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Why do we communicate?

• Developing Effective Communication in Health and
  Social Care

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What will we learn?
Understanding different types of communication
Understanding that their our different
communication and language needs
Researching the communication cycle
Investigating barriers to communication and
different environments
Demonstrating how can service users be assisted
by effective communication.
Be able to show evidence of your own
communication skills
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Todays lesson objectives

• All of us will be able to identify key aspects of
  our first unit on effective communication
• Most of us will be able to define what the two
  main types of communication are
• MOST of us will be able to describe at least
  three steps to effective verbal communication
• SOME of us will start investigating the
  importance of non verbal communication?

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TODAYS KEY WORD.

• INTERPERSONAL
• Interpersonal skills are the techniques people
  use in order to communicate and maintain
  effective relationships

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We communicate

• To make relationships
• To maintain those relationships
• To pass information
• To meet our needs
• To develop and maintain our self concept
• To work effectively
• For our happiness

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So whats different about communicating in care
settings?

• We need to make professional relationships
• We need to obtain and share information about
  service users, sometimes by using special methods
• We often need to put our own needs to one side
  and focus on meeting the service users needs
• But our communication at work still affects our
  self concept and happiness.

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ALWAYS REMEMBER PLEASE.
Every example you give in your work MUST be
related to a HEALTH AND SOCIAL CARE
SETTING. Communication is important in all
careers but we are specifically interested in
health and social care environments!!
Recap what are some HSC and Early year Settings?
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Youth club
CARE HOMES
Health and Social Care Services.
Children's centres
Social workers
Physiotherapy
Dentists
Hospitals- doctors/ nurses
Schools-teachers
Counsellors
Counselling
Nurseries
Residential Homes
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Contexts of communication in healthand social
care

• Health and social care professionals have to
  develop effective communication skills in order
  to work with the different/diverse range of
  people who use and work within care services
  because of multi-cultural nature in the British
  society.
• The two contexts, or types of circumstances, in
  which communication and interaction occur are
  one-to-one and group contexts.

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One-to-one communication

• One-to-one communication occurs when one person
  speaks with or writes to another individual. This
  happens when a care professional meets with a
  person who has health worries or personal
  concerns, such as during a doctorpatient
  appointment for example.
• Effective communication is an important
  feature of care practice.

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One-to-one communication Contd.

• Lots of one-to-one communication also occurs when
  care professionals meet with and talk to each
  other or with the partners, relatives or friends
  of people receiving care.
• Communication in one-to-one situations is most
  effective when both parties are relaxed and are
  able to take turns at talking and listening.
• Effective communicators are good at
• beginning the one-to-one interaction with a
  friendly, relaxed greeting focusing on the goal
  or business of the interaction and ending the
  interaction in a supportive, positive way.

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Group communication

• Group communication follows slightly different
  rules to communication in one-to-one
  situations. There is often more going on in a
  group, with a number of different people trying
  to speak, get their point across and their voice
  heard.
• Turn-taking can be more
• complicated relationships and power issues
  between group members
• can also be more complex than in one-to-one
  contexts.

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Welcoming people
Calming people who are experiencing strong
emotions
Problem solving
Oral communication
Establishing professional relationships
Asking for information
Clarifying issues
Explaining issues, policies and procedures
Carrying out interviews and assessments
Providing emotional support
Building an understanding of another persons life
Exchanging ideas/learning new ideas
Building a sense of trust
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Problems with.......
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Technological Aids/ Email Phone Text Hea
ring Aid M
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Special Methods Braille Sign
Language Makaton
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There are TWO main types of communication styles
that we need to consider.
VERBAL COMMUNICATION
NON-VERBAL COMMUNICATION
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• IN GROUPS OF THREE PLEASE PICK FOUR OF THE HEALTH
  AND SOCIAL CARE SERVICES AND ANSWER THE FOLLOWING
  QUESTIONS.
• WHY IS COMMUNICATION IMPORTANT WITHIN THAT
  ENVIRONMENT
• WHO ARE WE LIKELY TO BE COMMUNICATING WITH IF WE
  WORKED IN THAT ENVIRONMENT

EXTENSION If you finish that can you go on to
start thinking about three examples of what
EFFECTIVE communication actually is?
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ACTIVITY
THINK BACK TO YOUR OWN COMMUNICATION EXPERIENCES
In groups of 4 I would like you to share your
experiences of verbal communication. Think of
both positive and negative experiences and
brainstorm these on your paper. Then come to a
UNANIMOUS DECISION about what effective VERBAL
communication means to your group ?
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SO WHAT IS EFFECTIVE VERBAL COMMUNICATION?

1. Speaking clearly
2. Knowing your audience
3. Using appropriate language
4. Understanding the message you are trying to
   convey
5. Speaking at the correct pace

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Verbal Skills

• Tone/Pace
• Listening
• Open questions
• Closed questions
• Paraphrasing
• Clarifying/Summarising

Not talking, concentrating on what is said
A question that cant be answered with yes or no.
A question that can be answered with yes or no
Repeating back what the person has said using
their own words/phrases
Repeating back what the person has said in a
different way
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DIFFERENT SERVICE USERS WILL HAVE A PREFERRED WAY
OF BEING COMMUNICATED WITH AND AS THE
PROFESSIONAL IT WOULD BE OUR JOB TO RESPECT THAT.
THAT IS WHY IT IS SO IMPORTANT FOR US TO LEARN IN
THIS UNIT VARYING WAYS OF COMMUNICATION
EFFECTIVELY
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Non-Verbal Skills

• Eye Contact
• Facial Expressions
• Hand movements
• Head movements
• Proximity
• Signs, symbols, pictures
• Posture
• Appearance

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B
A
C
YOU CANT HEAR ANYTHING BUT ARE THESE PICTURES
COMMUNICATING ANYTHING?
D
F
E
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DISCUSSION POINT
IS NON VERBAL COMMUNICATION AS IMPORTANT AS
VERBAL COMMUNICATION?
5 MINUTES TO DISCUSS WITHIN YOUR GROUPS PLEASE
BEFORE WE SHARE WITH THE CLASS ?
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What have we achieved today?

• Can we ALL identify key aspects of our first unit
  on effective communication?
• Can ALL of us define what the two main types of
  communication are
• Can MOST of us describe at least three steps to
  effective verbal communication
• Has SOME of us started investigating the
  importance of non verbal communication?

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LETS PLAY A GAME

• Charades with a twist.
• You have 3 minutes to write down as many things
  to act out that the other group must perform.
• Jobs, celebrities, movies, books, songs, pop
  culture!

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PLENARY
A
B
COMPARE THESE TWO INTERVIEW PICTURES. ON YOUR
POST IT PLEASE DECIDE WHICH ONE YOU THINK IS
DEMONSTRATING THE MOST EFFECTIVE COMMUNICATION
AND WHY. STICK ON THE FRONT OF YOUR BOOKS PLEASE
FOR TOMORROWS LESSON.
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What is communication and how does it happen?

• Definitions
• Communication theory communication cycle(AO3)

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Communication some definitions

• Communication is the ability to impart knowledge
  or information, or exchange thoughts , feelings
  or ideas by speech, writing, gestures and so on.
  
• (Irving,J et al 1993 p 90)

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What is communication

• Communication involves a person passing
  information to another person by use of language
  and non verbal cues.
• (Simpson H 1988 p2)

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Activity 1

• Choose a partner that you do not usually work
  with. Person whose first name is first in the
  alphabet is person A, partner becomes person B.
• Sit back to back. Person B needs a pen and paper.
• Person A must get person B to draw image (given).
  Person A can describe but not show the image to
  Person B. Person B cannot look round or speak.

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Activity 2

• Person B now gets Person A to draw the image
  without showing the image to person A

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The Communication Cycle

• There are many models to explain communication.
  Communication can be a
• one way process
• two way process or a
• multi-way process.
• Today we will look at the first 2 models

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One way process (first activity)
Sender
Receiver
Message
Message
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Defining effective communication

• For communication to be effective it involves
  using skills and engaging with the other person
  (Fisher 2005)
• If this happens the message sent will be the same
  as the message received and both people will know
  that.

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Two way process (second activity)
Receiver
Sender
Message Feedback
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This two way cycle involves

• Sending a message
• Receiving what has been said
• Watching for non verbal messages
• Having emotional feelings
• Beginning to understand the other person
• Checking for barriers to communication
• Sending a message back to the other person

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Communication Cycle

• Environmental factors
  Meeting individual needs
• Ineffective
  interactions
• Inappropriate use
  P.I.E.S of both the
• of skills
  sender receiver

Sender
Receiver
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Environmental Factors

• Noise Background or sudden, external
• Heat too hot or too cold
• Lighting interrogation bright light or too dull
  and intimate!
• Space too small room or large open area, lots
  of windows
• Interruptions other people coming in the room
  or the interaction
• Room set up positioning of sender and/or
  receiver, seating etc

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Barriers or misuse of skills

• Not active listening eg. Yawning, checking
  watch, gazing out window etc
• Emotional leakage verbal and non-verbal
  messages do not match, true feelings show over
  professionalism
• Too many open/closed questions like
  interrogation or not allowing for opinion
• Aggressive or intimidating body language
• Patronising tone, pace too fast or slow
• Lack of empathy or support
• Turn taking no silences to think or time to
  respond

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Meeting Needs of individuals

• Special Needs specialised communication not
  used eg. Braille
• Cultural Differences HSBC advert, somethings
  can be offensive
• Misunderstandings no clarifying,
  misinterpretations, confusion etc.
• Appropriate language formal, informal, street
  language, foreign language etc
• Not empathising not reassuring, giving extra
  time, comforting distressed individual
• Poor previous experience - stereotyping

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P.I.E.S of sender and receiver

• (P) Hungry, thirsty, in need of the toilet etc
• (E) Distressed, upset, anxious etc
• (S) Nervous or shy, low self esteem
• (I) Tired or bored
• Mind elsewhere, poor concentration
• Pain or injured, agitated or tense
• Depressed, withdrawn
• Crossing of boundaries of comfort
• Intimidated, unconfident etc

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Summary

• We have
• Used types of communication
• Used communication skills
• Learnt theory of communication
• Looked at factors that inhibit communication
• Evaluated communication
• Covered all 5 topic areas of unit 2

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