Health and Social Communication Skills

Topics: Communication, Nonverbal communication, Health care Pages: 23 (9067 words) Published: January 23, 2012
Group Interaction.
Basic Details/Work Context.
It is important to be able to communicate effectively in a health and social context, in order to transmit the appropriate care values appropriate to people’s specific needs. Just like my one to one interaction, I had to demonstrate my communication skills. I undertook an interaction with a group of young children that were at a primary school. But before undertaking this interaction I had to do some research on group interactions in order for me to do this interaction correctly. Walsh et all [2000] explains a group as “Groups are collections of people who come together because they have a common purpose or goal and who gradually develop a shared sense of belonging, or group identity” There are four groups in total which people can be classified when communicating together; two of these were identified by Burnard [1992]. The first one he identifies is Primary groups, these involved face to face contact and members will get to know each other. While as Secondary groups are more widely distributed these may include membership of a club such as Trade Unions. The other two groups are Task Orientated Group and Socially Orientated Groups. The Task Orientated Groups are groups that achieve a common goal/objective, a group like this may be a doctor meeting to discuss a patient’s care, and these groups tend to happen cause of a purpose or a point. The last group is the Socially Orientated Groups, these are the friendship groups, and they will share personal reasons and views with each other. As I did my group interaction within a Primary School, I was able to sit one side of the classroom with my group, which was an advantage as the children and I was still in a classroom, an environment where teaching and learning is done. I undertook the role of a teacher’s assistant and had a teacher’s assistant observing me which filled out my ‘Group Observation Sheet’. They were able to comment and feed back to me what I was doing correctly and what I could improve on. I was able to evaluate and take in their comments as they work with groups of children every day. My group interaction consisted of myself, a teacher’s assistant and five children aged from 4-5. I decided to read a story to them relating to a subject they were currently studying and during and after the story I asked questions. Asking questions allowed the children to make them feel more involved, I asked questions such as ‘What do you think is going to happen next?’ and ‘Do you think that’s a good or bad thing they had done and why? This abled those to express what they thought were going to happen next in the story and compare their ideas with other children. Communication Skills [A01, A02 and A04]

Groups can develop over a period of time, and different kinds of groups come together in different ways. A friendship group goes through mutual attraction while as working groups form by a leader. These groups formations can take time, some may be longer or shorter compared to others, but each group will gradually go through four stages of development which is suggested by Tuckman. Tuckman suggests that groups go through four basic shapes in order to become effective. The first stage is Forming, this is when a group comes together and will find out about each other and a leader may emerge. Following onto the second stage is Storming, this is when conflict occurs as group members will argue over purpose, the group members will disagree with the leader. The purpose will become clearer as the arguments are won and lost. The third stage is Norming this is when the group identify develops with a strong set of shared values and norms, their group identity begin to develop. The group becomes Cohesive, this is when all group members begin to work together for the good of the whole. Groups can be affected by the communication strategies that individuals use while being in a group which split into positive and negative. Bales [1970]...
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