Touching on more listening techniques in later chapters he offer three technique to help improve are listening techniques. This includes having a save environment to share feelings, to have an understanding and the ability to actively listen to the talker and to clarify the problem. In conclusion the book serves as a wonderful resource tool to use to improve our listening and communication skills. Helping us to understand that showing emotion such as empathy or warmth are crucial in the effective role of communication. Allowing us to build stronger families, friendships and stronger communities (Petersen, 2007).
Unit 4222-395 Outcome 1 1.1 Two way communication is one askes a question then the other responds for example. The main features of communication are a conversation one person talks the other listens and communes back if necessary. 1.2 Its important for two way communication with someone with sensory loss because they can feel alone isolated depressed and sometimes a conversation can make a big difference it can help there self-esteem may be get something off their chest even just get advice. 1.3 I need to be prepared to repeat what I say orally, in writing, or using multiple formats to communicate with the service user. I need to provide extra time for decision-making.
There are several ways to modify your communication to meets the varied needs of your clients. If dealing with an older person you may adjust your tone of voice, the speed at which you speak and offer more specific direction. If dealing with a hearing impaired person you could eliminate all background noise, talk slowly and clearly as they are possibly reading your lips. You would make sure that everything they need to know if written down in case they have not heard or missed something during
In the listening assessment I can see how well students are pronouncing words in terms of breaking down the word using syllables. When the student repeats the words that he or she heard from the audiotape, I will be able to see how well they are coming along in listening and repeating, breaking down words to pronounce them correctly and trying to spell the words based off of how they sound. In the flash card assessment, I can see how well the students are coming familiar with the short “a” and the long “a” sound. Students will understand how words are spoken and spelled by knowing the long and short vowel sounds. I can monitor this by changing the words and the vowels at any given time.
Also the speed at which you talk is a factor. For example for residents that have problems with hearing I have to make sure I speak clearly and slowly to make sure they are able to hear correctly. : Non-verbal communication. The expression on your face or your body language. Hand gestures and direct eye contact are
Airway 4. Breathing When approaching the causality you should always approach with care. If the casualty is unconscious gently shake them to see if they respond. When doing this you ask aloud if they can hear you. If they have not responded to you, then shout for help.
Outcome 3 Reduce barriers to communication 1. Identify barriers to communication Jargon: When a service provider uses technical jargon the service user may not understand, using acronyms to refer to things for example. Cultural differences: The same thing may mean something different in another culture ie thumbs up means ok in our culture but in another culture it could mean something else. Health: A person may not be able to communicate as well if they are ill. Some long term illnesses like Parkinson’s can impair communication.
Will focus on familiar voices. They are egocentric. Explores by putting things in mouth | Will turn towards sounds. Crying is main form of communication and letting others know they want something, its up to you to find out what! Will make other noises (burbling, gurgling) and stop to listen while you talk to them.
People who are scientifically oriented will be more likely to fit into this category, as opposed to those who are highly imaginative or creative. The permissive technique employs a softer tone of voice to lull the subject into relaxation. In contrast to the authoritarian technique, the hypnotist and the subject are equal partners in the process. More imagery is used to enhance suggestions, and greater responsibility is given to the subject. The subjects who are most responsive to this technique are ones who are more imaginative and creative.
2. Be precise as to the reasons why you need additional time. 3. Make sure to pause after phrases and sentences so that your listener can stay with the conversation, instead of having to catch up. Three nonverbal expectations for this scenario would be 1.