Unit 1 SHC 21

Topics: Communication, Confidentiality, Secrecy Pages: 6 (1495 words) Published: February 8, 2015
Unit 1. Introduction to Communication in Health, Social Care or Children’s and Young People’s Settings.

1.1. Identify the different reasons people communicate.

People communicate in order to send and receive information; for example, wishes, stand points, feelings, wants, needs, knowledge and to express emotion. It is essential in providing accurate support, as needs can be more readily met when something is clearly understood and clearly conveyed.

This is paramount when meeting the needs of people in a supported living environment as it also relates to how staff communicates with each other, and how effectively they do so. This could be through the use of verbal or written reports, and both need to be clear, concise and professional. It is a tool that can make or break an individual’s continuity of care and quality of life; especially if there is a need to communicate discomfort/ pain/ distress.

Within my workplace we have a communication book for day to day information relating to non-confidential items, and personal note folders for each resident where items of a private and personal nature are recorded. Both of these are4 looked at before commencing a shift and are necessary to provide continuity of care. We also carry out a verbal handover to allow clarity to be obtained before the previous person goes off shift.

Within any setting it is important to identify how an individual chooses to/ is able to communicate effectively; this enables you to tailor your response appropriately and provide the facilities needed (if any) for the recipient to engage fully in the process at an appropriate level for them. 1.2. Explain how effective communication affects all aspects of the learner’s work.

Whenever contact is made with the person I am supporting, I need to take into account their preferred method of communication, and the level to which this is carried out. This may differ from how I communicate with their family, and again with any/ all professional services involved in the individual’s life. The way in which I communicate with my direct colleagues will be different again, and goes towards demonstrating the different levels and types of relationships and how I must modify myself accordingly to gain the most out of any given situation.

If I am unable to communicate effectively then I cannot meet the needs of the r4esident I am supporting, or work as part of a team that should function well together to support that individual. Communication within a tam setting also assists towards improvement upon personal skills and the ability to pass any/ all issues/ needs up the chain of management should there be the necessity to do so.

1.3. Explain why it is important to observe an individual’s reactions when communicating with them.

‘7% of any message is conveyed through words, 38% through certain vocal elements, and 55% through nonverbal elements (facial expressions, gestures, posture, etc).’ http://www.nonverbalgroup.com/2011/08/how-much-of-communication-is-really-nonverbal/

‘Non-verbal behaviours comprise approximately 60-65% of all inter-personal communication’ (Navarro & Karlins, 2008)

Speech and the use of other verbalisations only make up 7% of communication, although this varies from study to study and is normally quoted at around 60-90%. This includes:

Facial expressions,
Body language,
Mode of dress,
and so on.

In order to interpret what a person might actually be saying you need to have a basic knowledge of/ relationship with them – particularly if the dichotomy of body and sound is subtle. This is where interpretation of your observation will assist you in determining how the person in front of you truly feels. It is then that you are able to explore other modes and methods to ascertain how best to react and support that individual with the information provided by them.

The ability to identify any incongruity will assist you in meeting those needs and find...

References: Nolan, Y (2011) Health and Social Care, 3rd edition, level 2 diploma, Heinemann.
Navarro, J & Karlins, M (2008), What Every BODY is saying, Collins. http://www.jnforensics.com/
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