1. Unit 51
Promote Communication in Health, Social Care or Children’s and Young People’s Settings

2. Outcome 1
Understand why effective communication is important in the work setting 1.1 Identify the different reasons people communicate

3. Reasons why people communicate:
To build relationships
To maintain relationships
To share ideas and thoughts
To express needs and feelings
To gain and share information
To gain reassurance and acknowledgement

4. 1.2 Explain how communication affects relationships in the work setting.
Sharing and gaining information
Settling in
Supporting children’s play and learning
Transitions
Effective teams

5. Outcome 2
Be able to meet the communication and language needs, wishes and preferences of individuals
2.1 Demonstrate how to establish the communication and language needs, wishes and preferences of individuals

6. Fawlty Towers Communication Difficulties http://www.youtube.com/watch?v=TIVDx- 8kWZo
The Two Ronnies Bad Communication qE
As you can see some may need you to look at them so that they can lip read or someone else may need communication to take place at a slower speed.

7. Tips: Use positive body language and facial expressions
Know their name – what would they like to be addressed as?
Ask directly e.g. “do you speak English?”
Do not rush them
Parents will be able to help with tips e.g for a child who is deaf touch the child to draw his attention; let him see your lips and actions

8. 2.2 Describe the factors to consider when promoting effective communication
Ways in which we communicate
Environment
Proximity, orientation and posture
Listening skills
Time

9. Ways in which we communicate:
Face to face interactions
Conversations where both people can respond quickly
Useful for sharing and giving information.
You can see person’s reaction
May not be good for conveying complex information that someone needs time to consider or see written down

10. Phone
Conversation when someone is not available to speak face to face
Choice of words and tone become very important
Can be hard to assess if the other person has understood your meaning
In some situations notes from a phone call may need to be taken and a record made

11. Sign Language
A language that allows a deaf person to communicate
British Sign Language is a recognised language and allows someone to communicate fully

12. Makaton
Gestures that support the spoken word. Used to help children and adults who find it hard to understand or process the spoken word.
Needs to be used with clear speech and strong facial expression. Users may develop their own variations of the signs and so getting to know ‘their style’ can be helpful.

13. Letters and Memos
Written way of conveying information or sending messages
Useful as it allows time to absorb information.
Likely to be kept
Style and tone has to be thought about to avoid misunderstandings

14. s
Electronic way of sending notes and letters
Useful if a more relaxed style is needed
Be aware that not everyone will have access to a computer or will store/print out s.

15. Reports
A formal way of presenting information
Useful for providing information that has to be structured and ‘professional’
Reports need to be accurate and should be dated
Language needs to be formal which may be a barrier for some parents

16. Visual images including pictures and photographs
Visual images can aid understanding.
Visual images can help babies and young children to communicate but also understand what we are saying.

17. Audio/visual recordings
Used so that parents and others can ‘see’ or ‘hear’ children in action.
Provides a way of sharing information.

18. Environment
Much more difficult to exchange personal information in busy, noisy environments
For parents and young people we may sometimes require a quiet place whereas for toddlers and young children we may need to create cosy and homely places.

19. Proximity, orientation and posture
Proximity – is the distance between you and the person you are communicating with.
Children who do not know you or who are shy may be intimidated.
Be aware of cultural differences.
Be observant and notice whether someone tries to move back a little from you or seems to need to be closer.

20. Orientation – relates to your body’s position
Orientation – relates to your body’s position. If you are directly opposite someone, it sends out different signals from if you are to the side of them. Being slightly at an angle when communicating with an adult can also be helpful, as it means that either of you can break off eye contact and it allows the communicating style to be less direct.

21. Posture – Are you giving out ‘bored’ signals or ‘interested’ ones
Posture – Are you giving out ‘bored’ signals or ‘interested’ ones. Leaning forward slightly in a chair shows that you are interested. Leaning backwards may make the other person think you are bored.

22. Time
Both adults and children need opportunities to think about how to respond in a conversation and also what they wish to communicate. Vital particularly when communicating with young children, but also if giving adults information that is complex or unexpected.

23. Listening Skills ‘Active listening’
Give your full attention to the other person
Focus on not just what they are saying but how they say it
Essential when encouraging young children’s speech and also when dealing with potentially difficult situations with other adults

24. 2.3 Demonstrate a range of communication methods and styles to meet individual needs
Communication methods include:
A - non-verbal communication, e.g.
• eye contact
• touch
• physical gestures
• body language
• behaviour.
B - verbal communication, e.g.
• vocabulary
• linguistic tone
• pitch.

25. Communication http://www.youtube.com/watch?v=vpPX70V_ zIY
Activity:
Make a list of positive/negative body language and physical gestures

26. 2.4 Demonstrate how to respond to an individual’s reactions when communicating.
Monitor the reactions of others in order to adjust own body language, facial expression and tone of voice
N.B. Ignoring reactions to what we have said is not an option

27. Outcome 3 Be able to overcome barriers to communication
3.1 Explain how people from different backgrounds may use and/or interpret communication methods in different ways
Research activity on computer

28. Gestures, meanings and cultures http://www. youtube. com/watch
Gestures, meanings and cultures 8XM

29. 3.2 Identify barriers to effective communication
Activity:
In pairs, think of as many barriers to effective communication as you can
How would you overcome these barriers?
(use grid sheet)

30. Cultural – eye contact/different meanings/language
Hearing/sight impairment
Lack of confidence/personality
Additional needs - vocabulary
Speech and language difficulties
Strong accents
Literacy
ICT knowledge

31. Overcoming barriers: Time Speaking clearly Do not make assumptions
Adapting the environment
Translators/interpreters
Visual aids
Sign language/Braille
Change method of communication

32. 3.4 Demonstrate strategies that can be used to clarify misunderstandings

33. Modifying or changing our tone/style
Changing the medium of communication
Checking understanding
Simplifying language
Using visual aids
Apology
Willingness to listen to others

34. 3.5 Explain how to access extra support or services to enable individuals to communicate effectively.
Services may include:
• translation services
• interpreting services
• speech and language services
• advocacy services
Activity: Research on computer
Give an explanation of what each service does and find out how to access them.

35. Outcome 4
Be able to apply principles and practices relating to Confidentiality

36. 4.1 Explain the meaning of the term confidentiality

37. Confidentiality means having another's trust or confidence being entrusted with secrets or private affairs. It also refers to ensuring that particular information is accessible only to those authorized to have access to it.

38. Data Protection Act 1998
When handling, collecting, processing or storing personal data, ensure that the personal data:
is accurate and up to date
is deleted/destroyed when it is no longer needed
is kept secure at all times

39. (personal/sensitive information)
Activity:
Which information would you consider confidential at your setting?
(personal/sensitive information)
Make a list

40. 4.2 Demonstrate ways to maintain confidentiality in day to day communication How do you do this at your settings?

41. 4.3 Describe the potential tension between maintaining an individual’s confidentiality and disclosing concerns.
Activity Worksheet