(4) The downfall of responding defensively all of the time though may discourage others from being so honest with their remarks. It can also prevent the listener from concentrating upon the message. Not only do defensive communicators send off multiple value, motive and affect cues, but also defensive recipients distort what they receive. As a person becomes more and more defensive, he or she becomes less and less able to perceive accurately the motives, the values and the emotions of the sender. (5) In conclusion I know I have to work on both of these ineffective listening skills to better my communication between fiends, co-workers, and society in
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.
If they had low self-esteem this could mean that the child/ young person may be facing further abuse in their parenthood as they are very defenseless. If someone has been abused from a child it may mean that they could possibly never reach their full potential. This would be due to depreciation that they had faced and possibly end up making them feel powerless to take on a role which would consist of obligation. Not being able to have relationships with people in the future, making friends as a child and finding a husband/partner once in parenthood. Self-harm would make the service providers very mistrustful as the pain imposed on them by themselves is showing as the pain they are facing at some other point with someone else.
Without saying a word, they may not ever come back. They also may return and just avoid the margarine altogether. Fear of conflict is a plausible explanation for a lack of complaints, but there still may be unsatisfied customers. The servers need to put out an extra effort to find out if silent, unsatisfied customers are leaving with no intention to return. Without having an honest conversation with the customers, their opinion cannot truly be known.
This can cause the individual to experience frustration and feelings of inadequacy. Individuals experiencing sensory loss cannot experience the full extent of the programme as they may miss information such as facial expressions. Individual with sensory loss can miss out on important information that people without sensory loss can take for granted. An example of this may be an individual with a visual impairment may not be able to read written material such as a bank statement. An individual with a hearing impairment could miss or miss hear information such as someone informing them of a danger they may be heading towards.
Unit 393: Understand Sensory Loss Sensory loss is an impairment of any of the senses. Without probably realising we use these senses to carry out everyday life. Sensory loss can lead to isolation and frustration for individuals who suffer with these losses. Factors may be simple things we take for granted, for example people who have difficulty hearing and seeing may not be able to enjoy watching TV, a telephone conversation, or be able to distinguish between people’s faces and so on. People’s attitudes and beliefs towards people with sensory difficulties may impact negatively on individuals as they may assume that they lack understanding; quite often it may be those who are making assumptions who are acting incorrectly in accordance with the impairment; for example, people may use a raised voice when speaking to someone with a visual impairment.
These individuals are usually excluded from learning and development activities due to these disabilities. Negative and harmful attitudes towards learning activities affect how they are implemented and supported. If an individual does not want to participate you cannot force them to and if you do then they won't pay attention which will make it harder to
An emotional transition for a child could be something such as a family pet dying. This could affect them as they will be emotionally unstable due to the loss of their pet which could cause them to isolate themselves from future conversations about possibly buying a new pet or they could become depressed as they felt that the pet was a close friend whom they spoke to when they had any troubles. Physically they might suffer from a lack of sleep, no appetite or they could possibly self-harm. Physiologically they might change behaviour this can include uncooperative behaviour like slamming doors, staying out late or getting into trouble. Intellectual changes can include a lack of concentration, not joining in activities.
In case there’s any safeguard issue, we should follow the safeguarding procedures which may involve breaching confidentiality but then again only if/ when necessary and only the people who need to have information will do so. * Children’s wishes and feelings: There will be times when it won’t be appropriate to observe a child, and during these times the best thing to do is to step aside and carry on with it on another opportunity. If a child is upset, if a child doesn’t want to be assessed for any reason, or basically if a child is not on a good mood, then the observation would be pointless anyway as it won’t be accurate, and we obviously aim for the welfare and wellbeing of children and we won’t want to be a negative factor by pushing a child or forcing a situation that is unsettling for them. * Ethnic, linguistic and cultural background/ disability or specific requirements: Obviously if we want to get an accurate idea of a child’s development we need to take into account the child as an individual, and every individual has a background and has their own specificities which
Such issues include client’s exhibiting behaviours that are not recognised by such a society. This, in turn can lead to miscommunication and misunderstanding between the client and the counsellor. For example LaFromboise argues that “Adherence to a specific counselling theory or method may also limit the success of counselling. Many cultural groups do not share the values implied by the method and thus do not share the counsellor’s expectations for the conduct or outcome of the counselling session. To counter these differences, effective counsellors must investigate their clients’ cultural background and be open to flexible definitions of ‘appropriate’ or ‘correct’ behaviour (LaFromboise, 1985).