Transcript Why do we communicate?

Why do we communicate?
‘Developing
Effective
Communication in
Health and Social
Care
What will we learn?
Understanding that
their our different
communication and
language needs
Investigating
barriers to
communication
and different
environments
Demonstrating how can
service users be assisted by
effective communication.
Understanding
different types
of
communication
Researching the
communication
cycle
Be able to show evidence
of your own
communication skills
Todays lesson objectives




All of us will be able to identify key aspects of
our first unit on effective communication
Most of us will be able to define what the two
main types of communication are
MOST of us will be able to describe at least
three steps to effective verbal communication
SOME of us will start investigating the
importance of non verbal communication?
TODAYS KEY WORD….
INTERPERSONAL
“Interpersonal skills are the
techniques people use in order
to communicate and maintain
effective relationships”
We communicate:







To make relationships
To maintain those relationships
To pass information
To meet our needs
To develop and maintain our self concept
To work effectively
For our happiness
So what’s different about
communicating in care settings?




We need to make professional
relationships
We need to obtain and share information
about service users, sometimes by using
special methods
We often need to put our own needs to
one side and focus on meeting the service
users needs
But our communication at work still
affects our self concept and happiness.
ALWAYS REMEMBER PLEASE….
Every example you give in
your work MUST be related
to a HEALTH AND SOCIAL
CARE SETTING.
Communication is important
in all careers but we are
specifically interested in
health and social care
environments!!
Recap* what are some H&SC
and Early year Settings?
Youth club
Children's
centres
CARE HOMES
Health and Social Care
Services….
Social
workers
Physiotherapy
Dentists
Hospitalsdoctors/
nurses
Schoolsteachers
Counsellors
Counselling
Nurseries
Residential
Homes
Contexts of communication in health
and social care

Health and social care professionals have to
develop effective communication skills in order to
work with the different/diverse range of people who
use and work within care services because of
multi-cultural nature in the British society.

The two contexts, or types of circumstances, in
which communication and interaction occur are
one-to-one and group contexts.
Ms. Nichols 2011
One-to-one communication

One-to-one communication occurs when one person speaks with or
writes to another individual. This happens when a care professional
meets with a person who has health worries or personal concerns,
such as during a doctor–patient appointment for example.
Effective communication is an important feature of care practice
Ms. Nichols 2011
.
One-to-one communication Cont’d.

Lots of one-to-one communication also occurs when care
professionals meet with and talk to each other or with the
partners, relatives or friends of people receiving care.

Communication in one-to-one situations is most effective
when both parties are relaxed and are able to take turns at
talking and listening.

Effective communicators are good at:

beginning the one-to-one interaction with a friendly, relaxed
greeting focusing on the goal or ‘business’ of the interaction
and ending the interaction in a supportive, positive way.
Ms. Nichols 2011
Group communication

Group communication follows slightly different ‘rules’ to
communication in one-to-one situations. There is often more going
on in a group, with a number of different people trying to speak, get
their point across and their voice heard.

Turn-taking can be more
complicated; relationships and power issues between group members
can also be more complex than in one-to-one contexts.


Ms. Nichols 2011
Welcoming
people
Problem solving
Calming people
who are
experiencing
strong emotions
Establishing
professional
relationships
Asking for information
Explaining issues,
policies and
procedures
Clarifying
issues
Providing emotional
support
Building an
understanding of
another person’s life
Carrying out
interviews
and
assessments
Exchanging
ideas/learning newBuilding a
sense of trust
ideas
K. Nichols
2013
Problems with.......
K. Nichols 2013
Technological Aids/
Email
Phone
Text
Hearing Aid
M
Special Methods
Braille
Sign Language
Makaton
There are TWO main types of
communication styles that we need to
consider….
VERBAL
COMMUNICATION
NON-VERBAL
COMMUNICATION
IN GROUPS OF THREE PLEASE PICK FOUR OF THE
HEALTH AND SOCIAL CARE SERVICES AND ANSWER THE
FOLLOWING QUESTIONS.
1) WHY IS COMMUNICATION IMPORTANT WITHIN THAT
ENVIRONMENT
2) WHO ARE WE LIKELY TO BE COMMUNICATING WITH IF
WE WORKED IN THAT ENVIRONMENT
EXTENSION
If you finish that can you go on to start
thinking about three examples of what
EFFECTIVE communication actually is?
ACTIVITY
THINK BACK TO YOUR OWN COMMUNICATION
EXPERIENCES
In groups of 4 I would like you to share your
experiences of verbal communication.
Think of both positive and negative experiences and
brainstorm these on your paper.
Then come to a UNANIMOUS DECISION about
what effective VERBAL communication means to
your group 
SO WHAT IS EFFECTIVE VERBAL COMMUNICATION?
1) Speaking clearly
2) Knowing your audience
3) Using appropriate language
4) Understanding the message
you are trying to convey
5) Speaking at the correct pace
Verbal Skills


Tone/Pace
Listening
Not talking, concentrating on what is said

Open questions
A question that can’t be answered with yes or no.

Closed questions
A question that can be answered with yes or no

Paraphrasing
Repeating back what the person has said using
their own words/phrases

Clarifying/Summarising
Repeating back what the person has said in a
different way
DIFFERENT SERVICE
USERS WILL HAVE A
PREFERRED WAY OF
BEING COMMUNICATED
WITH AND AS THE
PROFESSIONAL IT
WOULD BE OUR JOB TO
RESPECT THAT.
THAT IS WHY IT IS SO
IMPORTANT FOR US TO LEARN
IN THIS UNIT VARYING WAYS OF
COMMUNICATION
EFFECTIVELY……
Non-Verbal Skills








Eye Contact
Facial Expressions
Hand movements
Head movements
Proximity
Signs, symbols, pictures
Posture
Appearance
B
A
C
YOU CAN’T
HEAR ANYTHING
BUT ARE THESE
PICTURES
COMMUNICATIN
G ANYTHING?
D
E
F
DISCUSSION POINT
IS NON VERBAL COMMUNICATION AS
IMPORTANT AS VERBAL COMMUNICATION?
5 MINUTES TO
DISCUSS WITHIN
YOUR GROUPS
PLEASE BEFORE
WE SHARE WITH
THE CLASS 
What have we achieved today?




Can we ALL identify key aspects of our first
unit on effective communication?
Can ALL of us define what the two main types
of communication are
Can MOST of us describe at least three steps
to effective verbal communication
Has SOME of us started investigating the
importance of non verbal communication?
LETS PLAY A GAME

Charades with a twist.

You have 3 minutes to write down as many
things to act out that the other group must
perform.
Jobs, celebrities, movies, books, songs, pop
culture!

A
PLENARY
B
COMPARE THESE TWO INTERVIEW PICTURES. ON
YOUR POST IT PLEASE DECIDE WHICH ONE YOU
THINK IS DEMONSTRATING THE MOST EFFECTIVE
COMMUNICATION AND WHY. STICK ON THE FRONT
OF YOUR BOOKS PLEASE FOR TOMORROWS LESSON.
What is communication and
how does it happen?
Definitions
 Communication
theory communication
cycle(AO3)

Communication –some definitions
‘Communication is the ability to impart
knowledge or information, or exchange
thoughts , feelings or ideas by speech,
writing, gestures and so on.’
(Irving,J et al 1993 p 90)
What is communication
‘Communication involves a person passing
information to another person by use of
language and non verbal cues.’
(Simpson H 1988 p2)
Activity 1:



Choose a partner that you do not usually work with.
Person whose first name is first in the alphabet is
person A, partner becomes person B.
Sit back to back. Person B needs a pen and paper.
Person A must get person B to draw image (given).
Person A can describe but not show the image to
Person B. Person B cannot look round or speak.
Activity 2

Person B now gets Person A to draw the
image without showing the image to person A
The Communication Cycle
There are many models to explain
communication. Communication can be a
 one way process
 two way process or a
 multi-way process.
Today we will look at the first 2 models
One way process (first activity)
Sender
Message
Message
Receiver
Defining effective communication


For communication to be effective it
involves using skills and ‘engaging with the
other person’ (Fisher 2005)
If this happens the message sent will be the
same as the message received and both
people will know that.
K. Forster 2011
Two way process (second activity)
Sender
Message
Feedback
Receiver
This two way cycle involves:







Sending a message
Receiving what has been said
Watching for non verbal messages
Having emotional feelings
Beginning to understand the other person
Checking for barriers to communication
Sending a message back to the other person
Environmental factors
Meeting individual needs
Ineffective interactions
Sender
Inappropriate use
of skills
Receiver
P.I.E.S of both the
sender & receiver
Communication Cycle
Environmental Factors






Noise – Background or sudden, external
Heat – too hot or too cold
Lighting – interrogation bright light or too dull and
intimate!
Space – too small room or large open area, lots of
windows
Interruptions – other people coming in the room or
the interaction
Room set up; positioning of sender and/or receiver,
seating etc
Barriers or misuse of skills







Not active listening – eg. Yawning, checking watch,
gazing out window etc
Emotional leakage – verbal and non-verbal messages
do not match, true feelings show over professionalism
Too many open/closed questions – like interrogation
or not allowing for opinion
Aggressive or intimidating body language
Patronising tone, pace too fast or slow
Lack of empathy or support
Turn taking – no silences to think or time to respond
Meeting Needs of individuals






Special Needs – specialised communication not
used eg. Braille
Cultural Differences – HSBC advert, something’s
can be offensive
Misunderstandings – no clarifying,
misinterpretations, confusion etc.
Appropriate language – formal, informal, street
language, foreign language etc
Not empathising – not reassuring, giving extra
time, comforting distressed individual
Poor previous experience - stereotyping
P.I.E.S of sender and receiver









(P) Hungry, thirsty, in need of the toilet etc
(E) Distressed, upset, anxious etc
(S) Nervous or shy, low self esteem
(I) Tired or bored
Mind elsewhere, poor concentration
Pain or injured, agitated or tense
Depressed, withdrawn
Crossing of boundaries of comfort
Intimidated, unconfident etc
Summary
We have:
 Used types of communication
 Used communication skills
 Learnt theory of communication
 Looked at factors that inhibit
communication
 Evaluated communication
Covered all 5 topic areas of unit 2

http://www.wisconline.com/objects/ViewObject.aspx?ID=I2P40
1