Communication and Individuals

Topics: Communication, Nonviolent Communication, Graphic communication Pages: 11 (2424 words) Published: July 5, 2013
369
Unit overview

SUPPORT INDIVIDUALS WITH SPECIFIC COMMUNICATION NEEDS

Elements of competence
369a 369b 369c Identify specific communication needs and methods Support individuals, key people and others to communicate Observe and evaluate individual communication needs

About this unit
For this unit you need to work with people with specific communication needs where you will be required to support the individual and others to communicate.

Scope
The scope is here to give you guidance on possible areas to be covered in this unit. The terms in this section give you a list of options linked with items in the performance criteria. You need to provide evidence for any option related to your work area. Communication cues: generally applicable to most people; specific to particular group(s); specific to an individual. Communication methods could include: the individual’s preferred spoken language; the use of signs; symbols; pictures; writing; objects of reference; communication passports; repetitive behaviours; other non verbal forms of communication; human and technological aids to communication. Human aids to communication include: people who sign; people who take notes; people who “mouth”; people who speed type. Key people include: family; friends; carers; others with whom the individual has a supportive relationship. Your knowledge and understanding for this unit will relate to legal requirements and codes of practice applicable to the scope of your work and others with whom you work; the nature of the work you are undertaking; your role and level of responsibility within your organisation (eg whether you have responsibility to support the work of others); the individuals, key people1 and others with whom you are required to work and the degree of autonomy you have for the management of your own work activities.

1

If you are working with children and young people the term “individuals” covers children and young people and “key people” covers parents, families, carers, friends and others with whom the child/young person has a supportive relationship

OCR Level 3 NVQ in Health and Social Care

1

369

SUPPORT INDIVIDUALS WITH SPECIFIC COMMUNICATION NEEDS

Unit overview (continued) Values underpinning the whole of the unit The values underpinning this unit have been derived from the key purpose statement2, the statement of expectations from carers and people receiving services, relevant service standards and codes of practice for health and social care in the four UK countries. If you are working with children and young people they can be found in the principles of care unit 34. If you are working with adults they can be found in unit 35. To achieve this unit you must demonstrate that you have applied the principles of care outlined in either unit 34 or unit 35 in your practice and through your knowledge.

2

The key purpose identified for those working in health and social care settings is “to provide an integrated, ethical and inclusive service, which meets agreed needs and outcomes of people requiring health and/or social care”

OCR Level 3 NVQ in Health and Social Care

2

369

SUPPORT INDIVIDUALS WITH SPECIFIC COMMUNICATION NEEDS

Key words and concepts
This section provides explanations and definitions of the key words and concepts used in this unit. In occupational standards it is quite common to find words or phrases used which you will be familiar with, but which, in the detail of the standards, may be used in a very particular way. Therefore, we would encourage you to read this section carefully before you begin working with the standards and to refer back to this section as required. Active support Support that encourages individuals to do as much for themselves as possible to maintain their independence and physical ability and encourages people with disabilities to maximise their own potential and independence Actions and behaviour which indicate the communicator’s...
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