051 Promote Communication in Health, Social Care or Children’s and Young People’s Settings

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Communication is an essential tool a carer can use to meet the needs of children. It is a basic requirement of my job role to communicate with individuals and their families, other members of staff on a daily basis. Communicating with other staff members ensures effective team working and continuity of care. It also ensures any health and safety issues are recognized and reported. Individuals communicate with carers to express their needs and preferences and to ensure they are met. As a carer I would discuss the options and a choice available to the individual to allow them an informed choice regards their care. Some reason to communicate are, to share information, ideas, express feelings, concerns – A child is feeling ill, and tell her practitioner about. To build relationship – Children talk and play with each other to make friends. To ask questions – to gain knowledge, if you don’t know about a subject you are studying at school. To inform – Some accident happened in your setting and you need to inform the parents. Negotiate – If you want to buy in something in a car booth. Obtain information – If you are lost. Understand Individual needs – Talk with individuals to understand their feelings. Prevent misunderstanding – if you are not sure what you been ask to do it, ask again. Explain – why you act that way. Exchange ideas – if you are a teacher, friends, and parents. Entertain – explain a game, activities. Socialize – meet people, talk with friends and family.

Communication affects relationships in my work setting, because it helps to build trust, aids to understand of individual needs, ways communication is used to negotiate and explain the ideas, communication is used to prevent/ resolve conflict & prevent misunderstanding. The Forming – Storming – Norming – Performing model of group development was first proposed by Bruce Tuckman in 1965, who maintained that these phases are all necessary and inevitable in order for the team to grow, to face up to challenges, to tackle problems, to find solutions, to plan work, and to deliver results. This model has become the basis for subsequent models. In the first stages of team building, the forming of the team takes place. The individual's behavior is driven by a desire to be accepted by the others, and avoid controversy or conflict. Serious issues and feelings are avoided, and people focus on being busy with routines, such as team organization, who does what, when to meet, etc. individuals are also gathering information and impressions - about each other, and about the scope of the task and how to approach it. This is a comfortable stage to be in, but the avoidance of conflict and threat means that not much actually gets done. Every group will next enter the storming stage in which different ideas compete for consideration. The team addresses issues such as what problems they are really supposed to solve, how they will function independently and together and what leadership model they will accept. Team members open up to each other and confront each other's ideas and perspectives. In some cases storming can be resolved quickly. In others, the team never leaves this stage. The maturity of some team members usually determines whether the team will ever move out of this stage. Some team members will focus on minutiae to evade real issues. The team manages to have one goal and come to a mutual plan for the team at this stage. Some may have to give up their own ideas and agree with others in order to make the team function. In this stage, all team members take the responsibility and have the ambition to work for the success of the team's goals. It is possible for some teams to reach the performing stage. These high-performing teams are able to function as a unit as they find ways to get the job done smoothly and effectively without inappropriate conflict or the need for external supervision. By this time, they are motivated and knowledgeable. The team members are now...
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