool’ which people often say when they think that something is good, but strictly speaking it means that it means a bit cold. Effective communication for autism can be achieved by these following rules: • Maintain eye contact • Open and receptive body language • Your position • Reduce distractions • Use interpreter or sign language • Utilise other forms of communication Some people with autism may not speak or have fairly limited speech. They will usually understand what other people say to them, but prefer to use alternative means of communication themselves such as sign language or visual symbols. Others will have good language skills nut they may still find it hard to understand the give and take nature of conversations, perhaps repeating what the other person just said. It helps to speak in a clear, consistent way and give people with autism time to process what had been said to them. For people with autistic spectrum disorders ‘body langauge’ can appear just as foreign as if people were speaking a different language. (HART,B, & RISLEY,T . 1995) 3.4. Demonstrate strategies that can be used to clarify misunderstandings. It is easy to assume that everything is okay and that people are happy if they do not challenge or question what is happening but this may well because they have not heard or understood what is happening or they simply do not want to make a fuss. Sometimes a simple “thumbs up” will help to check everything is okay. 3.5. Explain how to access extra support or services to enable individuals to communicate effectively. Communication, language needs and preferences include: the individual’s preferred spoken language and the use of signs, symbols, pictures, writing, and objects of reference, communication passports, other non-verbal forms of communication and human and technological aids to 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: • Translators • Interpreters, sign language and lip speakers • Speech and language specialists • Advocacy services There are lots of voluntary organisation organisations who can provide these services. These are some tools for communication: Open questions – this type of questioning is generally used because it encourages a full answer. Ask question that cannot be answered with “yes” or “no”. Closed questions – this type of questioning only requires a brief answer and is usually linked with factual questioning that requires a “yes” or “no” answer. Listening – it is important to listen carefully so you can respond to what people say. Body language – this is a very powerful form of non-verbal communication. It is shown by the way we stand, how we place our hands or arms, make gestures and facial expressions. Touch – touch is the most used non-verbal communication. An example is when we shake hands at a first meeting. The way we handle individuals can be a positive way of communicating. We communicate when we hold an individual’s hand or move them. Appropriate silences – these are important so the other person has time to respond. Behaviour patterns – behaviours demonstrates how people react to a situation or person. Observing – careful, non-evaluative attention and eye contact. This helps the speaker to express what they want to say. Reflecting data – like holding a mirror in front of the speaker, repeating back the phrases as you heard them. It increases clarity and lets the speaker know that you are hearing the accurately. Reflecting feelings – it is important to understand how a person is feeling in order that you can support them. For example, an individual may feel angry that their visitor has arrived and you may need to help them understand why this may have happened. Interpreting – interpreting could be needed due to cultural/language barriers, sensory issues or due to the individual’s poor communication skills. It is the interpreter’s role to translate the communication rather than express their own opinion. 4 – Be able to apply principles and practices relating to confidentiality. 4.1. Explain the meaning of the term confidentiality. Confidentiality – information is kept secret and only shared with people who need to know. Not to be made public. 4.2. Demonstrate ways to maintain confidentiality in day to day communication. These are some ways you can avoid breaching confidentiality: • Do not leave personal information on individuals you care and support, like medical records, care-support plans or risk assessments, family contact details etc. • Do not leave computers on allow people to use your passwords. • Do not conduct conversations in a public place or anywhere you can be overheard, about the individuals you are caring and supporting. • Do not disclose information to anyone unless are sure that they have a right to see the information. 4.3. Describe the potential tension between maintaining an individual’s confidentiality and disclosing concerns. You may have to breach confidentiality if an individual tells you something that puts them, you or someone else at the risk of harm. There are other situations whether information can be shared, for example if it is requested for a court case, or if there is a threat to public safety, or the police have requested information relating to a criminal investigation. You should always refer this request to the supervisor or the manager. When you work in a child care setting, you may find out a lot of information about the children and their families. You may hear about divorces, illness, money problems, drug addiction, abuse, as well as other personal information. All this information needs to be handled carefully. Keeping up to date on laws and regulations and making sure you follow the guide lines on what should and shouldn’t be shared. Don’t share information with people who don’t need to know. Information should only be given to authorized people who need it to make decisions regarding a child’s care. Some information should be shared with all child care providers, for example allergies or any health conditions that need to be made aware of for example asthma. Any written information personal information must be kept in a safe place and not left lying around for other parents or stuff to see. This information should be in a locked file cabinet in the office. The only information what has to be disclose is that of concerns of any kind of abuse and this information must be documented and reported first hand, to the appropriate authorities. While you may feel you have been put in a difficult position you must consider the child’s welfare first. (Tassoni, 2002) Bibliography and References • Cis-assessment – http://www.cis-assessment.co.uk/docs/pdf/wb/St3_wkb.pdf • Hart, B, & Risley, T. (1995). Meaningful differences in the everyday experience of young american children. Baltimore, MD Paul. H. Brookes • I CAN (1 OCT 2011). Making a diference:developing good practice in young children’s communiction • Tassoni, P., Beith, K., Eldridge, H. and Gough, A. (2002) Diploma Child Care and Education. Heinemann Eduactional Publishers.