We have many reasons of communicating with each other, and these are to express ourselves as well as to pass on information and knowledge. Effective communication involves verbal and non-verbal interaction. P1 Both of these communication methods can be expressed through skills such as: * Tone and volume of voice * Body language- Posture * Facial expressions * The use of touch * Clarifying * Questioning This involves the way our tone interprets what you say and what influence it has on the receiver. Depending on what we say, we should know 'how' to say it. For example, if you talk very slow and in a low voice, people may consider you to be shy, embarrassed, not confident and unsure.
Forms of makaton can also be used for individual who suffer from these sensory loses. Touch, when it comes to communication with an individual who is without sight, can be dubious. A support worker must always remember to keep a level of intimacy clear when touching or holding a service user to indicate the need to shave (by stroking their cheek) or assisting is movement (holding hands or a hand placed on a service user’s lower back). 1.2 Visual aids, such as picture or word cards, will allow a service user to demonstrate their needs if a support worker were to use these cards as prompts or suggestions. Pictures can show drinks and food, activities and hygienic needs.
For example in the case of a member whose primary language is not English, it is good practice to make use of plain English, easy to understand. 1.3 Explain why it is important to observe an individual’s reactions when communicating with them Help to understand the emotional state, knowing if the information has been understood. Look at the facial expression of the person to whom it is addressed, it helps to understand if our communication has been understood effectively. The facial expression instantly communicates the real state of a positive reception of the message. 2.1 Find out an individual’s communication and language needs, wishes and preferences For example a home language defined by cultural variations, beliefs value, age gender or physical disabilities.
Body language is in face a huge part of communicating, this is known as non-verbal communication examples include: • Facial Expressions • Gestures with arms or hands • Eye contact. Tone of voice is also vital as this is how patients will be able to sense our mood. If you were in a bad mood your tone of voice could reflect this and be louder and have a hint of agitation. When gesturing using hands and arms, this could come across as being threatening however some people do this hand and arm gestures in a positive way of communicating for example – in teaching, some teachers would use gestures to give examples of how to complete the
How to start your assignment: • Explain what the barriers to accessing your care setting are and why they may be barriers. • Describe and explain how these barriers impact on creating a positive care environment. • What are the effects of these barriers on your care setting? There are a number of different barriers when it comes to accessing care, some of the barriers are: language/communication, cost, lack of information, Discrimination, Lack of disabled access, location, waiting lists, prejudice, shortage of places, opening times and discrimination. Communication between two individuals should be simple.
3c. Methods and ways of communicating that are affective when dealing with discrimination when communicating are being patient, talking nicely, being fare, and keeping a situation calm removing individuals as best as possible, explaining everything and that trying to help, and reporting to manager and relevant people and documenting everything. 4. The codes of practice and conduct, standards and guidance are relevant to others and my own roles and responsibilities when communicating and completing records and reports are remembering
This assignment is aimed towards care providers and to produce a health promotion teaching pack that will hopefully promote the health and wellbeing of individuals with learning disability, specifically a gentleman with Down’s syndrome who suffers with bowel problems. This promotion pack, once finalised can be adapted to be used with other individuals who experience living with bowel problem. It will take into consideration the individual’s communication ability and level of comprehension, which in turn will establish the appropriate level and method of teaching. The package will be aimed at health carers in community settings. Part A will have a critical overview of health promotion and health implications for people who suffer with bowel
Accenting Repetition: One could use this to show the sender that they are interested about the infor- mation by having steady eye contact, leaning their body forward and tilting one’s head to one’s side, or by scratching a chin to show one in deep thought. Contradiction: Effectively communicating, one should harmonize their body language with their words, because if one perceives communication signals to be mixed. Substitution: One could substitute non-verbal communication for words to communicate by smiling and clapping to communicate approval, raising one’s eyebrows to communicate eagerness or surprise. Complementing: One could use body language with what they are saying by adding a Gesture to a spoken word and by saying hello by waving one’s hand. Accenting: Accent spoken words with body language such as gestures.
| Occupational Therapists | National Health Service (NHS) | * Work with people with mental, physical or social disabilities to carry out everyday tasks or jobs as independently as possible. * Create individual plans for individuals to help them to gain confidence and independence; this may include a change of environment or the use of special equipment. * To liaise with a wide variety of other professionals, such as; GP, physiotherapists, social workers and parent(s) / carers. | * Offer support by mentoring people on how to control their own behaviour; or offer guidance for other professionals on how to control outburst of behaviour. * Ensure that the correct facilities and equipment are
Demonstrative Communication BCOM/275 02-18-2012 Toni Pauls, Ph.D Demonstrative Communication Demonstrative communication is a type of communication that observes nonverbal cues. Examples of nonverbal cues are tone of voice, eye contact, facial expressions, and body language. Your nonverbal signals are just as important as the words you speak and the tone of your voice. Even without speaking people can tell how you feel about the situation by the way that you act, by seeing your nonverbal cues. Tone of voice plays a big role in getting your message across.