1. Unit 1: Developing effective communication in Health and Social Care
P1/M1

2. Put your homework on your desk and I'll collect it during the lesson

3. Yes No game
Who am I?
Each of you has a post-it stuck to your back or forehead
You have to work out what the item/person written on it is by asking your partner yes/no questions
Have fun!!

4. Level 3 Health & Social Care
2 years
2 teachers
100% coursework
7 units
Pass = E
Merit = C
Distinction = A
Distinction* = A*
You must get at least a Pass on all units
To get a Merit you need 40 M and 20 P credits
To get a D you need 30 M and 30 D credits
To get a you need D* 40 D and 20 M credits

5. Things you’ll need for health and social care...
A memory stick (a MUST)
A book (2 to choose from...)
Folder
Pad of paper
Pen!

6. Unit 1 Deadline for the first draft: 17th October 2014
Final deadline is: 9th January 2015

8. What is the importance of communication in Health and Social Care?

9. Rachael and Miss Telford
What should Rachael have done before going to help Miss Telford?
What did Rachael do wrong?
How would you suggest that Rachael should communicate with Miss Telford to support her?
What would you say and how would you say it?
Rachael is shy and quiet. She works in a care home for the elderly. She has been asked by her manager to help Miss Telford put on her coat. Rachael has not spoken to Miss Telford before and says to her, ‘Come on, Miss Telford. You are going out, so put your coat on!’ Miss Telford starts to cry. Rachael feels angry and then shouts at Miss Telford to stop being silly.

10. Ben and Sue
What should Sue have done before meeting Ben?
What did Sue do wrong?
How should Sue communicate with Ben to support him?
What would you say and how would you say it?
Ben is a teenager with cerebral palsy and limited speech. He is a wheelchair user and is unable to feed or care for himself. However, his cognitive ability is normal. Sue is a new carer who has come to Ben’s home to assist him. She does not know any details of Ben’s condition, just that he needs personal care. When she first meets him she talks loudly and slowly. This annoys Ben and he shouts back. Sue assumes that, because Ben is physically disabled, he must have cognitive disabilities. She therefore ignores the fact that he is shouting at her and carries on with her tasks.

11. P1 Instructions

12. One-to-one communication
Different contexts of communication
Note-taking exercise
One-to-one communication

13. Can you think of some one-to-one communication situations?

14. One-to-one communication
Follows a 3 part structure:
Beginning
Create the correct feeling (i.e. positive atmosphere)
Greeting (e.g. hello, hiya)
Middle
A conversation occurs
Questions are asked
Information is exchanged
End
Leave the other people with the right emotions
Say something like “see you soon”

15. Different contexts of communication
Note-taking exercise
Group communication

16. Test your communication skills
Test your communication skills. Look at the faces below and decide what each character is feeling. Compare your answers to those given by other members of the group. Do you agree?

17. Group communication
Everyone has to be involved in the group interaction. It is normal to feel threatened when you have to speak in front of a group of people. Other people might be quieter than normal in front of a group.
Humour can encourage everyone to join in.
Sometimes a group leader might be involved, they can encourage people and help people to take turns when talking.

18. Group communication
Individuals will need to plan what they say in front of the group.
It is best to take it in turns to speak. In order to know when a person has stopped talking you listen carefully to what they say, people lower their tone of voice when they are finishing a sentence. You know when it is your own turn to talk by watching the eyes of others around you.
It is important to sit in a circle, this leads to a positive group feeling, people can take turns to talk and see each other’s faces.

19. Different contexts of communication
Note-taking exercise
Formal communication

20. Formal communication
This is speaking or writing in an official way because they are representing their care organisation.
When answering the phone you might say...
When writing a letter you might start with “...” and end with “...”.
You would avoid jargon and slang.
Formal communication shows respect for others. But being too ‘posh’ may make you look pretentious.

21. informal communication
Different contexts of communication
Note-taking exercise
informal communication

22. Informal communication
This type of communication is often used with people that you know well (e.g. friends and family).
It is often more personal than formal communication.
When you answer the phone you might say...
When sending a text you might use...
In some areas of the country there might be a particular way of speaking.
All of this does not mean that informal communication is less respectful or effective though.

23. Different contexts of communication
Your task
Make notes on the remaining contexts of communication. Don’t forget to use examples.
between colleagues,
between professional and people using services,
multi-agency working,
multi-professional working.
This completes the first section of P1.
Page 6-8 of the orange book.
Page 9-10 of the black book.

24. Create a spider diagram about forms of communication
Create a spider diagram about forms of communication. It should fill a page and be very detailed with relevant examples

25. Forms of communication
Note-taking exercise
Text messaging

26. Text messaging This can be through mobile phones or email systems.
What could be communicated in a nursery via text message?

27. Forms of communication
Note-taking exercise
written

28. Written Service users’ records are written (by hand or electronic).
Policies and procedures are also written.
Care practitioners spend a lot of time writing (e.g. s, care plans, letters, reports, referrals etc).
Written communication needs to be clear and carers need to have a good knowledge of how to write letters, notes etc.

29. Forms of communication
Note-taking exercise
oral

30. Oral Oral communication means to speak out loud.
Individuals will need to consider their pace, tone and pitch, as well as their volume.
It is not a good idea to shout or to mumble, it is also not good to speak too fast or too slowly. This would draw away from what you are saying, and individuals focus on how you are talking.
A care practitioner needs to speak clearly and with an encouraging tone of voice. This shows respect and sincerity.

31. Forms of communication
Note-taking exercise
signing

32. Signing This is a visual language.
It can be for individuals with special needs (Makaton) or for individuals with hearing problems (British Sign Language).

33. Forms of communication
Note-taking exercise
symbols

34. Symbols
This is used to communicate important information to people without the use of words.
This could be used within a nursery on cleaning products or doorways.

35. Forms of communication
Note-taking exercise
Touch

36. Touch
This type of communication is used for people with visual problems, e.g. Braille

37. Forms of communication
Note-taking exercise
Music and drama

38. Music and drama This is often called the ‘language of emotion’.
Mime and drama are powerful ways of expressing feelings to others.

39. Forms of communication
Note-taking exercise
Objects of reference

40. Objects of reference
These are objects which have a special meaning to someone, e.g. clothes, jewellery, photos etc.
They can provide reassurance, comfort and remind people of happier times.

41. Forms of communication
Note-taking exercise
Arts and crafts

42. Arts and crafts
Artwork, paintings, photos, sculptures, ornaments etc communicate messages and emotions to others.

43. Forms of communication
Note-taking exercise
technology

44. Technology
Technology has evolved to help us communicate faster than in the past.
Examples of technology are text messages and s, but also hearing aids and Braille printers.

45. Task You need to make your own notes on:
Types of interpersonal interaction:
speech,
language (first language, dialect, slang, jargon),
non-verbal (posture, facial expression, touch, silence, proximity, reflective listening).
Communication and language needs and preferences: the individual’s preferred method of communication, e.g.
language,
British Sign Language,
Makaton,
Braille,
the use of signs, symbols, pictures and writing,
objects of reference,
finger spelling,
communication passports,
human and technological aids to communication,
variation between cultures.

46. M1
Section B: You also need to include an assessment of the role of effective communication and interpersonal interaction in health and social care. To do this you need to explain why each type of communication is so important and how it impacts on the services provided by health care professionals with reference to theories of communication (Argyle and Tuckman’s model). (M1)
The four types of communication are:
Different contexts of communication
Different forms of communication
Interpersonal interaction
Communication and language needs and preferences