Outcome 2 2.1 Picture boards, brail, sign language, finger writing, hearing aids. 2.2 my own role and practice can impact on an individual who has specific communication needs as if you do not communicate with a person in a way that they understand they may feel left out and alone, hence they may suffer from additional mental health disabilities such as depression. When you do spend time with a service user, and do include them and communicate in a way that they understand then they will feel as if they are valued Features of the environment that may help or hinder communication include: Visual Factors Lighting conditions: light should be on the talker's face Interfering objects: visual noise Distance: no further than 6 feet from the talker Talker's Face: face/mouth should not be covered head movements should be well-lit no eating, chewing, smoking moustaches
1.3 Explain how distress may affect the way an individual communicates. All individuals may react differently when feeling distressed. Some may become quiet, and not want to talk or make eye contact with you. Others may become angrier, and do all the talking in the conversation, and they may begin shouting. Individual’s self-esteem can be low, and their body language may be closed or negative, this can make communication difficult with an individual whom is distressed because you may not get any feed back from them, or you may not get a change to talk or be listened to to help them.
They can quickly fall behind from peers of the same age. They may find it difficult to interact and make friends with others who are more advanced. They may struggle with intellectual development memory and concentration. Delayed speech development A child who has limited or no speech could be a cause great concern. This would affect a child’s social and communication development as he/she would find it difficult to listen and speak to peers staff and carers this could also affect their behaviour possibly becoming frustrated and quite angry Whatever concern you have about a Childs development in any area, you should always share it with others.
They round up from the simple fact that people usually change the meaning of them due to the fact that they simply don’t understand it. If one repeats something that we don’t understand we are bound to make some mistakes in the process of repeating
L.O 3 Understand how to reduce barriers to communication 3.1 identify barriers to communication There are many barriers to effective communication such as; * Speaking a different language: When someone speaks a different language or uses sign language, they may not be able to understand what the other person is trying to say. * Sensory barriers: When someone cannot receive or pass on information because they have an impairment to one or more of their senses, the most common is hearing or seeing. • Slang – when a service user uses language that not everyone, in working with colleagues or service users you should avoid using any language that can be misunderstood or misinterpreted or that might cause offence. • Jargon – when a service provider uses technical language the service user may not understand. • Health issues – when you are feeling ill, you may not be able to communicate as effectively as when you are feeling well.
Language barriers can cause people to feel discriminated against, meaning that they make feel unhappy and uncomfortable in the setting. This can really lower their self-esteem and make them feel that they are not worthy. Also, without the right equipment and support, the service user may not receive the right care and help that they need causing things to become worse for
Underreporting occurs due to individuals being dishonest regarding their behavior, therefore causing an error in the research done. A possible solution to this limitation is focusing on observed behavior, and correlating the findings with the self-reporting behavior, therefore developing a conclusion that is more in-depth. Furthermore, Article 2 emphasized that other factors can influence self-labeling as a victim in relation to work-place bullying, not just anxiety and anger. In addition, discovering a moderation effect regarding negative acts of violence and self-labeling is hard to discover due to the psychological way an individual may experience an event. Lastly, Article 3 honed on the lack of variances of deviant behavior.
· if something isnt understood, rephrase rather than repeat. · speak a little louder than usual. · speak a little slower than usual but not to slow that is destroys the speak rhythem. 1.3 There are many different facts that can have an impact with people with sensory loss because communication and awareness play a big part in peoples lives. The negative side of sensory loss is that they may find it hard to feed themselves, dressing themselves and that their mobility may deteariate.
When writers are analyzing opposing positions, they need to supply a great deal of information, precisely and accurately. They add much of this information in phrases that interrupt the flow of a sentence. The problem, forgetting to set off an interrupting phrase with commas can make sentences difficult to read or unclear. These tools can be helpful, but do not rely on them exclusively to catch errors in your text: spelling checkers cannot catch misspelling that is themselves words, such as to for too. Grammar checkers miss some problems; something’s give faulty advice for fixing problems, and can flag correct items as wrong.
This mainly occurs because people do not pay close enough attention to the details around them. Loftus article illustrates information about different types of memory incidences that can typically lead to falsification. For example, scrambled memories occur when people mistake details when they are retrieving a certain story. This becomes a problem because people will make add or remove information that