Diploma Level 3 Health and Social Care

Topics: Communication, Nonverbal communication, Paralanguage Pages: 5 (1816 words) Published: May 28, 2013
SHC 31: 1.1, 1.2, 2.2,3.1,3.2,3.5,4.1,4.3

During the day various forms of communication are used and several people are involved directly or indirectly while communicating. We communicate we each other to promote good work practice and general social skills, to be able to communicate with different cultures and races is very important. Everyone is different and it is up to us as an individual to determine what approach, tone and body language to use when in different social settings as being a support worker, teaching and promoting social skills is vital to the young children and adults we work with future life skills. Communication comes in many forms: Verbal communication is by word of mouth, when we talk to others we assume that they understand what we are saying because we know what we are saying. But that is not always the case as usually people bring their own attitude or perception, which could create a barrier in delivering the right meaning. In order to deliver the right message you sometimes have to thing from the point of view of the person you are talking to. Non-verbal communication is the sending or receiving of wordless messages, text, or email. It also comes in such forms as body language, posture, and tone of voice or facial expressions and behaviour. Non-verbal communication is mainly all about the body language of the speaker. Often non-verbal signals reflect the situation more accurately then verbal messages as changing the tone of your voice is relatively easy however trying to change your body language is more difficult as there a too many aspects to concentrate on to be able to not give away something especially with young children as in some cases their minds are not developed enough. When communicating with the people within the work setting and those who are not is critical to my everyday duties, all kinds of information is passed on during the course of a day: * Handovers

* Daily reports
* Medicine records
* Budget records
* Security checks
* Young peoples activity planners
* Shift planner
* Phone calls to parents/medical personnel if needed
* Young peoples food menus
* Calorie charts
* Behaviour charts
* Contact reports
Many more types of information are passed through several different people during the day to, collectively all this information helps use to ensure the young people and adults we support are being treated fairly and specifically to their needs. Missing or making mistakes when communicating with each other is something that may occur which is why it is important to have verbal handovers as well as written ones to ensure all main points are covered. Daily reports go into more detail about the individual in question, they outline the daily activities, what they have eaten, education, injuries/accidents, sanctions, contact, and other information. These are read when the handover is complete. Phone calls are very frequent within the workplace, parents, social workers, doctors even company directors are in constant contact with the support team, parents call to see how their child is and to arrange contact and various other issues, social workers are updated about the young people all the time via email to. They work closely with the support team and the manager of the home to ensure things are going well and that any risks that may potentially occur don’t. As stated earlier everyone is different and sometimes situations can occur when working relationships become disrespectful or unsupportive. There are so many different factors to explore when this happens, but for me the two main things to consider are the environment i.e. where you are at that time and the body language of the other individual or individuals. Different circumstances require different methods of approach, disrespectful relationships are potentially volatile, as if one person has no respect for the other communication is going to be at a minimum and the body language...
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