I endeavour to find ways to support communication using variety of methods. I also share these methods with other staff and people around the individual to maximise their communication. 1.3 Features of the environment that may help or hinder communication are; • volume it is important to ensure the level of voice is correct for the individual and that background noise does not impair the hearing or raise stress levels. • time allowing enough time to communicate is important. If the individual feels rushed, they may become agitated or restricted and not therefore understand clearly.
When health and social care professionals communicate with service users, it is important to know what tone of voice to use. Some people can be easily disturbed by a sharp tone of voice which can cause them to feel intimidated. When communicating with service users whilst in your career, you should use a tone of voice that you feel will encourage service users to listen and accurately respond. Pace of voice: The pace of your
The main purpose of stage one is to build a non-threatening counselling relationship, help the client explore their situation and then be able to focus on chose issues. At this point the helper/listener helps the client to identify problems and then assess their own resources. At this stage most people are reluctant to change and may resist. Through positive exploration of new perspectives and constructive challenges to rooted negativity the client is able to move to the next stage. Some of the stage one exploring skills include; Open ended questioning, silences, focusing, empathy, paraphrasing, structuring and summarising.
However, if they feel that people are really attuned to their concerns and want to listen, they are likely to explain in detail what they feel and why. Active listening allows individuals to end conflict or avoid conflict by making sure each party understands what the other is saying. Identify
For me to show that I am listening actively to the child I should stop what I am doing and get down to their eye level and make eye contact. This ensures the child that I'm actively listening. I should also focus on what they are saying especially if they have a difficult time trying to express themselves and aid them. By responding to the child, they acknowledge that I have been listening. I can reflect on what they said or ask them open questions to find out more information.
Stroke, Deaf, Blind Associations depending on which one they needed to help them, these associations are there to offer advice and guidance on what you can do to help communicate better with the service user. If you are communicating with a person who cannot communicate properly back there are ways in which you can communicate with them e.g. MAKATON, British Sign Language and Braille. When speaking to a person who has communication difficulties, speak face to face, speak clearly, if the service user does not understand first time you
It works best when feelings are authentic – that is you genuinely care about other people and have their interests at heart. To get the outcome you want, you need to influence others to get the desired effect. This hinges on getting connected with what others want. Seek first to show that you understand and can empathise. Without feeling the respect and trust that comes from rapport, the rest of the conversation and relationship will have little impact.
Communication 2.1 Compare ways to establish the communication and language needs,wishes and preferences of an individual. You need to be clear of there needs, ask them personally, ask the family members or the key workers, read their files, you will benefit from any information, there may be drawbacks if you come across any barriers, and you may need to find other means, i.e translators e.t.c. 2.2 Describe the factors to consider when promoting effective communication. Make sure you speak clearly and pronounce your words, and check the tone and pitch of your voice , you don’t always need to shout. Use the correct language, take time to say things, speaking quickly can cause confusion.
By becoming a better listener, it will improve our performance, as well as the ability to influence others, avoid conflict and misunderstandings among people. To be a better listener, we have to practice “active listening”. This is where we hear not only the words that another person is saying about, but, more importantly, try to understand the complete message being sent. In order to do this we must pay attention to the other person very carefully. Use our body language and gestures to show that we are listening and interesting to the topic.
It is crucial in building a relationship with the client. Not just nodding of the head type of listening, but it must be active listening. The client needs to know that the helper hears them, understands them and is involved in what they are saying. Asking questions and using reflective listening is important, all while keeping the objectives in mind. Listening gives the helper insight on the situation, helps gather information and gives clues on to what the clients thought process may be.