Work 3: Introduction to communication in health, social care or children’s and young people’s settings.
1. Understand why communication is important in the work setting
1.1 Identify different reasons why people communicate:
People communicate in order to establish and maintain relationships with others, to give and receive information or instructions, to understand and be understood, to share opinions, knowledge, feelings, emotions.
1.2 Explain how effective communication affects all aspects of own work:
Communication at work gives cooperation. Effective communication is to understand service user and assist them in according to that. Nothing can be done properly without a complete communication. As a care worker, if I could not able to communicate with my service user because of communication barrier then the service would be unsuccessful. You have to communicate with your colleague to cooperate your work and make job to go smooth.
1.3 Explain why it is important to observe an individual’s reactions when communicating with them:
Because from reaction or body language sometimes you can understand how they are feeling or reacting. It’s important to observe an individual’s reaction to make sure the information has been understood so that you know whether you need to adjust your communication methods. Also it is important so that you can recognise any communication barriers such as language difficulties, hearing difficulties, visual impairments any physical difficulties affecting your communication. 2. Be able to meet the communication and language needs, wishes and preferences of individuals. 2. Find out an individual’s communication and language needs, wishes and preferences: You need to make sure that you are able to communicate with the people in a different ways. People have a wide range of communication needs, which involve the consideration of many different factors such as: cultural background, language, self-confidence, physical ability. You need to understand and respect all different wishes and preferences. You can learn them by asking, observing, reading notes and care plans, talking with other staff.
2. Demonstrate communication methods that meet an individual’s communication needs, wishes and preferences:
You can use verbal and non-verbal methods to communicate. We are using eye-contact, body language, facial expressions or gesture to make conversation easier. We can use things such as hearing aids or glasses to help service user to understand you more clearly.
2.3 Show how and when to seek advice about communication
You can ask advice to your college, Life care leader, manager, through policies and procedures, other external agencies, trainings. You can and need to ask advice when you have any difficulties to understand other service user because if you don’t understand him you can’t know what he wants and you can abuse him.
3. Be able to reduce barriers to communication.
3.1 Identify barriers to communication:
There is many communication barriers like: different language, deafness, speech impairment, dementia, health issues, environmental problems, emotional distractions, lack of knowledge, to much noise or to dark.
3.2 Demonstrate how to reduce barriers to communication in different ways:
If there is different languages you can ask translator help, in case of deafness you can use body language and gesture or eye-contact, facial expressions. If there is to much noise you can turn of sound source or go where is quiet. With emotional distraction you can try to sort the problem out or wait till person calms down. With speech impairment you can also use body language.
3.3 Demonstrate ways to check that communication has been understood:
Observe reaction of service user. Active listening do their response make sense or do you need to ask questions to clarify. Sometimes when it’s appropriate, you may re-phrase what they’ve said and repeat it back to them.
3.4 Identify sources of information and support or services to enable more effective communication:
You always can ask support of your managers, life care leaders, other staff. Also there is specialists services like translators, speech and language services or other people who is more qualified than you.
4. Be able to apply principles and practices relating to confidentiality at work
4.1 Explain the term ‘confidentiality’:
Confidentiality means not sharing information about people without their knowledge and agreement, and ensuring that written and electronic information cannot be accessed or read by other people who have no reason to see it.
4.2 Demonstrate confidentiality in day to day communication, in line with agreed ways of working:
In day to day communication you can keep confidentiality by not telling to another person things he don’t need to now or he can use for bad purpose. You can keep all written information safely locked in cabinets. Or you can use passwords on your important files in computer. To maintain confidentiality you might be asked to sing agreement as a part of your employment contract.
4.3 Describe situations where information normally considered to be confidential might need to be passed on:
You might need to pass on information if you are concerned about that person that he might be in danger. If abuse is suspected, or somebody is talking about suicide.
4.4 Explain how and when to seek advice about confidentiality:
You can ask advice to your managers, senior staff, through policies and procedures, you can get information in trainings, also you can check information in the internet or books. You need to ask advice is if you don’t know what to do or you are concerned about your decision. www. scribd. com http://www. pearsonschoolsandfecolleges. co. uk http://www. studymode. com http://www. google. co. uk