Unit 301 1.1 Identify the Different Reasons People Communicate

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Unit 301 Principles of communication in adult social care settings 1. Understand why effective communication is important in adult social care settings. 1.1
To express needs share ideas and information, to reassure, express feelings, to build relationships, socialise ask questions and to share experiences. Individuals communicate in order to establish and maintain relationships with others, to give and receive information and instructions, to understand and be understood, to share opinions, knowledge, feelings, and emotions, to give encouragement and show others they are valued. Communication is an essential tool a carer can use to meet the needs of individuals.  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 recognised 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 choices available to the individual to allow them to make an informed choice regarding their care.

1.2
Communication affects relationships which can lead to good or poor service within an adult social care setting. Good communication with service users encourages participation in activities therefore promoting equality within the care setting. The service user can gain the trust and understanding from the care worker and therefore communicate with ease the needs that individual requires. Good communication amongst staff encourages a better working relationship and ensures all tasks are completed and to a high standard. Good communication between staff members is important to ensure problems are picked up and rectified quickly and shared amongst staff. This could be an individual having a preference to drinking tea rather than coffee they communicate...
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