Shc21

SHC 21: Introduction to communication in Health, Social Care or Children’s and Young People’s settings 1. Understand why communication is important in the work setting. 1.1 There are a variety of reasons why people communicate. Some reasons may be for people to give and receive information and instructions, to share opinions, discuss a situation, negotiate and to understand as well as being understood. When dealing with children and young people in particular communication encourages positive learning and behaviour and helps a child develop. There are two types of communication methods, non-verbal and verbal. Non-verbal communication may involve physical gestures, body language, eye contact and touch and verbal communication may involve vocabulary, which can also mean tone of voice, pitch and speed. Being able to communicate is essential when working in children’s and young people’s settings because it is a basic requirement to communicate with the child, their families and members of staff on a daily basis. To maybe inform parents of incidents such as accidents and illnesses, to share information about a child and to inform parents and staff about emergencies such as closures because of weather conditions. 1.2 When working with children and young people effective communication is the centre of everything I do. For example it could be because of a language barrier where therefore the child and/or parent may need an interpreter or a child may have learning difficulties where a speech therapist is involved. Using positive body language for example, facial expressions and being consistent are all key roles so that a child will feel respect and develop trust in me where they feel they are able to communicate with me. A parent will feel respected and that I value their child/children and with my colleagues effective communication will create an effective team. Michelle Thomas 1.3 Observing a child or adult’s reaction is important because their feelings and what they want to say must be taken into account. Observation is the only way to find out a person’s reaction. This can usually be done by observing non-verbal reactions such as facial expressions, body language and voice tone so I can tell if the child/parent understands what I am telling them. 2. Be able to meet the communication and language needs, wishes and preferences of individuals 2.1 In the Early Years Foundation Stage meeting the communication and language needs is important. Positive relationships are one of the four themes of which to exercise good practises when dealing with children and adults. I need to be able to meet communication and language needs, wishes and preferences of the individuals I work with as it is important to form positive and effective relationships with them. Different types of communication and language needs are cultural, lack of confidence, ethnic and permanent or temporary hearing impairment. There are ways how I can find out if a child or adult has communication and language needs, wishes or preferences in my work environment. Like when a child enters my nursery I will talk to their parent/carer and get information about any needs their child has. I can also observe the child and I can find out from my line manager or in the child’s record book about the child’s communication needs. I can find out if an adult needs communication and language needs, wishes and preferences by asking them how they would like me to communicate with them. For example sign language if the adult has a hearing impairment need and translation services if the adult doesn’t speak English as their first language. There are many methods in which I can communicate with children and adults in my nursery besides talking. Written communication for example notices giving information to a parent, child or colleague where I would think about the individual and consider if the written language needs translation or be sensitive to parents or colleagues who may be dyslexic. Telephone communication for example, to arrange meetings or receive information where I would consider if the adult can receive a phone call at that time. Michelle Thomas 3. Be able to reduce barriers to communication 3.1 The following lists are types of barriers to communication. Language barrier, learning difficulties, culture and background of the individual and disability. Refer to 1.2. There are also environmental factors such as noise and poor lighting. 3.2 Barriers to communication can be reduced by making changes to the environment, changing my approach or by using support services. I could use a translator, hearing aids/Braille, use clearer speech and appropriate vocabulary and by reducing distractions. 3.3 There are several ways in which to check communication has been understood. For example facial expressions, checks with the child if they have understood by asking them questions and for them to clarify if they have understood. I can look for their reaction and be aware of body language. Also refer to 1.3 3.4 Sources of information for support or services are as follows. The internet, interpreting service, speech and language services. Every child matters, SENCO (special education needs coordinator). Also doctors, nurses and health visitors and I could also ask my manager or look in the child’s record book. Michelle Thomas 4. Be able to apply principles and practices relating to confidentiality at work 4.1 Confidentiality means keeping personal or sensitive information received by another person to myself. This information should not be passed on to anyone else without permission from the person who I received the information from. 4.2 I can demonstrate confidentiality in day to day communication by not revealing confidential information about one individual to another who may remember and pass it on. By storing written records about a child in locked cupboards or cabinets and making sure I put them back in the correct place after using them. Or by only talking about a situation in an area where I cannot be overheard by non staff members. 4.3 There might be situations where information normally considered to be confidential might need to be passed on by me. For example if I think the child is at risk of harm or if I suspect abuse where the child may have a bruise on them. Or it could be mental abuse as well as physical abuse for example looking at the way the child might react to a loud noise or the reaction of another person being too close to them. (being scared of movements too close to them). 4.4 How and when to seek advice about confidentiality might be by referring to my line manager or supervisor or by seeking written forms for parents consent and by following my school procedures. For example if someone wants to come into school to take photos of the children for a project or someone like The Mayor I will need to ask the parents consent before they are allowed to take pictures of their child. Michelle Thomas