Communication in Health and Social Care
B-TEC Health and Social Care
Level 3 Year One.
Unit 1 – Developing Effective Communication in Health and Social Care Unit Booklet 2011-2012
Student Name:______________________________
Please Note:
You must keep this booklet safe. It is a requirement that, at the end of the unit, you will submit this booklet as evidence of your learning.
A second copy of this booklet will not be given so if you lose it you must reprint it at your own expense and complete every section again.
Contents
Page 3 – Section 1 Breakdown of the Unit
Page 6 – Section 2 Assignment Briefs, Rules and Deadline Dates
Page 7 - Section 3 Grade Tracking Sheet
Page 8 – Section 4 Unit Tutor Information
Page 9 – Section 5 Lesson Materials
• Introduction to the unit handouts and activities
• Theories of Communication and Reflective Listening
• Factors to influence Communication and strategies to overcome them.
• Factors and Barriers to communication and strategies to overcome them. Part 1
• Factors and Barriers to communication and strategies to overcome them. Part 2
• Putting learning into practice: one 2 one scenarios.
• Putting learning into practice: group scenarios.
Page 56 – Section 6 Feedback sheets.
Page 58 – Section 7 Declaration that this is your own work (needs signing before final submission.
Section 1 - Breakdown of the Unit
Aim and purpose
This unit aims to understand effective communication and the barriers that exist which stop communication and how to overcome these.
Learning outcomes
By completing this unit you should be able to demonstrate the following:
1. Understand effective communication and interpersonal interaction in health and social care.
2. Understand factors that influence communication and interpersonal interaction in health and social care environments.
3. Understand ways to overcome barriers in a health and social care environment.
4. Be able to communicate and interact effectively in a health and social care environment.
Unit introduction
The start of this unit will concentrate on helping you recognise what effective communication is and why it is important for professionals to use it. As the unit progresses we will be looking at some theories behind communication, barriers and what strategies can be used to overcome them.
At the end you will be asked to take part in a group interaction and a one to one interaction to assess your communication skills. Your results will be presented to the tutor as part of the final assessment.
Assessment
Please note the following:
• In order to gain an overall pass you must complete all the pass criteria
• In order to gain an overall merit you must complete all the pass criteria AND the merit criteria.
• In order to gain an overall distinction you must complete all the pass criteria AND the merit criteria AND the distinction criteria.
All of the assessment criteria have been divided into two separate assignments.
Assignment 1:
All of the pass criteria will be in assignment 1 and to gain this you must complete a series of worksheets which show your knowledge and understanding of that specific topic. These will be completed in class, and with a tutor present to provide feedback. Each worksheet needs typing up, printing and stapling to the correct section of this booklet.
Assignment 2:
The merit and distinction criteria have been placed into assignment 2. To meet these criteria you must demonstrate your knowledge of key topics via a presentation to the tutor. You will be given certain questions to answer in this presentation and all of them must be covered. This must include power point slides and handouts, a copy of which the tutor will collect in as evidence.
What you will be taught?
1 Understand effective communication and interpersonal interaction in health and social care
|Contexts: |one-to-one; groups, eg formal, informal, between colleagues, between professional and people using|
| |services, communication with professionals, multi-agency working, multi-professional working |
|Communication: |forms, eg text messaging, written, oral, signing, symbols, touch, music and drama, objects of |
| |reference, arts and crafts, technology |
|Interpersonal interaction: |types, eg speech, language (first language, dialect, slang, jargon), non-verbal (posture, facial |
| |expression, touch, silence, proximity, reflective listening) |
|Communication and language |the individual’s preferred method of communication, eg language, British Sign Language, Makaton, |
|needs and preferences: |Braille, the use of signs, symbols, pictures and writing; objects of reference, finger spelling, |
| |communication passports, human and technological aids to communication, variation between cultures|
2 Understand factors that influence communication and interpersonal interaction in health and social care environments
|Theories of communication: |Argyle’s stages of the communication cycle (ideas occur, message coded, message sent, message |
| |received, message decoded, message understood); Tuckman’s stages of group interaction (forming, |
| |storming, norming, performing) |
|Environment: |factors, eg setting, noise, seating, lighting, space, time |
|Barriers: |factors, eg type of communication (difficult, complex, sensitive), language needs/preferences, |
| |sensory impairment, disability, personality, self-esteem, anxiety, depression, aggression, |
| |submissiveness, assumptions, value and belief systems, jargon, cultural variations, use and abuse |
| |of power, effects of alcohol/drugs |
3 Understand ways to overcome barriers in a health and social care environment
|Communication and |possible strategies, eg staff training, assessment of need, using preferred method, promoting |
|interpersonal interaction: |rights, confidentiality, defusing aggression, assertiveness, appropriate verbal/ non-verbal |
| |communication, building relationships, appropriate environment, attitude, confidence |
|Aids to communication: |human (advocates, interpreters, translators, signers, mentors, befrienders), technological aids |
| |(hearing aids, text phones, minicom, voice activated software, relay systems, loop systems) |
4 Be able to communicate and interact effectively in a health and social care environment
|Contexts: |formal; one-to-one; group; with people using services; with professionals/colleagues |
|Communication skills: |verbal and non-verbal, eg listening and responding, tone, pace, language, appropriate environment, |
| |proximity, clarifying or repeating, questioning, responding to difficult situations, defusing anger |
|Effectiveness: |group and one-to one situations, eg awareness of needs and preferences, interpersonal skills, |
| |attitudes, overcoming barriers, adjusting interactions, assertiveness |
Section 2 – Assignment Briefs, Rules and Submission Dates
General Course Rules
• All assignments MUST be completed on a computer, using a suitable size 12 Arial or Comic Sans and be 1.5 or double line spaced. • All work submitted MUST have a header stating learner name, course title, unit number and name and tutor name. • The criteria being addressed MUST be clearly identified. • EVERY source of information or picture MUST be referenced. • All Assignments must be submitted in a single poly pocket WITH the assignment brief included. • All assignments MUST be submitted with a receipt which must be singed and dated by the student and tutor.
Unit Specific Rules
Assignment 1 is a series of worksheets which are included after each topic materials. For this you must:
• Type up all worksheets on a computer using the standards mentioned above, font style, size, 1.5 and header.
• This must be completed during the lesson time and in the presence of a tutor to stop copying.
• Worksheets must be printed off and stapled to the correct page in this booklet.
Assignment 2 is a presentation to the tutor. For this you must:
• Submit a copy of all your notes, either hand written or typed.
• Attend the allotted time for your presentation.
Section 3 - Grade Tracking Sheet
Below is a tracking sheet which has been included to allow you to stay up to date with what you have completed and it is very simple to use; simply put a tick in the empty box when you have completed that section.
To complete assignment 1 you must get Pass 1 (P1), Pass 2 (P2), Pass 3 (P3), Pass 4 (P4), Pass 5 (P5) and Pass 6 (P6)
• In order to get P1 to P4 you must complete worksheets 1 – 4 • In order to get P5 & P6 you must complete worksheet 5
To complete assignment 2 you must get Merit 1 (M1), Merit 2 (M2), Merit 3 (M3), Distinction 1 (D1) and Distinction 2 (D2).
• In order to get M1, M2, M3, D1 and D2 you must prepare and complete a presentation to your tutor which must demonstrate your understanding of the topic.
| |Assignment 2 |
|Assignment 1 | |
|P1 |P2 |P3 |P4 |P5 |P6 |
| | |
|The Aim of today’s lesson is: |
|To introduce you to the class, your new teacher and the module as well as providing you with an understanding of what communication is and the |
|different types. |
|Lesson outcomes: By the end of the lesson |
|You can correctly explain at least four types of communication and relate them to health and social care examples. |
| |
|You will be able to identify at least two ways of improving the “bad” example answer. |
Topics you will cover today:
What is communication?
Different forms of communication via TV clips
The different types of communication used in everyday life and relating to health and social care context.
How to correctly write a pass answer.
|Further work |Making notes your own way |
| |If you have your own way of making notes, E.G pictures, mind |
|If at any time during the lesson you finish your designated |maps, spider graphs etc please feel free to do so but make sure|
|work please feel free to ask me for more. |you let me know. I can make sure you are doing it ok. Use this |
| |sheet as a guideline. |
What is Communication?
Obviously a large section of this module is looking at the different types of communication and how they can be used effectively. This next task is designed to help you identify the different ways in which we communicate.
Activity: Get into pairs. For each of the scenarios below you need to point out what ways the people would communicate to each other. Think of things like the use of slang or not, is it formal, what we wear, how we say things and what environment they would be in
1) John is having a meeting with three members of management.
2) Gemma is hanging out with her friend
3) Ash is at work at a nursing home.
4) Karen and her friends are doing a summer job painting houses.
Examples of the ways we Communicate.
Now we are going to show you three video clips, each one looks at a specific form of communication.
Activity: You need to watch each of these and identify what type of communication is being demonstrated and how?
Use the space below to make any notes as these can used as examples in your assignments/worksheets
Video 1 – Carlsberg Advert “Walk in Fridge”
Link: http://www.youtube.com/watch?v=B9oy9Kl3ROw
What type of communication is being used and how?
Video 2 – Fosters Advert “Space Invader”
Link: http://www.youtube.com/watch?v=TeBcQk9JMHM&feature=relmfu
What type of communication is being used and how?
Video 3 – “Psychologist analysis of a person on trial”
Link: http://www.youtube.com/user/bodylanguageexpert?blend=7&ob=5
What type of communication is being used and how?
Let’s Test your Communication Skills.
Activity: This task will help you identify your own methods of communication. Complete it step by step.
1) First you need to get into pairs and have a conversation about anything you want. Yes anything! 2) Use the table below to score yourself on a scale of 1 to 10 for each items below. 1-10, 1 being appropriate, 10 being not at all appropriate. 3) Now use the second sheet to score the other person on the same items, again 1-10. 4) Swop over and compare what you scored yourself and what they scored you as
Score yourself
|Communication skills |Score and Notes |
|Listening | |
|Responding | |
|Tone | |
|Pace | |
|Language | |
|Eye contact | |
|Proximity | |
|Clarifying or repeating | |
|Questioning | |
|Gestures | |
T4
PTO (Please Turn Over) and score the other person
|Communication skills |Score and Notes |
|Listening | |
|Responding | |
|Tone | |
|Pace | |
|Language | |
|Eye contact | |
|Proximity | |
|Clarifying or repeating | |
|Questioning | |
|Gestures | |
Now let’s Coronation Street
Talking to a friend is one thing but how would this be applied in real(ish) life situations? Let’s have a go.
Activity: Now you are going to watch some clips from tv soaps. There will be no volume and you need to identify what is going on and write a brief idea below. Good Luck!
Link:http://www.youtube.com/watch?v=b86xx3oMTRc&feature=youtube_gdata_player
What is going on in this clip?
Types of Communication
There are many different types of communication in society today. Some date back hundreds of years, such as a letter, while some are only recent, instant messaging like MSN.
Activity: You will be put into groups of three with a large piece of paper and pens. Your task is to identify as many types of communication that you can think of. Write your suggestions on the big paper and we will discuss in class.
DO NOT FILL IN THIS TABLE UNTIL WE HAVE DISCUSSED YOUR ANSWERS! WE WILL DO THIS AS A CLASS.
|Types of communication |Description |Example |
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Now how do you write a PASS answer?
The importance of PEE!
Its ok knowing the information however being able to write it as an answer is another thing, using PEE answer the question below.
Make your Point.
Explain it.
Provide and Example or Elaborate on your points.
Below is an example of a great pass answer and a bad one.
Question:
Describe one important factor which influences communication.
Answer 1:
One important factor which can influence communication is background noise. This can make it hard for the person who is listening to understand what is being said because the background noise is too loud or disturbing. An example of this is a Nurse misunderstanding what a Doctor has just said to do because there was a fight in the reception.
Answer 2:
A factor is background noise such as music. Nurses can’t hear Doctors when there is something going on in the background.
Which one is the better answer?
Why is it better?
Question: Describe one type of communication.
Language and Communication
Everywhere we go we are surrounded by a massive variety of different languages. Instantly we think of people from different countries, English, Polish, German, but what about people from different areas of one country? Also there is a language difference between a person of 80 and person of 16. This is called accent and dialect.
Quick Warm up Activity: Read the example of language differences below and use the box below it to describe what these are two very different languages? Make NOTES!
Service User: “I ‘ave to look after me mum like an’ she’s playing up, an’ I can’t do it with more help like.
Professional: “You would be entitled to an assessment under the section 1 of the carers Recognition and Services Act 1995. Normally a personal is assessed under section 47 of the NHSCCA 1990. Has your mother had a section 47 assessment?”
Service User: “So can you help me or not?”
Questions: Why are these two very different languages?
Different Accents and Dialects in the UK
Activity: How do they say this in other parts of the UK?
Below is a table and it is your job to use the websites and find the translations for the following terms.
• For the Yorkshire translations visit this site and find them in the list. http://www.bbc.co.uk/northyorkshire/voices2005/glossary/glossary.shtml • For the Scouse and Brummie translations visit the address, click the appropriate translator on the left, type it in and click translate. http://www.whoohoo.co.uk/main.asp
|Term |Yorkshire |Scouse |Brummie |
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|Hello | | | |
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|Messing about | | | |
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|Stupid | | | |
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|Starving | | | |
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|The boss | | | |
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|It 'll be alright | | | |
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|Moody | | | |
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|Child | | | |
Unit 1:
Worksheet 1
Instructions
It is important you follow these instructions carefully. You must open up a new word document and put a header which includes your name, unit number, and worksheet number.
Write each of the questions below and type your answers below them.
When a tutor has looked over your answers you must print them off, complete a receipt and staple the answers to this sheet.
Task:
You are the new trainer at a care home. One of your first jobs is to create a training booklet explaining to the employees why it is important to use effective communication and interpersonal interaction when dealing with the service user.
To complete this worksheet you must:
• Describe at least 4 types of communication (remember PEE).
• When describing your example of communication you need to make sure you tell me why it helped that situation.
|Lesson Number: 2 |Lesson Topic: Theories of Communication and Reflective Listening. |
|The Aim of today’s lesson is: Explain the two theories of communication, reflective listening and relate them to health and social care. |
| |
|Lesson outcomes: By the end of the lessons, |
|. |
|Identify and describe the two theories of communication. |
| |
|Relate each theory, and its specific stages, to a scenario discussing why it would help communication. |
| |
|Identify how a group of students relate to specific stages of Tuckman’s theory of communication |
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|Explain the importance of Reflective Practice in two Health and Social Care case studies. |
| |
Topics you will cover today:
Theories of communication which includes:
• The Communication Cycle
• Tuckman’s Theory of Communication
• Reflective Communication.
• Worksheet 2
|Further work |Making notes your own way |
| |If you have your own way of making notes, E.G pictures, mind |
|If at any time during the lesson you finish your designated |maps, spider graphs etc please feel free to do so but make sure|
|work please feel free to ask me for more. |you let me know. I can make sure you are doing it ok. Use this |
| |sheet as a guideline. |
Theories of Communication
As mentioned previously, effective communication is a two way process. Both parties need to check their ideas have been understood by the other person and their communication has been correctly interpreted.
For example: A boy approaches a girl and asks if she would like a drink and she thinks he means a date and says sure. It turns out he was asking if she would like him to pass her a bottle of water.
In this lesson we will be looking at two theories of communication:
• The Communication Cycle. • Tuckman’s Theory of Group communication.
Theory Number 1: The Communication Cycle
Before we go into this theory I want us to take part in an activity that will help us understand it.
Activity: Hidey-Boo
Get into pairs and have a conversation. However one of you will cover certain parts of your face with a piece of paper. Start off by covering from your nose up, then from the nose down. Both people have a go at this and answer the following.
1. Did you find it difficult to understand the person when they were coving their face?
2. Which was more difficult to understand, covering eyes or mouth?
3. Why did you find this task difficult?
This is why you found it difficult: The Communication Cycle explained.
Michael Argyle (1972) said that interpersonal communication was a skill that can be learned, just like driving.
To aid this he created a communication cycle in which people can repeat until they become effective at communicating. We shall discuss each stage and you can add the example as we go along.
|Stage Name |Description |Everyday Example |
| |You have an idea that you want to communicate. |Jess wants to ask Anna something however she is in the |
|An Idea Occurs: | |other room. |
| |You think through how you are going to say what you are thinking. | |
|Message coded: |You put your thoughts into language or into some other code such | |
| |as sign language. | |
| |You speak, or perhaps you sign or write, or send your message in | |
|Message Sent: |some other way. | |
| |The other person has to sense your message – they hear your words | |
|Message Received: |or see your symbols. | |
| |The other person has to interpret/ ‘decode’ your message (i.e. | |
|Message Decoded: |what you have said). This is not always easy, as the other person | |
| |will make assumptions about your words and body language. | |
| |If all goes well then your ideas will be understood but this does | |
|Message Understood: |not always happen first time. | |
Let’s put the Communication Cycle into practice.
Activity: Who am I?
In your pairs you need to take a post it note and write down a famous person on it. Stick the post it on the other person’s forehead.
DON’T LET THE OTHER PERSON SEE THE NAME!!
The other person needs to guess what name is written on the post it by asking you questions. When you both have had a go at this you need to answer the questions below.
1. What could the other person not do when trying to get you to identify the name?
2. Which stage of the communication cycle was being blocked here?
3. What did the other person say or do which helped you decide?
4. How does this relate to stage 2 “message encoded” and stage 6 “message understood” or the communication cycle?
Theory Number 2: Tuckman’s theory. Forming - Storming - Norming – Performing
Tuckman 's theory focuses on the way a group of people work to become a team. An example of this includes when a group of strangers are put into groups and asked to complete a task. What stages do they go through in order to get the task completed?
|Stage Name | |
| |Description |
|Forming |The team is assembled and the task is allocated. |
| |Team members tend to behave independently and although goodwill may exist they do not know each other well enough to |
| |unconditionally trust one another. |
| |Time is spent planning, collecting information and bonding. |
|Storming |The team starts to address the task suggesting ideas. Different ideas may compete for ascendancy and if badly managed this phase|
| |can be very destructive for the team. |
| |Relationships between team members will be made or broken in this phase and some may never recover. |
|Norming |This tends to be a move towards harmonious working practices with teams agreeing on the rules and values by which they operate. |
| |In the ideal situation teams begin to trust themselves during this phase as they accept the vital contribution of each member to|
| |the team. |
|Performing |Not all teams make it to the Performing phase, which is essentially an era of high performance. |
| |Performing teams are identified by high levels if independence, motivation, knowledge and competence. |
| |Decision making is collaborative and dissent is expected and encouraged as there will be a high level of respect in the |
| |communication between team members. |
Activity: One group of people will be given a problem to solve. The rest of the class must watch this happening and identify any of the stages from above. Write any notes below.
Write notes here.
Better Communication through Reflective Listening
Listening is just as important as communicating, but only if it is done in an appropriate way. Reflective listening is where your body language and reaction reflect the person you are talking to topic. For example if someone is upset and crying you won’t act happy and jump around, you lower your tone of voice, shoulders and be sympathetic.
Activity: Read the activity below and answer the questions to find out more.
“Sarah is unemployed and is looking for work in a specialised field. She looks worried and says “I don’t know what to do. I keep looking for work and going for interviews but I never get a job offer.”
Given that you know nothing about the kind of job she is looking for, how can you respond in a skilled way?
Choose one of the choices below and discuss the question following.
1. Try and reassure her, e.g. “I’m sure you will get the job”
2. Offer advice, e.g. “why don’t you go see a careers adviser”
3. repeat what was said, e.g., “You never get a job”
4. Reflecting the other person’s message, e.g. “It must be worrying when you can’t get a job”
A Case Study which shows good Reflective Communication:
Karen is talking to Jasmine, whose partner has just died,
Please turn over for the conversation!!
Jasmine – “I can’t believe it. I don’t know how I’m going to cope on my own, I can’t sleep or eat”
Karen – “You must feel awful, it must have been a terrible shock”
Jasmine – “I’ll say it was – I just feel so anxious. I know I won’t be able to cope.”
Karen – “Can you tell me a little about your life together?”
In this brief example there is no helpful advice Karen can offer. Karen is careful to reflect back what Jasmine has said. This results in a communication cycle in which Jasmine can begin to share her feelings.
1) Why is it important for Karen to reflect back what they have understood from the conversation?
2) What might have happened if Karen just said “don’t worry you will better soon, time heals all things”
3) How can understanding the communication cycle help professionals in similar health and social care settings?
Referencing:
Team Building Company (2011) “more on forming, storming, norming and performing” URL http://www.teambuilding.co.uk/more_forming_storming_norming_performing.html accessed on 07/07/2011
Unit 1:
Worksheet 2
Instructions
It is important you follow these instructions carefully. You must open up a new word document and put a header which includes your name, unit number, and worksheet number.
Write each of the questions below and type your answers below them.
When a tutor has looked over your answers you must print them off, complete a receipt and staple the answers to this sheet.
There are two tasks to this worksheet!
Task 1:
Scenario 1:
A patient has entered the hospital and needs urgent attention. The doctors and nurses rush to him and soon realise he is deaf. This is a major problem as the communication cycle is broken as they can’t understand what the deaf person is trying to communicate. 1.
A. Provide a diagram which identifies and describes all the stages of the communication cycle. This can be done on pc or hand written.
B. Look at scenario 1. What could the doctors, patients and nurses do in order to complete the communication cycle so everyone understands each other. Make sure you name each stage and say how it has improved communication.
For example, to aid stage 4 “message received” the patient could write on a piece of paper, or the doctors could get a translator in. However the translator would take a while to reach them causing the patient more pain and distress. Therefore the writing on a piece of paper may be the best option.
Task 2:
Scenario 2:
Mr Jones is currently waiting for his treatment. Sadly he is being held up because the professionals can’t decide on the best course of action. The Psychologists want therapy, the Surgeons want to cut him open and the doctors want to give him medication. This is causing massive delays.
2.
A. Provide a diagram which identifies and describes all the stages of Tuckman’s theory of Communication. This can be done on pc or hand written.
B. Look at scenario 2. Using Tuckman’s theory can you suggest how the Psychologists, Doctors and Surgeons would progress if they started to work together? Make sure you refer to each of the four stages in your answer.
For example, in the storming stage the professionals would clearly and accurately pitch their suggestions. It is important that they come to an agreement and form a good working relationship and do not focus on one suggestion for too long as this would delay the patient further.
|Lesson Number: 3 |Lesson Topic: factors to influence Communication and strategies to overcome |
| |them. |
|The Aim of today’s lessons is: |
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|Introduce you to the factors and barriers which affect communication and discuss possible strategies which help people overcome them. |
|Lessons outcomes: By the end of the lessons |
| |
|You will be able to describe the difference between a factor and a barrier. |
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|You can describe at least three types of factors and complete the table describing how they improve communication and decrease it. |
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|You will be able to identify and explain at least three factors which are affecting Mr Singe within the case study. |
| |
|You can complete worksheet 3, print it off and staple it into your booklet. |
| |
Topics you will cover today:
• What are barrier and factors? • Factors which affection communication • Potential Strategies to overcome these factors.
|Further work |Making notes your own way |
| |If you have your own way of making notes, E.G pictures, mind |
|If at any time during the lesson you finish your designated |maps, spider graphs etc please feel free to do so but make sure|
|work please feel free to ask me for more. |you let me know. I can make sure you are doing it ok. Use this |
| |sheet as a guideline. |
Factors and Barriers that affect Communication: Part 1
Factors Are:
Barriers Are:
An example of a factor is:
Environmental Factors
When you are trying to communicate with someone there are a number of things (factors) which can make communication better or worse. Such as:
1) The room being too hot so you get sleepy.
2) Music being on too loud so you can’t hear the other person
Activity:
On the next page is a table which identifies the five key factors which influence communication.
1) As a class we will describe each factor so you have an understanding of it.
1) Get into small groups and say how each factor could improve and decrease communication. Write your comments below, one example has been done for you.
|Factor |Way it improves |Way it decreases |
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|Physical Environment | | |
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| |The person is very outgoing which makes them very talkative. |The person is very shy and not confident at joining in, or |
| | |starting, conversations. |
|Emotional Factors | | |
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|Social Factors | | |
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|Communication Skills | | |
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|Individual Needs | | |
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Activity:
Let’s see if you have learned and relate it too real life.
Below is a case study. You must read it and identify and explain the following:
1) What environmental factors influenced this communication? 2) How would you overcome it?
You are observing a multi-disciplinary team (MDT) meeting where Mrs Singh is due to be discharged home following major bowel surgery. Present at the meeting are Mrs Singh and her husband, the ward nurse, the district nurse, the social worker, the doctor, a physiotherapist, a dietician and an occupational therapist. The meeting is to organise a discharge package for Mrs Singh and is held in the ward day room at lunchtime. The MDT are all seated around the table on high chairs whilst Mrs Singh and her husband are sitting in lower ‘patient’ chairs. Mrs Singh and her husband speak minimal English. There is a lot of background noise from the ward and the light in the day room is flickering. The ward nurse begins the meeting and has to raise her voice to be heard over the environmental noise. She appears rather aggressive. The MDT begin to discuss Mrs Singh and use a lot of medical terminology. The conversation speeds up as time is limited and the doctor needs to leave imminently and does not appear interested. You notice that Mrs Singh and her husband look slightly bewildered and are nodding their heads intermittently.
Eventually the MDT agree on the care package that they deem to be appropriate and ask Mrs Singh and her husband to agree to it. They thank the MDT and leave looking extremely confused.
What factors can you see? Make sure you say how they are influencing him.
Overcoming Factors and Barriers that affect Communication: Part 1
Activity: In groups look at your answers to the case study of Mr Singh and tell me how would you overcome these factors? Try and think of range of possible solutions for each factor which is influencing him.
Write your notes in the space below:
For example:
He is finding it hard to hear because of the noise levels in ward. To solve this they could be taken to a private room to get away from noise and allow them to hear everything which has been said. Another solution is to speak much slower and use more body language. This will allow them to hear each word pronounced and the body language will help them make sense of what they are saying.
References
Stretch, B. Whitehouse, B (2010) “Health and Social Care Level 3: Book 1”Essex. Pearson Education Limited.
Unit 1:
Worksheet 3
Instructions
It is important you follow these instructions carefully. You must open up a new word document and put a header which includes your name, unit number, and worksheet number.
Write each of the questions below and type your answers below them.
When a tutor has looked over your answers you must print them off, complete a receipt and staple the answers to this sheet.
Task:
Below is a scenario of a service user that is having trouble communicating with other people. To complete this task you must read this scenario and answer the question below it.
Case Study:
“Samir is six years old and attends Happy Valley Special School. He is partially sighted and has a learning disability. Samir’s first language is Urdu, and he struggles with English. He has access to verbal communication but he is not able to ‘read’ some non-verbal communication because he cannot see facial expressions unless he is very close to the person. As a result he often appears withdrawn, and people consider him to be antisocial”
1) Identify and describe at least four factors which have influenced Samir’s ability to be communicative. Remember to make your point, explain it and give an example. Also factors can affect him positively and negatively.
|Lesson Number: 4 |Lesson Topic: Barriers to communication and strategies to overcome them. |
|The Aim of today’s lesson is: |
|To continue from last week and discuss barriers to communication and strategies to overcome them in more details. |
|Lessons outcome: By the end of the lessons |
| |
|You can identify and describe barriers to communication in at least two of the scenarios. |
| |
|You can identify and describe barriers to communication in at least one of the three categories. |
| |
|Identify at strategies for overcoming at least six of the barriers. |
| |
|You can complete worksheet 4. |
Topics you will cover today:
• Barriers to communication. • Types of barriers to communication. • Strategies to overcome these barriers. • Worksheet 4
|Further work |Making notes your own way |
| |If you have your own way of making notes, E.G pictures, mind |
|If at any time during the lesson you finish your designated |maps, spider graphs etc please feel free to do so but make sure|
|work please feel free to ask me for more. |you let me know. I can make sure you are doing it ok. Use this |
| |sheet as a guideline. |
Factors and Barriers that affect Communication: Part 2
Barriers to Communication
Communication can also be stopped dead in the water. This is what barriers do, stop things, just like a road barrier stopping you driving down a road. An example of a barrier to communication is the person being in another room. A strategy to get over this is to text or call them.
Activity: Let’s think of some every day examples of barriers.
Below are some very basic examples of everyday occurrences. What you need to do is get into groups of three and write down the obvious barriers which stop these people from communicating with each other.
Scenario 1: Jess arranges to meet her friend in a popular and overcrowded night club.
Scenario 2: Mark and James are in a three hour lesson.
Scenario 3: Angie is driving to work and spots, notices that a fellow motorist has excessive smoke coming out of the car.
The Three Types of Barriers.
Every type of barrier to communication can fall within one of the following three.
1) The Communication is not received by the other person. a. E.G they are in another room and can not see or hear you.
2) The Communication is received by the other person but not understood. a. E.G someone tries speaking to you in another language.
3) The persons understanding of the communication is distorted. a. The person receiving the message suffers from depression and twists the meaning of what has been said into something negative.
Activity: Below is a table containing the three types of barriers. Your task is to identify examples for each of them. One has been given as an example. You will be asked as groups to explain your answers.
|Type of Barrier |Examples |
| | |
| | |
|Communication is not received. | |
| | |
| | |
| | |
|Communication is received but not understood. | |
| | |
| | |
| | |
| | |
| | |
| | |
|The persons understanding of the communication is | |
|distorted. | |
| | |
| | |
| | |
Overcoming Factors and Barriers that affect Communication: Part 2
Last week we got you thinking about a number or strategies to help get around factors that influence communication. This week we are going to look at strategies which help stop barriers.
Before we look at some specific barriers, done in the pc room, I want to see how you would get around the following barriers.
Activity: You will be put into groups of three. For each of the barriers listed below you need to consider possible strategies for overcoming it.
|Type of barrier |Possible strategies |
|Service user suffers from a sensory impairment,| |
|e.g. deaf. | |
|The service user has low self-esteem and is | |
|depressed. | |
|The individual is stressed (anxiety attacks) | |
|The service user is being aggression to | |
|yourself. | |
|They assume that you are useless because of | |
|your gender. | |
|A doctors tried to explain a problem but they | |
|are using to much jargon. | |
|Your boss is abusing their power and making you| |
|do jobs which you are not meant to do. | |
|The service user is under the influence of | |
|alcohol or drugs | |
Key Strategies in Health and Social Care.
Below are three main strategies for aiding communication in Health and Social Care. Each one of these has its own example. We will briefly discuss these but you need to research them in more detail.
Improving communication and interpersonal Interaction
1)
2)
3)
4)
Aids to communication
1)
2)
3)
4)
Technological Aids
1)
2)
3)
4)
Research Task
Activity: Now you have learned about each of the strategies it is important that you research them further. Complete each of the tasks below to show you understand the information.
Task 1 – Technological aids to Communication
Below are three alternative forms of communication. Your first task is to use the websites below and research a basic idea for each of these.
Make sure you say, what are they? how do they work? And give an example?
Makaton – www.makaton.org
Braille – www.brailleplus.net
Task 2 – Technological Aids to Communication
You need to answer the questions below making sure you describe your answers.
1) On a pc what built in software is there to help disabled people? TIP go to start menu, all programmes, accessories, accessibility.
2) What forms of communication could help a person who is hard of hearing?
Task 3 – Human aids to Communication
Use your PC’s and research the following job roles. For each one give me a basic description of what they do and what kind of service users they work with.
Befriended.
Translator.
Counsellor.
Unit 1:
Worksheet 4
Instructions
It is important you follow these instructions carefully. You must open up a new word document and put a header which includes your name, unit number, and worksheet number.
Write each of the questions below and type your answers below them.
When a tutor has looked over your answers you must print them off, complete a receipt and staple the answers to this sheet.
Task:
Below is the same scenario that you used in worksheet 3. To complete this task you must read this scenario and answer the question below it.
Case Study:
“Samir is six years old and attends Happy Valley Special School. He is partially sighted and has a learning disability. Samir’s first language is Urdu, and he struggles with English. He has access to verbal communication but he is not able to ‘read’ some non-verbal communication because he cannot see facial expressions unless he is very close to the person. As a result he often appears withdrawn, and people consider him to be antisocial”
1) You have already explained the potential factors. Now you need to explain possible strategies that could be used to stop these factors and improve Samir’s ability to communicate. Remember to say why they would help him and provide an example.
|Lesson Number: 5 |Lesson Topic: Putting learning into practice. One 2 One scenarios. |
|The Aim of today’s lessons is: |
|To take part in a one to one interaction and write it up. |
|Lessons outcomes: By the end of the lesson |
| |
|Taken part in a one to one interaction, role play |
|Assessed your communication skills. |
|Described the one to one interaction in a way you complete worksheet 5 |
Topics you will cover today:
• Take part in a one to one interaction. • How to write it up.
|Further work |Making notes your own way |
| |If you have your own way of making notes, E.G pictures, mind |
|If at any time during the lesson you finish your designated |maps, spider graphs etc please feel free to do so but make sure|
|work please feel free to ask me for more. |you let me know. I can make sure you are doing it ok. Use this |
| |sheet as a guideline. |
Putting learning into practice: One 2 One scenarios.
In order to pass this unit, and P5, you need to have taken part in a one to one interaction, describe it and assess your communication abilities; the last bit is only for the merits.
Step 1: Take Part in a One to One Role Play Activity
For this section you need to have taken part in a one to one interaction which is related to Health and Social Care, you have two options:
1) The first is to write about a interaction in one of your placements, such as when you were helping a service user.
2) Since a lot of people won’t have been on placement the second option is to pair up and does a role play of one of the scenarios below.
Guidelines for activity:
1) Choose one of the following scenarios for role play;
2) Take a few minutes to decide which one of you is going to play which role.
3) During the role play you will need to be able to respond to what the other person is saying as well as meet the needs of the service user you are caring for. 4) Take it in turn to play each character in the scenario.
5) You will need to rate each others communication skills on the sheet provided.
6) Once, you have done this, you will need to fill out a reflective log which will help you to evaluate your practice.
This will help you answer some of the merit questions in your assignment.
Step 2: Pick a One to One Role Play Activity
1) Mrs Smith has been waiting in casualty with her two year old son for two hours. The boy has a fever, is vomiting and is very upset. Mrs Smith is becoming increasingly agitated about the welfare of the child and stops you as you are just about to start your shift on the A&E reception. (Mrs Smith and the receptionist)
2) Mrs Bernstein suffers with dementia, and lives at the local retirement home you work at. She is very upset as she believes her handbag has been stolen. Her daughter accuses you of stealing it and demands an explanation. (Daughter and the care assistant)
3) Donnelley is waiting to see the consultant about his operation when he approaches you saying that he is worried that he won’t understand what he is saying as he doesn’t speak the same language. (Mr Donnelley and the nurse)
4) Billy is three years old and it is his first day at the nursery you work at. He is very upset that his mum has left him to go to work. (Billy and the nursery assistant)
5) Mrs Solomon is blind and is having difficulty feeding herself. (Mrs Solomon and the care worker)
Step 3: Do the one to one activity
This one is simple. You and your partner need to go off and conduct the one to one role play. Please note the tutor will be watching you so make sure you are visible.
Step 4: Assess your communication skills.
Now you have complete the one to one interaction you will notice you have a check list of communication skills with yes and no answers. Pass this to your partner and GET THEM TO COMPLETE THIS ABOUT YOU! You need this for the merit in assignment 2.
Please circle the appropriate answer
|Did they maintain eye contact with you when you were talking to |Yes |No |
|them? | | |
|Was their body language supportive? (were they open and |Yes |No |
|approachable or did they fidget/put their hands in their pocket and| | |
|seem uninterested) | | |
|Did they use any hand gestures to support what they were saying? |Yes |No |
|Did they use supportive touch? If so, was it appropriate? |Yes |No |
|Did they use proximity to let you know that they understood or |Yes |No |
|cared about the situation? If, so was it appropriate? (too close) | | |
|Did they reflect back what you had said to them and use listen |Yes |No |
|skills to understand what you were saying? | | |
|Was their tone of voice clear and easy to understand? |Yes |No |
|Did they contribute to the conversation with clarity and pace? |Yes |No |
|Did they respect what you were saying and take turns so that you |Yes |No |
|could have your say? | | |
Step 5: Complete the Worksheet…
Unit 1:
Worksheet 5 Part 1
Instructions
It is important you follow these instructions carefully. You must open up a new word document and put a header which includes your name, unit number, and worksheet number.
Write each of the questions below and type your answers below them.
When a tutor has looked over your answers you must print them off, complete a receipt and staple the answers to this sheet.
Task:
Think about your one to one interaction and answer the questions below.
1) Describe what your role play about make sure you describe all of the characters in it.
2) Describe the part that you played.
3) Provide a couple of examples of what was said.
4) What communication skills did you use effectively?
5) What communication skills did you not use so effectively?
|Lesson Number: 6 |Lesson Topic: Putting learning into practice. One 2 One scenarios. |
|The Aim of today’s lesson is: |
|To take part in a one to one interaction and write it up. |
|Lesson outcomes: By the end of the lesson |
| |
| |
|Taken part in a one to one interaction, role play |
| |
|Assessed your communication skills. |
| |
|Described the one to one interaction in a way you complete worksheet 5 |
Topics you will cover today:
• Take part in a one to one interaction. • How to write it up.
|Further work |Making notes your own way |
| |If you have your own way of making notes, E.G pictures, mind |
|If at any time during the lesson you finish your designated |maps, spider graphs etc please feel free to do so but make sure|
|work please feel free to ask me for more. |you let me know. I can make sure you are doing it ok. Use this |
| |sheet as a guideline. |
Putting Learning into Practice: Group Interactions.
In order to pass this unit, and P5, you need to have taken part in a group interaction, describe it and assess your communication abilities; the last bit is only for the merits.
Step 1: Take Part in a Group Discussion.
Firstly you will be put into groups of no more than four. Then you need to pick one of the topics below and discuss them. These topics have been chosen so they involve communication and are relevant to today’s lifestyle.
Discussion Topics
Electronic Message Mishaps.
How people misinterpreted messages sent electronically such as, e-mails, texts, Instant messages.
Sensory Impairment
The difficulties that arise when communicating with someone who lacks a sense and possible solutions.
Reading Between the Lines
Give some examples of body language and try and interoperate what it means. Have you ever got it wrong?
Guidelines for activity:
• You will need to read back through all of your notes and the information you researched and raise 5 relevant points during the discussion.
• During the discussion you will need to be able to respond to your peers by showing good listening skills as well as being able to expand and respond to what they are saying.
• Everyone in the group must contribute. If not they will have to do it again.
Step 2: Assess your Group Interaction.
Give this to the person to your left. They must complete the table below and assess your communication skills. This must be completed.
Please circle the appropriate answer
|Did they maintain eye contact with you when you were talking to |Yes |No |
|them? | | |
|Was their body language supportive? (were they open and |Yes |No |
|approachable or did they fidget/put their hands in their pocket and| | |
|seem uninterested) | | |
|Did they use any hand gestures to support what they were saying? |Yes |No |
|Did they use supportive touch? If so, was it appropriate? |Yes |No |
|Did they use proximity to let you know that they understood or |Yes |No |
|cared about the situation? If, so was it appropriate? (too close) | | |
|Did they reflect back what you had said to them and use listen |Yes |No |
|skills to understand what you were saying? | | |
|Was their tone of voice clear and easy to understand? |Yes |No |
|Did they contribute to the conversation with clarity and pace? |Yes |No |
|Did they respect what you were saying and take turns so that you |Yes |No |
|could have your say? | | |
Step 3: Complete your Worksheet
Unit 1:
Worksheet 5 Part 2
Instructions
It is important you follow these instructions carefully. You must open up a new word document and put a header which includes your name, unit number, and worksheet number.
Write each of the questions below and type your answers below them.
When a tutor has looked over your answers you must print them off, complete a receipt and staple the answers to this sheet.
Task:
Think about your group interaction and answer the questions below.
1) Describe what your topic was about; make sure you describe all of the points that were covered.
2) Describe the key points that you talked about.
3) Provide a couple of examples of what was said.
4) What communication skills did you use effectively?
5) What communication skills did you not use so effectively?
|Lesson Number: 7 & 8 |Lesson Topic: Preparation for the presentation |
|The Aim of today’s lesson is: To give you time to work on your presentations, ask the tutor for help and allow the tutor to offer feedback. |
| |
|Lesson outcomes: By the end of the lesson |
| |
|You will be able to demonstrate what points you have completed, what is left to do and that you can complete it. |
| |
| |
| |
| |
Topics you will cover today:
What do you need to do for your presentation?
When will you be doing your presentation?
What is your plan for completing this task?
What do you need to do next?
Feedback.
|Further work |Making notes your own way |
| |If you have your own way of making notes, E.G pictures, mind |
|If at any time during the lesson you finish your designated |maps, spider graphs etc please feel free to do so but make sure|
|work please feel free to ask me for more. |you let me know. I can make sure you are doing it ok. Use this |
| |sheet as a guideline. |
Assignment 2 (Presentation) Tips
To help you answer each of the criteria I have included a number of tips. These will give you an insight into what we are looking for.
Assignment 2: Part 1
M1: Assess the role of effective communication and interpersonal interaction in health and social care with reference to theories of communication.
To assess something is to weigh it up in detail. Here you need to tell me why it is important to use effective communication when dealing with service users, who can benefit from it and how would it help them. Make sure you give an example. This will show that you understand what was just written.
To get the final part “reference to theories of communication” you need to relate either the communication cycle or Tuckman’s theory back to your example.’ clearly showing how it fits.
M2: Review strategies used in health and social care environments to overcome barriers to effective communication and interpersonal interactions.
Previously we discussed strategies and how they help you overcome communication barriers. To meet this criterion you need to pick three strategies and tell me how likely they are to work with three service users. For example one strategy may work very well with a deaf person but not as effectively with a blind person.
Make sure you don’t write two or three lines for each. We are looking for detailed answers which justify your yes or no.
D1: Evaluate strategies used in health and social care environments to overcome barriers to effective communication and interpersonal interactions.
This is a slightly similar answer to M2 but this time you must evaluate the three strategies, say what is good or bad with them.
Stick with the three strategies you used in M2 and tell me what is good and bad about them. A few suggestions are below but you are required to do some research:
• They are cheap/expensive. • They work straight away/take a long time. • They take away the service users independence/ they give them independence.
Remember!!!
This is a distinction answer and a few lines will not do. We want detailed answers which clearly explain and elaborate. There must be examples which demonstrate your points and remember you need to do positive AND negative points in order to do a correct evaluation.
Assignment 2: Part 2
This part of the presentation relates to the one to one and group interactions you conducted earlier; and asks you to assess them.
M3: Assess their communication and interpersonal skills in relation to each interaction.
This is fairly simple. Directly after you did the one to one and the group interactions you got someone else to assess your communication skills, remember the yes and no boxes. All you are going to do is write these up clearly describing what you were good and bad at during each interaction.
D2: Evaluate factors that influence the effectiveness of each interactions.
You must now describe a total of 3 factors that influenced either the group or one to one interactions you were involved in; you should consider environmental and personal factors.
Remember factors can be positive and negative.
For each factor you identify, you should describe in detail how it affected your interaction giving clear examples.
The final thing you need to do is relate what you describe above to a theories of communication, ether communication cycle or Tuckman’s Theory.
|Lesson Number: 9 & 10 |Lesson Topic: Presentations |
|The Aim of today’s lesson is: |
|You will be given a slot where you will do your presentation and receive feedback from the tutor. |
|Lesson outcomes: By the end of the lesson |
|Completed your presentations and received constructive feedback. |
|If not conducting your presentation this week you must complete the designated task. |
Topics you will cover today:
Conduct presentation.
Receive feedback
Complete additional task if not doing your presentation this week.
|Further work |Making notes your own way |
| |If you have your own way of making notes, E.G pictures, mind |
|If at any time during the lesson you finish your designated |maps, spider graphs etc please feel free to do so but make sure|
|work please feel free to ask me for more. |you let me know. I can make sure you are doing it ok. Use this |
| |sheet as a guideline. |
|Lesson Number: 11 |Lesson Topic: Catch up lesson/Sign off on the Unit |
|The Aim of today’s lesson is: |
|This lesson is designed to allow a few things to happen. This includes signing any paper work, making sure everything is together, tutor to take|
|all work in, do last minute presentations and allow students to catch up. |
|Lesson outcomes: By the end of the lesson |
|You will have handed in your signed booklet and completed everything to at least pass criteria. |
| |
|You may have completed items to a merit or distinction standard. |
Topics you will cover today:
Signing any paper work
Making sure everything is together
Tutor to take all work in
Last minute presentations
Catch up.
|Further work |Making notes your own way |
| |If you have your own way of making notes, E.G pictures, mind |
|If at any time during the lesson you finish your designated |maps, spider graphs etc please feel free to do so but make sure|
|work please feel free to ask me for more. |you let me know. I can make sure you are doing it ok. Use this |
| |sheet as a guideline. |
Section 6 – Feedback Sheets for Assignment 1: Worksheet 1 - 5
A copy of all feedback sheets for assignment 1: worksheets 1 - 5 will be attached here for you to read. This needs to be kept safe and must be submitted at the end of the unit.
Section 6 – Feedback Sheets for Assignment 2: Presentation
A copy of all feedback sheets for assignment 2 will be attached here for you to read. This needs to be kept safe and must be submitted at the end of the unit.
Section 7 – Declaration
Please read the following statement.
I hereby state that the work completed in this booklet is entirely my own from research and study performed whilst at Doncaster College and I submit this course work for assessment. I have completed the activities throughout the booklet to the best of my ability, referenced any work and included it at the appropriate sections.
Signed……………………………………………………………………………………………..
Name………………………………………………………………………………………………
Date ………../……../………./……………..
Final Check List. Please Tick
|Completed Worksheet 1 and staple in the correct page of the booklet. | |
|Completed Worksheet 2 and staple in the correct page of the booklet. | |
|Completed Worksheet 3 and staple in the correct page of the booklet. | |
|Completed Worksheet 4 and staple in the correct page of the booklet. | |
|Completed Worksheet 5 and staple in the correct page of the booklet. | |
|Complete the presentation and staple a copy of the notes and slides to the correct page. | |
|Complete all sections of the booklet and sign the declaration | |
-----------------------
What criteria will this help you meet?
P1 “Explain the role of effective communication and interpersonal interaction in a health and social care context”
What criteria will this help you meet?
P2
“Discuss Theories of Communication”
What criteria will this help you meet?
P3
“Explain factors that may influence communication and interpersonal interactions in health and social care environment”
What criteria will this help you meet?
P4
“Explain strategies used in health and social care environments to overcome barriers to effective communication and interpersonal interaction”
What criteria will this help you meet?
P5
“Participate in a one to one interaction in a Health and Social Care setting”
What criteria will this help you meet?
P6
“Participate in a group interaction in a Health and Social Care setting”
References: Stretch, B. Whitehouse, B (2010) “Health and Social Care Level 3: Book 1”Essex. Pearson Education Limited.
Level 3 Year One.
Unit 1 – Developing Effective Communication in Health and Social Care Unit Booklet 2011-2012
Student Name:______________________________
Please Note:
You must keep this booklet safe. It is a requirement that, at the end of the unit, you will submit this booklet as evidence of your learning.
A second copy of this booklet will not be given so if you lose it you must reprint it at your own expense and complete every section again.
Contents
Page 3 – Section 1 Breakdown of the Unit
Page 6 – Section 2 Assignment Briefs, Rules and Deadline Dates
Page 7 - Section 3 Grade Tracking Sheet
Page 8 – Section 4 Unit Tutor Information
Page 9 – Section 5 Lesson Materials
• Introduction to the unit handouts and activities
• Theories of Communication and Reflective Listening
• Factors to influence Communication and strategies to overcome them.
• Factors and Barriers to communication and strategies to overcome them. Part 1
• Factors and Barriers to communication and strategies to overcome them. Part 2
• Putting learning into practice: one 2 one scenarios.
• Putting learning into practice: group scenarios.
Page 56 – Section 6 Feedback sheets.
Page 58 – Section 7 Declaration that this is your own work (needs signing before final submission.
Section 1 - Breakdown of the Unit
Aim and purpose
This unit aims to understand effective communication and the barriers that exist which stop communication and how to overcome these.
Learning outcomes
By completing this unit you should be able to demonstrate the following:
1. Understand effective communication and interpersonal interaction in health and social care.
2. Understand factors that influence communication and interpersonal interaction in health and social care environments.
3. Understand ways to overcome barriers in a health and social care environment.
4. Be able to communicate and interact effectively in a health and social care environment.
Unit introduction
The start of this unit will concentrate on helping you recognise what effective communication is and why it is important for professionals to use it. As the unit progresses we will be looking at some theories behind communication, barriers and what strategies can be used to overcome them.
At the end you will be asked to take part in a group interaction and a one to one interaction to assess your communication skills. Your results will be presented to the tutor as part of the final assessment.
Assessment
Please note the following:
• In order to gain an overall pass you must complete all the pass criteria
• In order to gain an overall merit you must complete all the pass criteria AND the merit criteria.
• In order to gain an overall distinction you must complete all the pass criteria AND the merit criteria AND the distinction criteria.
All of the assessment criteria have been divided into two separate assignments.
Assignment 1:
All of the pass criteria will be in assignment 1 and to gain this you must complete a series of worksheets which show your knowledge and understanding of that specific topic. These will be completed in class, and with a tutor present to provide feedback. Each worksheet needs typing up, printing and stapling to the correct section of this booklet.
Assignment 2:
The merit and distinction criteria have been placed into assignment 2. To meet these criteria you must demonstrate your knowledge of key topics via a presentation to the tutor. You will be given certain questions to answer in this presentation and all of them must be covered. This must include power point slides and handouts, a copy of which the tutor will collect in as evidence.
What you will be taught?
1 Understand effective communication and interpersonal interaction in health and social care
|Contexts: |one-to-one; groups, eg formal, informal, between colleagues, between professional and people using|
| |services, communication with professionals, multi-agency working, multi-professional working |
|Communication: |forms, eg text messaging, written, oral, signing, symbols, touch, music and drama, objects of |
| |reference, arts and crafts, technology |
|Interpersonal interaction: |types, eg speech, language (first language, dialect, slang, jargon), non-verbal (posture, facial |
| |expression, touch, silence, proximity, reflective listening) |
|Communication and language |the individual’s preferred method of communication, eg language, British Sign Language, Makaton, |
|needs and preferences: |Braille, the use of signs, symbols, pictures and writing; objects of reference, finger spelling, |
| |communication passports, human and technological aids to communication, variation between cultures|
2 Understand factors that influence communication and interpersonal interaction in health and social care environments
|Theories of communication: |Argyle’s stages of the communication cycle (ideas occur, message coded, message sent, message |
| |received, message decoded, message understood); Tuckman’s stages of group interaction (forming, |
| |storming, norming, performing) |
|Environment: |factors, eg setting, noise, seating, lighting, space, time |
|Barriers: |factors, eg type of communication (difficult, complex, sensitive), language needs/preferences, |
| |sensory impairment, disability, personality, self-esteem, anxiety, depression, aggression, |
| |submissiveness, assumptions, value and belief systems, jargon, cultural variations, use and abuse |
| |of power, effects of alcohol/drugs |
3 Understand ways to overcome barriers in a health and social care environment
|Communication and |possible strategies, eg staff training, assessment of need, using preferred method, promoting |
|interpersonal interaction: |rights, confidentiality, defusing aggression, assertiveness, appropriate verbal/ non-verbal |
| |communication, building relationships, appropriate environment, attitude, confidence |
|Aids to communication: |human (advocates, interpreters, translators, signers, mentors, befrienders), technological aids |
| |(hearing aids, text phones, minicom, voice activated software, relay systems, loop systems) |
4 Be able to communicate and interact effectively in a health and social care environment
|Contexts: |formal; one-to-one; group; with people using services; with professionals/colleagues |
|Communication skills: |verbal and non-verbal, eg listening and responding, tone, pace, language, appropriate environment, |
| |proximity, clarifying or repeating, questioning, responding to difficult situations, defusing anger |
|Effectiveness: |group and one-to one situations, eg awareness of needs and preferences, interpersonal skills, |
| |attitudes, overcoming barriers, adjusting interactions, assertiveness |
Section 2 – Assignment Briefs, Rules and Submission Dates
General Course Rules
• All assignments MUST be completed on a computer, using a suitable size 12 Arial or Comic Sans and be 1.5 or double line spaced. • All work submitted MUST have a header stating learner name, course title, unit number and name and tutor name. • The criteria being addressed MUST be clearly identified. • EVERY source of information or picture MUST be referenced. • All Assignments must be submitted in a single poly pocket WITH the assignment brief included. • All assignments MUST be submitted with a receipt which must be singed and dated by the student and tutor.
Unit Specific Rules
Assignment 1 is a series of worksheets which are included after each topic materials. For this you must:
• Type up all worksheets on a computer using the standards mentioned above, font style, size, 1.5 and header.
• This must be completed during the lesson time and in the presence of a tutor to stop copying.
• Worksheets must be printed off and stapled to the correct page in this booklet.
Assignment 2 is a presentation to the tutor. For this you must:
• Submit a copy of all your notes, either hand written or typed.
• Attend the allotted time for your presentation.
Section 3 - Grade Tracking Sheet
Below is a tracking sheet which has been included to allow you to stay up to date with what you have completed and it is very simple to use; simply put a tick in the empty box when you have completed that section.
To complete assignment 1 you must get Pass 1 (P1), Pass 2 (P2), Pass 3 (P3), Pass 4 (P4), Pass 5 (P5) and Pass 6 (P6)
• In order to get P1 to P4 you must complete worksheets 1 – 4 • In order to get P5 & P6 you must complete worksheet 5
To complete assignment 2 you must get Merit 1 (M1), Merit 2 (M2), Merit 3 (M3), Distinction 1 (D1) and Distinction 2 (D2).
• In order to get M1, M2, M3, D1 and D2 you must prepare and complete a presentation to your tutor which must demonstrate your understanding of the topic.
| |Assignment 2 |
|Assignment 1 | |
|P1 |P2 |P3 |P4 |P5 |P6 |
| | |
|The Aim of today’s lesson is: |
|To introduce you to the class, your new teacher and the module as well as providing you with an understanding of what communication is and the |
|different types. |
|Lesson outcomes: By the end of the lesson |
|You can correctly explain at least four types of communication and relate them to health and social care examples. |
| |
|You will be able to identify at least two ways of improving the “bad” example answer. |
Topics you will cover today:
What is communication?
Different forms of communication via TV clips
The different types of communication used in everyday life and relating to health and social care context.
How to correctly write a pass answer.
|Further work |Making notes your own way |
| |If you have your own way of making notes, E.G pictures, mind |
|If at any time during the lesson you finish your designated |maps, spider graphs etc please feel free to do so but make sure|
|work please feel free to ask me for more. |you let me know. I can make sure you are doing it ok. Use this |
| |sheet as a guideline. |
What is Communication?
Obviously a large section of this module is looking at the different types of communication and how they can be used effectively. This next task is designed to help you identify the different ways in which we communicate.
Activity: Get into pairs. For each of the scenarios below you need to point out what ways the people would communicate to each other. Think of things like the use of slang or not, is it formal, what we wear, how we say things and what environment they would be in
1) John is having a meeting with three members of management.
2) Gemma is hanging out with her friend
3) Ash is at work at a nursing home.
4) Karen and her friends are doing a summer job painting houses.
Examples of the ways we Communicate.
Now we are going to show you three video clips, each one looks at a specific form of communication.
Activity: You need to watch each of these and identify what type of communication is being demonstrated and how?
Use the space below to make any notes as these can used as examples in your assignments/worksheets
Video 1 – Carlsberg Advert “Walk in Fridge”
Link: http://www.youtube.com/watch?v=B9oy9Kl3ROw
What type of communication is being used and how?
Video 2 – Fosters Advert “Space Invader”
Link: http://www.youtube.com/watch?v=TeBcQk9JMHM&feature=relmfu
What type of communication is being used and how?
Video 3 – “Psychologist analysis of a person on trial”
Link: http://www.youtube.com/user/bodylanguageexpert?blend=7&ob=5
What type of communication is being used and how?
Let’s Test your Communication Skills.
Activity: This task will help you identify your own methods of communication. Complete it step by step.
1) First you need to get into pairs and have a conversation about anything you want. Yes anything! 2) Use the table below to score yourself on a scale of 1 to 10 for each items below. 1-10, 1 being appropriate, 10 being not at all appropriate. 3) Now use the second sheet to score the other person on the same items, again 1-10. 4) Swop over and compare what you scored yourself and what they scored you as
Score yourself
|Communication skills |Score and Notes |
|Listening | |
|Responding | |
|Tone | |
|Pace | |
|Language | |
|Eye contact | |
|Proximity | |
|Clarifying or repeating | |
|Questioning | |
|Gestures | |
T4
PTO (Please Turn Over) and score the other person
|Communication skills |Score and Notes |
|Listening | |
|Responding | |
|Tone | |
|Pace | |
|Language | |
|Eye contact | |
|Proximity | |
|Clarifying or repeating | |
|Questioning | |
|Gestures | |
Now let’s Coronation Street
Talking to a friend is one thing but how would this be applied in real(ish) life situations? Let’s have a go.
Activity: Now you are going to watch some clips from tv soaps. There will be no volume and you need to identify what is going on and write a brief idea below. Good Luck!
Link:http://www.youtube.com/watch?v=b86xx3oMTRc&feature=youtube_gdata_player
What is going on in this clip?
Types of Communication
There are many different types of communication in society today. Some date back hundreds of years, such as a letter, while some are only recent, instant messaging like MSN.
Activity: You will be put into groups of three with a large piece of paper and pens. Your task is to identify as many types of communication that you can think of. Write your suggestions on the big paper and we will discuss in class.
DO NOT FILL IN THIS TABLE UNTIL WE HAVE DISCUSSED YOUR ANSWERS! WE WILL DO THIS AS A CLASS.
|Types of communication |Description |Example |
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Now how do you write a PASS answer?
The importance of PEE!
Its ok knowing the information however being able to write it as an answer is another thing, using PEE answer the question below.
Make your Point.
Explain it.
Provide and Example or Elaborate on your points.
Below is an example of a great pass answer and a bad one.
Question:
Describe one important factor which influences communication.
Answer 1:
One important factor which can influence communication is background noise. This can make it hard for the person who is listening to understand what is being said because the background noise is too loud or disturbing. An example of this is a Nurse misunderstanding what a Doctor has just said to do because there was a fight in the reception.
Answer 2:
A factor is background noise such as music. Nurses can’t hear Doctors when there is something going on in the background.
Which one is the better answer?
Why is it better?
Question: Describe one type of communication.
Language and Communication
Everywhere we go we are surrounded by a massive variety of different languages. Instantly we think of people from different countries, English, Polish, German, but what about people from different areas of one country? Also there is a language difference between a person of 80 and person of 16. This is called accent and dialect.
Quick Warm up Activity: Read the example of language differences below and use the box below it to describe what these are two very different languages? Make NOTES!
Service User: “I ‘ave to look after me mum like an’ she’s playing up, an’ I can’t do it with more help like.
Professional: “You would be entitled to an assessment under the section 1 of the carers Recognition and Services Act 1995. Normally a personal is assessed under section 47 of the NHSCCA 1990. Has your mother had a section 47 assessment?”
Service User: “So can you help me or not?”
Questions: Why are these two very different languages?
Different Accents and Dialects in the UK
Activity: How do they say this in other parts of the UK?
Below is a table and it is your job to use the websites and find the translations for the following terms.
• For the Yorkshire translations visit this site and find them in the list. http://www.bbc.co.uk/northyorkshire/voices2005/glossary/glossary.shtml • For the Scouse and Brummie translations visit the address, click the appropriate translator on the left, type it in and click translate. http://www.whoohoo.co.uk/main.asp
|Term |Yorkshire |Scouse |Brummie |
| | | | |
|Hello | | | |
| | | | |
|Messing about | | | |
| | | | |
|Stupid | | | |
| | | | |
|Starving | | | |
| | | | |
|The boss | | | |
| | | | |
|It 'll be alright | | | |
| | | | |
|Moody | | | |
| | | | |
|Child | | | |
Unit 1:
Worksheet 1
Instructions
It is important you follow these instructions carefully. You must open up a new word document and put a header which includes your name, unit number, and worksheet number.
Write each of the questions below and type your answers below them.
When a tutor has looked over your answers you must print them off, complete a receipt and staple the answers to this sheet.
Task:
You are the new trainer at a care home. One of your first jobs is to create a training booklet explaining to the employees why it is important to use effective communication and interpersonal interaction when dealing with the service user.
To complete this worksheet you must:
• Describe at least 4 types of communication (remember PEE).
• When describing your example of communication you need to make sure you tell me why it helped that situation.
|Lesson Number: 2 |Lesson Topic: Theories of Communication and Reflective Listening. |
|The Aim of today’s lesson is: Explain the two theories of communication, reflective listening and relate them to health and social care. |
| |
|Lesson outcomes: By the end of the lessons, |
|. |
|Identify and describe the two theories of communication. |
| |
|Relate each theory, and its specific stages, to a scenario discussing why it would help communication. |
| |
|Identify how a group of students relate to specific stages of Tuckman’s theory of communication |
| |
|Explain the importance of Reflective Practice in two Health and Social Care case studies. |
| |
Topics you will cover today:
Theories of communication which includes:
• The Communication Cycle
• Tuckman’s Theory of Communication
• Reflective Communication.
• Worksheet 2
|Further work |Making notes your own way |
| |If you have your own way of making notes, E.G pictures, mind |
|If at any time during the lesson you finish your designated |maps, spider graphs etc please feel free to do so but make sure|
|work please feel free to ask me for more. |you let me know. I can make sure you are doing it ok. Use this |
| |sheet as a guideline. |
Theories of Communication
As mentioned previously, effective communication is a two way process. Both parties need to check their ideas have been understood by the other person and their communication has been correctly interpreted.
For example: A boy approaches a girl and asks if she would like a drink and she thinks he means a date and says sure. It turns out he was asking if she would like him to pass her a bottle of water.
In this lesson we will be looking at two theories of communication:
• The Communication Cycle. • Tuckman’s Theory of Group communication.
Theory Number 1: The Communication Cycle
Before we go into this theory I want us to take part in an activity that will help us understand it.
Activity: Hidey-Boo
Get into pairs and have a conversation. However one of you will cover certain parts of your face with a piece of paper. Start off by covering from your nose up, then from the nose down. Both people have a go at this and answer the following.
1. Did you find it difficult to understand the person when they were coving their face?
2. Which was more difficult to understand, covering eyes or mouth?
3. Why did you find this task difficult?
This is why you found it difficult: The Communication Cycle explained.
Michael Argyle (1972) said that interpersonal communication was a skill that can be learned, just like driving.
To aid this he created a communication cycle in which people can repeat until they become effective at communicating. We shall discuss each stage and you can add the example as we go along.
|Stage Name |Description |Everyday Example |
| |You have an idea that you want to communicate. |Jess wants to ask Anna something however she is in the |
|An Idea Occurs: | |other room. |
| |You think through how you are going to say what you are thinking. | |
|Message coded: |You put your thoughts into language or into some other code such | |
| |as sign language. | |
| |You speak, or perhaps you sign or write, or send your message in | |
|Message Sent: |some other way. | |
| |The other person has to sense your message – they hear your words | |
|Message Received: |or see your symbols. | |
| |The other person has to interpret/ ‘decode’ your message (i.e. | |
|Message Decoded: |what you have said). This is not always easy, as the other person | |
| |will make assumptions about your words and body language. | |
| |If all goes well then your ideas will be understood but this does | |
|Message Understood: |not always happen first time. | |
Let’s put the Communication Cycle into practice.
Activity: Who am I?
In your pairs you need to take a post it note and write down a famous person on it. Stick the post it on the other person’s forehead.
DON’T LET THE OTHER PERSON SEE THE NAME!!
The other person needs to guess what name is written on the post it by asking you questions. When you both have had a go at this you need to answer the questions below.
1. What could the other person not do when trying to get you to identify the name?
2. Which stage of the communication cycle was being blocked here?
3. What did the other person say or do which helped you decide?
4. How does this relate to stage 2 “message encoded” and stage 6 “message understood” or the communication cycle?
Theory Number 2: Tuckman’s theory. Forming - Storming - Norming – Performing
Tuckman 's theory focuses on the way a group of people work to become a team. An example of this includes when a group of strangers are put into groups and asked to complete a task. What stages do they go through in order to get the task completed?
|Stage Name | |
| |Description |
|Forming |The team is assembled and the task is allocated. |
| |Team members tend to behave independently and although goodwill may exist they do not know each other well enough to |
| |unconditionally trust one another. |
| |Time is spent planning, collecting information and bonding. |
|Storming |The team starts to address the task suggesting ideas. Different ideas may compete for ascendancy and if badly managed this phase|
| |can be very destructive for the team. |
| |Relationships between team members will be made or broken in this phase and some may never recover. |
|Norming |This tends to be a move towards harmonious working practices with teams agreeing on the rules and values by which they operate. |
| |In the ideal situation teams begin to trust themselves during this phase as they accept the vital contribution of each member to|
| |the team. |
|Performing |Not all teams make it to the Performing phase, which is essentially an era of high performance. |
| |Performing teams are identified by high levels if independence, motivation, knowledge and competence. |
| |Decision making is collaborative and dissent is expected and encouraged as there will be a high level of respect in the |
| |communication between team members. |
Activity: One group of people will be given a problem to solve. The rest of the class must watch this happening and identify any of the stages from above. Write any notes below.
Write notes here.
Better Communication through Reflective Listening
Listening is just as important as communicating, but only if it is done in an appropriate way. Reflective listening is where your body language and reaction reflect the person you are talking to topic. For example if someone is upset and crying you won’t act happy and jump around, you lower your tone of voice, shoulders and be sympathetic.
Activity: Read the activity below and answer the questions to find out more.
“Sarah is unemployed and is looking for work in a specialised field. She looks worried and says “I don’t know what to do. I keep looking for work and going for interviews but I never get a job offer.”
Given that you know nothing about the kind of job she is looking for, how can you respond in a skilled way?
Choose one of the choices below and discuss the question following.
1. Try and reassure her, e.g. “I’m sure you will get the job”
2. Offer advice, e.g. “why don’t you go see a careers adviser”
3. repeat what was said, e.g., “You never get a job”
4. Reflecting the other person’s message, e.g. “It must be worrying when you can’t get a job”
A Case Study which shows good Reflective Communication:
Karen is talking to Jasmine, whose partner has just died,
Please turn over for the conversation!!
Jasmine – “I can’t believe it. I don’t know how I’m going to cope on my own, I can’t sleep or eat”
Karen – “You must feel awful, it must have been a terrible shock”
Jasmine – “I’ll say it was – I just feel so anxious. I know I won’t be able to cope.”
Karen – “Can you tell me a little about your life together?”
In this brief example there is no helpful advice Karen can offer. Karen is careful to reflect back what Jasmine has said. This results in a communication cycle in which Jasmine can begin to share her feelings.
1) Why is it important for Karen to reflect back what they have understood from the conversation?
2) What might have happened if Karen just said “don’t worry you will better soon, time heals all things”
3) How can understanding the communication cycle help professionals in similar health and social care settings?
Referencing:
Team Building Company (2011) “more on forming, storming, norming and performing” URL http://www.teambuilding.co.uk/more_forming_storming_norming_performing.html accessed on 07/07/2011
Unit 1:
Worksheet 2
Instructions
It is important you follow these instructions carefully. You must open up a new word document and put a header which includes your name, unit number, and worksheet number.
Write each of the questions below and type your answers below them.
When a tutor has looked over your answers you must print them off, complete a receipt and staple the answers to this sheet.
There are two tasks to this worksheet!
Task 1:
Scenario 1:
A patient has entered the hospital and needs urgent attention. The doctors and nurses rush to him and soon realise he is deaf. This is a major problem as the communication cycle is broken as they can’t understand what the deaf person is trying to communicate. 1.
A. Provide a diagram which identifies and describes all the stages of the communication cycle. This can be done on pc or hand written.
B. Look at scenario 1. What could the doctors, patients and nurses do in order to complete the communication cycle so everyone understands each other. Make sure you name each stage and say how it has improved communication.
For example, to aid stage 4 “message received” the patient could write on a piece of paper, or the doctors could get a translator in. However the translator would take a while to reach them causing the patient more pain and distress. Therefore the writing on a piece of paper may be the best option.
Task 2:
Scenario 2:
Mr Jones is currently waiting for his treatment. Sadly he is being held up because the professionals can’t decide on the best course of action. The Psychologists want therapy, the Surgeons want to cut him open and the doctors want to give him medication. This is causing massive delays.
2.
A. Provide a diagram which identifies and describes all the stages of Tuckman’s theory of Communication. This can be done on pc or hand written.
B. Look at scenario 2. Using Tuckman’s theory can you suggest how the Psychologists, Doctors and Surgeons would progress if they started to work together? Make sure you refer to each of the four stages in your answer.
For example, in the storming stage the professionals would clearly and accurately pitch their suggestions. It is important that they come to an agreement and form a good working relationship and do not focus on one suggestion for too long as this would delay the patient further.
|Lesson Number: 3 |Lesson Topic: factors to influence Communication and strategies to overcome |
| |them. |
|The Aim of today’s lessons is: |
| |
|Introduce you to the factors and barriers which affect communication and discuss possible strategies which help people overcome them. |
|Lessons outcomes: By the end of the lessons |
| |
|You will be able to describe the difference between a factor and a barrier. |
| |
|You can describe at least three types of factors and complete the table describing how they improve communication and decrease it. |
| |
|You will be able to identify and explain at least three factors which are affecting Mr Singe within the case study. |
| |
|You can complete worksheet 3, print it off and staple it into your booklet. |
| |
Topics you will cover today:
• What are barrier and factors? • Factors which affection communication • Potential Strategies to overcome these factors.
|Further work |Making notes your own way |
| |If you have your own way of making notes, E.G pictures, mind |
|If at any time during the lesson you finish your designated |maps, spider graphs etc please feel free to do so but make sure|
|work please feel free to ask me for more. |you let me know. I can make sure you are doing it ok. Use this |
| |sheet as a guideline. |
Factors and Barriers that affect Communication: Part 1
Factors Are:
Barriers Are:
An example of a factor is:
Environmental Factors
When you are trying to communicate with someone there are a number of things (factors) which can make communication better or worse. Such as:
1) The room being too hot so you get sleepy.
2) Music being on too loud so you can’t hear the other person
Activity:
On the next page is a table which identifies the five key factors which influence communication.
1) As a class we will describe each factor so you have an understanding of it.
1) Get into small groups and say how each factor could improve and decrease communication. Write your comments below, one example has been done for you.
|Factor |Way it improves |Way it decreases |
| | | |
| | | |
|Physical Environment | | |
| | | |
| | | |
| |The person is very outgoing which makes them very talkative. |The person is very shy and not confident at joining in, or |
| | |starting, conversations. |
|Emotional Factors | | |
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|Social Factors | | |
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|Communication Skills | | |
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|Individual Needs | | |
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Activity:
Let’s see if you have learned and relate it too real life.
Below is a case study. You must read it and identify and explain the following:
1) What environmental factors influenced this communication? 2) How would you overcome it?
You are observing a multi-disciplinary team (MDT) meeting where Mrs Singh is due to be discharged home following major bowel surgery. Present at the meeting are Mrs Singh and her husband, the ward nurse, the district nurse, the social worker, the doctor, a physiotherapist, a dietician and an occupational therapist. The meeting is to organise a discharge package for Mrs Singh and is held in the ward day room at lunchtime. The MDT are all seated around the table on high chairs whilst Mrs Singh and her husband are sitting in lower ‘patient’ chairs. Mrs Singh and her husband speak minimal English. There is a lot of background noise from the ward and the light in the day room is flickering. The ward nurse begins the meeting and has to raise her voice to be heard over the environmental noise. She appears rather aggressive. The MDT begin to discuss Mrs Singh and use a lot of medical terminology. The conversation speeds up as time is limited and the doctor needs to leave imminently and does not appear interested. You notice that Mrs Singh and her husband look slightly bewildered and are nodding their heads intermittently.
Eventually the MDT agree on the care package that they deem to be appropriate and ask Mrs Singh and her husband to agree to it. They thank the MDT and leave looking extremely confused.
What factors can you see? Make sure you say how they are influencing him.
Overcoming Factors and Barriers that affect Communication: Part 1
Activity: In groups look at your answers to the case study of Mr Singh and tell me how would you overcome these factors? Try and think of range of possible solutions for each factor which is influencing him.
Write your notes in the space below:
For example:
He is finding it hard to hear because of the noise levels in ward. To solve this they could be taken to a private room to get away from noise and allow them to hear everything which has been said. Another solution is to speak much slower and use more body language. This will allow them to hear each word pronounced and the body language will help them make sense of what they are saying.
References
Stretch, B. Whitehouse, B (2010) “Health and Social Care Level 3: Book 1”Essex. Pearson Education Limited.
Unit 1:
Worksheet 3
Instructions
It is important you follow these instructions carefully. You must open up a new word document and put a header which includes your name, unit number, and worksheet number.
Write each of the questions below and type your answers below them.
When a tutor has looked over your answers you must print them off, complete a receipt and staple the answers to this sheet.
Task:
Below is a scenario of a service user that is having trouble communicating with other people. To complete this task you must read this scenario and answer the question below it.
Case Study:
“Samir is six years old and attends Happy Valley Special School. He is partially sighted and has a learning disability. Samir’s first language is Urdu, and he struggles with English. He has access to verbal communication but he is not able to ‘read’ some non-verbal communication because he cannot see facial expressions unless he is very close to the person. As a result he often appears withdrawn, and people consider him to be antisocial”
1) Identify and describe at least four factors which have influenced Samir’s ability to be communicative. Remember to make your point, explain it and give an example. Also factors can affect him positively and negatively.
|Lesson Number: 4 |Lesson Topic: Barriers to communication and strategies to overcome them. |
|The Aim of today’s lesson is: |
|To continue from last week and discuss barriers to communication and strategies to overcome them in more details. |
|Lessons outcome: By the end of the lessons |
| |
|You can identify and describe barriers to communication in at least two of the scenarios. |
| |
|You can identify and describe barriers to communication in at least one of the three categories. |
| |
|Identify at strategies for overcoming at least six of the barriers. |
| |
|You can complete worksheet 4. |
Topics you will cover today:
• Barriers to communication. • Types of barriers to communication. • Strategies to overcome these barriers. • Worksheet 4
|Further work |Making notes your own way |
| |If you have your own way of making notes, E.G pictures, mind |
|If at any time during the lesson you finish your designated |maps, spider graphs etc please feel free to do so but make sure|
|work please feel free to ask me for more. |you let me know. I can make sure you are doing it ok. Use this |
| |sheet as a guideline. |
Factors and Barriers that affect Communication: Part 2
Barriers to Communication
Communication can also be stopped dead in the water. This is what barriers do, stop things, just like a road barrier stopping you driving down a road. An example of a barrier to communication is the person being in another room. A strategy to get over this is to text or call them.
Activity: Let’s think of some every day examples of barriers.
Below are some very basic examples of everyday occurrences. What you need to do is get into groups of three and write down the obvious barriers which stop these people from communicating with each other.
Scenario 1: Jess arranges to meet her friend in a popular and overcrowded night club.
Scenario 2: Mark and James are in a three hour lesson.
Scenario 3: Angie is driving to work and spots, notices that a fellow motorist has excessive smoke coming out of the car.
The Three Types of Barriers.
Every type of barrier to communication can fall within one of the following three.
1) The Communication is not received by the other person. a. E.G they are in another room and can not see or hear you.
2) The Communication is received by the other person but not understood. a. E.G someone tries speaking to you in another language.
3) The persons understanding of the communication is distorted. a. The person receiving the message suffers from depression and twists the meaning of what has been said into something negative.
Activity: Below is a table containing the three types of barriers. Your task is to identify examples for each of them. One has been given as an example. You will be asked as groups to explain your answers.
|Type of Barrier |Examples |
| | |
| | |
|Communication is not received. | |
| | |
| | |
| | |
|Communication is received but not understood. | |
| | |
| | |
| | |
| | |
| | |
| | |
|The persons understanding of the communication is | |
|distorted. | |
| | |
| | |
| | |
Overcoming Factors and Barriers that affect Communication: Part 2
Last week we got you thinking about a number or strategies to help get around factors that influence communication. This week we are going to look at strategies which help stop barriers.
Before we look at some specific barriers, done in the pc room, I want to see how you would get around the following barriers.
Activity: You will be put into groups of three. For each of the barriers listed below you need to consider possible strategies for overcoming it.
|Type of barrier |Possible strategies |
|Service user suffers from a sensory impairment,| |
|e.g. deaf. | |
|The service user has low self-esteem and is | |
|depressed. | |
|The individual is stressed (anxiety attacks) | |
|The service user is being aggression to | |
|yourself. | |
|They assume that you are useless because of | |
|your gender. | |
|A doctors tried to explain a problem but they | |
|are using to much jargon. | |
|Your boss is abusing their power and making you| |
|do jobs which you are not meant to do. | |
|The service user is under the influence of | |
|alcohol or drugs | |
Key Strategies in Health and Social Care.
Below are three main strategies for aiding communication in Health and Social Care. Each one of these has its own example. We will briefly discuss these but you need to research them in more detail.
Improving communication and interpersonal Interaction
1)
2)
3)
4)
Aids to communication
1)
2)
3)
4)
Technological Aids
1)
2)
3)
4)
Research Task
Activity: Now you have learned about each of the strategies it is important that you research them further. Complete each of the tasks below to show you understand the information.
Task 1 – Technological aids to Communication
Below are three alternative forms of communication. Your first task is to use the websites below and research a basic idea for each of these.
Make sure you say, what are they? how do they work? And give an example?
Makaton – www.makaton.org
Braille – www.brailleplus.net
Task 2 – Technological Aids to Communication
You need to answer the questions below making sure you describe your answers.
1) On a pc what built in software is there to help disabled people? TIP go to start menu, all programmes, accessories, accessibility.
2) What forms of communication could help a person who is hard of hearing?
Task 3 – Human aids to Communication
Use your PC’s and research the following job roles. For each one give me a basic description of what they do and what kind of service users they work with.
Befriended.
Translator.
Counsellor.
Unit 1:
Worksheet 4
Instructions
It is important you follow these instructions carefully. You must open up a new word document and put a header which includes your name, unit number, and worksheet number.
Write each of the questions below and type your answers below them.
When a tutor has looked over your answers you must print them off, complete a receipt and staple the answers to this sheet.
Task:
Below is the same scenario that you used in worksheet 3. To complete this task you must read this scenario and answer the question below it.
Case Study:
“Samir is six years old and attends Happy Valley Special School. He is partially sighted and has a learning disability. Samir’s first language is Urdu, and he struggles with English. He has access to verbal communication but he is not able to ‘read’ some non-verbal communication because he cannot see facial expressions unless he is very close to the person. As a result he often appears withdrawn, and people consider him to be antisocial”
1) You have already explained the potential factors. Now you need to explain possible strategies that could be used to stop these factors and improve Samir’s ability to communicate. Remember to say why they would help him and provide an example.
|Lesson Number: 5 |Lesson Topic: Putting learning into practice. One 2 One scenarios. |
|The Aim of today’s lessons is: |
|To take part in a one to one interaction and write it up. |
|Lessons outcomes: By the end of the lesson |
| |
|Taken part in a one to one interaction, role play |
|Assessed your communication skills. |
|Described the one to one interaction in a way you complete worksheet 5 |
Topics you will cover today:
• Take part in a one to one interaction. • How to write it up.
|Further work |Making notes your own way |
| |If you have your own way of making notes, E.G pictures, mind |
|If at any time during the lesson you finish your designated |maps, spider graphs etc please feel free to do so but make sure|
|work please feel free to ask me for more. |you let me know. I can make sure you are doing it ok. Use this |
| |sheet as a guideline. |
Putting learning into practice: One 2 One scenarios.
In order to pass this unit, and P5, you need to have taken part in a one to one interaction, describe it and assess your communication abilities; the last bit is only for the merits.
Step 1: Take Part in a One to One Role Play Activity
For this section you need to have taken part in a one to one interaction which is related to Health and Social Care, you have two options:
1) The first is to write about a interaction in one of your placements, such as when you were helping a service user.
2) Since a lot of people won’t have been on placement the second option is to pair up and does a role play of one of the scenarios below.
Guidelines for activity:
1) Choose one of the following scenarios for role play;
2) Take a few minutes to decide which one of you is going to play which role.
3) During the role play you will need to be able to respond to what the other person is saying as well as meet the needs of the service user you are caring for. 4) Take it in turn to play each character in the scenario.
5) You will need to rate each others communication skills on the sheet provided.
6) Once, you have done this, you will need to fill out a reflective log which will help you to evaluate your practice.
This will help you answer some of the merit questions in your assignment.
Step 2: Pick a One to One Role Play Activity
1) Mrs Smith has been waiting in casualty with her two year old son for two hours. The boy has a fever, is vomiting and is very upset. Mrs Smith is becoming increasingly agitated about the welfare of the child and stops you as you are just about to start your shift on the A&E reception. (Mrs Smith and the receptionist)
2) Mrs Bernstein suffers with dementia, and lives at the local retirement home you work at. She is very upset as she believes her handbag has been stolen. Her daughter accuses you of stealing it and demands an explanation. (Daughter and the care assistant)
3) Donnelley is waiting to see the consultant about his operation when he approaches you saying that he is worried that he won’t understand what he is saying as he doesn’t speak the same language. (Mr Donnelley and the nurse)
4) Billy is three years old and it is his first day at the nursery you work at. He is very upset that his mum has left him to go to work. (Billy and the nursery assistant)
5) Mrs Solomon is blind and is having difficulty feeding herself. (Mrs Solomon and the care worker)
Step 3: Do the one to one activity
This one is simple. You and your partner need to go off and conduct the one to one role play. Please note the tutor will be watching you so make sure you are visible.
Step 4: Assess your communication skills.
Now you have complete the one to one interaction you will notice you have a check list of communication skills with yes and no answers. Pass this to your partner and GET THEM TO COMPLETE THIS ABOUT YOU! You need this for the merit in assignment 2.
Please circle the appropriate answer
|Did they maintain eye contact with you when you were talking to |Yes |No |
|them? | | |
|Was their body language supportive? (were they open and |Yes |No |
|approachable or did they fidget/put their hands in their pocket and| | |
|seem uninterested) | | |
|Did they use any hand gestures to support what they were saying? |Yes |No |
|Did they use supportive touch? If so, was it appropriate? |Yes |No |
|Did they use proximity to let you know that they understood or |Yes |No |
|cared about the situation? If, so was it appropriate? (too close) | | |
|Did they reflect back what you had said to them and use listen |Yes |No |
|skills to understand what you were saying? | | |
|Was their tone of voice clear and easy to understand? |Yes |No |
|Did they contribute to the conversation with clarity and pace? |Yes |No |
|Did they respect what you were saying and take turns so that you |Yes |No |
|could have your say? | | |
Step 5: Complete the Worksheet…
Unit 1:
Worksheet 5 Part 1
Instructions
It is important you follow these instructions carefully. You must open up a new word document and put a header which includes your name, unit number, and worksheet number.
Write each of the questions below and type your answers below them.
When a tutor has looked over your answers you must print them off, complete a receipt and staple the answers to this sheet.
Task:
Think about your one to one interaction and answer the questions below.
1) Describe what your role play about make sure you describe all of the characters in it.
2) Describe the part that you played.
3) Provide a couple of examples of what was said.
4) What communication skills did you use effectively?
5) What communication skills did you not use so effectively?
|Lesson Number: 6 |Lesson Topic: Putting learning into practice. One 2 One scenarios. |
|The Aim of today’s lesson is: |
|To take part in a one to one interaction and write it up. |
|Lesson outcomes: By the end of the lesson |
| |
| |
|Taken part in a one to one interaction, role play |
| |
|Assessed your communication skills. |
| |
|Described the one to one interaction in a way you complete worksheet 5 |
Topics you will cover today:
• Take part in a one to one interaction. • How to write it up.
|Further work |Making notes your own way |
| |If you have your own way of making notes, E.G pictures, mind |
|If at any time during the lesson you finish your designated |maps, spider graphs etc please feel free to do so but make sure|
|work please feel free to ask me for more. |you let me know. I can make sure you are doing it ok. Use this |
| |sheet as a guideline. |
Putting Learning into Practice: Group Interactions.
In order to pass this unit, and P5, you need to have taken part in a group interaction, describe it and assess your communication abilities; the last bit is only for the merits.
Step 1: Take Part in a Group Discussion.
Firstly you will be put into groups of no more than four. Then you need to pick one of the topics below and discuss them. These topics have been chosen so they involve communication and are relevant to today’s lifestyle.
Discussion Topics
Electronic Message Mishaps.
How people misinterpreted messages sent electronically such as, e-mails, texts, Instant messages.
Sensory Impairment
The difficulties that arise when communicating with someone who lacks a sense and possible solutions.
Reading Between the Lines
Give some examples of body language and try and interoperate what it means. Have you ever got it wrong?
Guidelines for activity:
• You will need to read back through all of your notes and the information you researched and raise 5 relevant points during the discussion.
• During the discussion you will need to be able to respond to your peers by showing good listening skills as well as being able to expand and respond to what they are saying.
• Everyone in the group must contribute. If not they will have to do it again.
Step 2: Assess your Group Interaction.
Give this to the person to your left. They must complete the table below and assess your communication skills. This must be completed.
Please circle the appropriate answer
|Did they maintain eye contact with you when you were talking to |Yes |No |
|them? | | |
|Was their body language supportive? (were they open and |Yes |No |
|approachable or did they fidget/put their hands in their pocket and| | |
|seem uninterested) | | |
|Did they use any hand gestures to support what they were saying? |Yes |No |
|Did they use supportive touch? If so, was it appropriate? |Yes |No |
|Did they use proximity to let you know that they understood or |Yes |No |
|cared about the situation? If, so was it appropriate? (too close) | | |
|Did they reflect back what you had said to them and use listen |Yes |No |
|skills to understand what you were saying? | | |
|Was their tone of voice clear and easy to understand? |Yes |No |
|Did they contribute to the conversation with clarity and pace? |Yes |No |
|Did they respect what you were saying and take turns so that you |Yes |No |
|could have your say? | | |
Step 3: Complete your Worksheet
Unit 1:
Worksheet 5 Part 2
Instructions
It is important you follow these instructions carefully. You must open up a new word document and put a header which includes your name, unit number, and worksheet number.
Write each of the questions below and type your answers below them.
When a tutor has looked over your answers you must print them off, complete a receipt and staple the answers to this sheet.
Task:
Think about your group interaction and answer the questions below.
1) Describe what your topic was about; make sure you describe all of the points that were covered.
2) Describe the key points that you talked about.
3) Provide a couple of examples of what was said.
4) What communication skills did you use effectively?
5) What communication skills did you not use so effectively?
|Lesson Number: 7 & 8 |Lesson Topic: Preparation for the presentation |
|The Aim of today’s lesson is: To give you time to work on your presentations, ask the tutor for help and allow the tutor to offer feedback. |
| |
|Lesson outcomes: By the end of the lesson |
| |
|You will be able to demonstrate what points you have completed, what is left to do and that you can complete it. |
| |
| |
| |
| |
Topics you will cover today:
What do you need to do for your presentation?
When will you be doing your presentation?
What is your plan for completing this task?
What do you need to do next?
Feedback.
|Further work |Making notes your own way |
| |If you have your own way of making notes, E.G pictures, mind |
|If at any time during the lesson you finish your designated |maps, spider graphs etc please feel free to do so but make sure|
|work please feel free to ask me for more. |you let me know. I can make sure you are doing it ok. Use this |
| |sheet as a guideline. |
Assignment 2 (Presentation) Tips
To help you answer each of the criteria I have included a number of tips. These will give you an insight into what we are looking for.
Assignment 2: Part 1
M1: Assess the role of effective communication and interpersonal interaction in health and social care with reference to theories of communication.
To assess something is to weigh it up in detail. Here you need to tell me why it is important to use effective communication when dealing with service users, who can benefit from it and how would it help them. Make sure you give an example. This will show that you understand what was just written.
To get the final part “reference to theories of communication” you need to relate either the communication cycle or Tuckman’s theory back to your example.’ clearly showing how it fits.
M2: Review strategies used in health and social care environments to overcome barriers to effective communication and interpersonal interactions.
Previously we discussed strategies and how they help you overcome communication barriers. To meet this criterion you need to pick three strategies and tell me how likely they are to work with three service users. For example one strategy may work very well with a deaf person but not as effectively with a blind person.
Make sure you don’t write two or three lines for each. We are looking for detailed answers which justify your yes or no.
D1: Evaluate strategies used in health and social care environments to overcome barriers to effective communication and interpersonal interactions.
This is a slightly similar answer to M2 but this time you must evaluate the three strategies, say what is good or bad with them.
Stick with the three strategies you used in M2 and tell me what is good and bad about them. A few suggestions are below but you are required to do some research:
• They are cheap/expensive. • They work straight away/take a long time. • They take away the service users independence/ they give them independence.
Remember!!!
This is a distinction answer and a few lines will not do. We want detailed answers which clearly explain and elaborate. There must be examples which demonstrate your points and remember you need to do positive AND negative points in order to do a correct evaluation.
Assignment 2: Part 2
This part of the presentation relates to the one to one and group interactions you conducted earlier; and asks you to assess them.
M3: Assess their communication and interpersonal skills in relation to each interaction.
This is fairly simple. Directly after you did the one to one and the group interactions you got someone else to assess your communication skills, remember the yes and no boxes. All you are going to do is write these up clearly describing what you were good and bad at during each interaction.
D2: Evaluate factors that influence the effectiveness of each interactions.
You must now describe a total of 3 factors that influenced either the group or one to one interactions you were involved in; you should consider environmental and personal factors.
Remember factors can be positive and negative.
For each factor you identify, you should describe in detail how it affected your interaction giving clear examples.
The final thing you need to do is relate what you describe above to a theories of communication, ether communication cycle or Tuckman’s Theory.
|Lesson Number: 9 & 10 |Lesson Topic: Presentations |
|The Aim of today’s lesson is: |
|You will be given a slot where you will do your presentation and receive feedback from the tutor. |
|Lesson outcomes: By the end of the lesson |
|Completed your presentations and received constructive feedback. |
|If not conducting your presentation this week you must complete the designated task. |
Topics you will cover today:
Conduct presentation.
Receive feedback
Complete additional task if not doing your presentation this week.
|Further work |Making notes your own way |
| |If you have your own way of making notes, E.G pictures, mind |
|If at any time during the lesson you finish your designated |maps, spider graphs etc please feel free to do so but make sure|
|work please feel free to ask me for more. |you let me know. I can make sure you are doing it ok. Use this |
| |sheet as a guideline. |
|Lesson Number: 11 |Lesson Topic: Catch up lesson/Sign off on the Unit |
|The Aim of today’s lesson is: |
|This lesson is designed to allow a few things to happen. This includes signing any paper work, making sure everything is together, tutor to take|
|all work in, do last minute presentations and allow students to catch up. |
|Lesson outcomes: By the end of the lesson |
|You will have handed in your signed booklet and completed everything to at least pass criteria. |
| |
|You may have completed items to a merit or distinction standard. |
Topics you will cover today:
Signing any paper work
Making sure everything is together
Tutor to take all work in
Last minute presentations
Catch up.
|Further work |Making notes your own way |
| |If you have your own way of making notes, E.G pictures, mind |
|If at any time during the lesson you finish your designated |maps, spider graphs etc please feel free to do so but make sure|
|work please feel free to ask me for more. |you let me know. I can make sure you are doing it ok. Use this |
| |sheet as a guideline. |
Section 6 – Feedback Sheets for Assignment 1: Worksheet 1 - 5
A copy of all feedback sheets for assignment 1: worksheets 1 - 5 will be attached here for you to read. This needs to be kept safe and must be submitted at the end of the unit.
Section 6 – Feedback Sheets for Assignment 2: Presentation
A copy of all feedback sheets for assignment 2 will be attached here for you to read. This needs to be kept safe and must be submitted at the end of the unit.
Section 7 – Declaration
Please read the following statement.
I hereby state that the work completed in this booklet is entirely my own from research and study performed whilst at Doncaster College and I submit this course work for assessment. I have completed the activities throughout the booklet to the best of my ability, referenced any work and included it at the appropriate sections.
Signed……………………………………………………………………………………………..
Name………………………………………………………………………………………………
Date ………../……../………./……………..
Final Check List. Please Tick
|Completed Worksheet 1 and staple in the correct page of the booklet. | |
|Completed Worksheet 2 and staple in the correct page of the booklet. | |
|Completed Worksheet 3 and staple in the correct page of the booklet. | |
|Completed Worksheet 4 and staple in the correct page of the booklet. | |
|Completed Worksheet 5 and staple in the correct page of the booklet. | |
|Complete the presentation and staple a copy of the notes and slides to the correct page. | |
|Complete all sections of the booklet and sign the declaration | |
-----------------------
What criteria will this help you meet?
P1 “Explain the role of effective communication and interpersonal interaction in a health and social care context”
What criteria will this help you meet?
P2
“Discuss Theories of Communication”
What criteria will this help you meet?
P3
“Explain factors that may influence communication and interpersonal interactions in health and social care environment”
What criteria will this help you meet?
P4
“Explain strategies used in health and social care environments to overcome barriers to effective communication and interpersonal interaction”
What criteria will this help you meet?
P5
“Participate in a one to one interaction in a Health and Social Care setting”
What criteria will this help you meet?
P6
“Participate in a group interaction in a Health and Social Care setting”
References: Stretch, B. Whitehouse, B (2010) “Health and Social Care Level 3: Book 1”Essex. Pearson Education Limited.
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