Explain how own role and practice can impact on communication with an individual who has specific communication needs. As a carer it is your role and responsibility to support individuals to express themselves. The way in which you can do this is by assessing their needs, access information regarding their communication needs, providing the appropriate support, aids or equipment, encouraging and motivating communication, working with others and by monitoring the effectiveness of that support. Without the appropriate support the individual would be unable to express their needs or how they are feeling which can lead to both emotional and physical difficulties. By fully supporting individuals with specific communication needs you are able to support their rights.
2. As a carer it is your responsibility to support service users to express themselves. The way in which you can achieve this is by assessing their needs, access information regarding their communication needs, providing the appropriate support, aids or equipment, encouraging and motivating communication, working with others and by monitoring the effectiveness of that support. Without the appropriate support the individual would be unable to express their needs or how they are feeling which can lead to both emotional and physical difficulties. By fully supporting service users with specific communication needs you are able to support their rights.
The listener should say what they are feeling only if it is beneficial to the relationship or to the person seeking help. When a listener displays this quality of being genuine it is most likely the seeker will become congruent as they have probably spent along time denying their feelings or not been allowed to say what they are feeling, to be congruent is to take responsibility acknowledge your feelings beware of them, then start to deal with stuff. Unconditional positive regard is respecting the help seeker as a unique being or anyone for that matter, to my believe, accepting them for who they are, this does not mean we have to agree with peoples behaviour or agree to their believes, just to accept the person; is being non-judgemental. Along with the show of genuineness and unconditional positive regard from the listener the seeker will feel comfortable within themselves, develop trust in the relationship and begin to open up, explore and start to move forward. The third quality required within this relationship is to be able to Empathise this is not to be confused with sympathy or pity, which would be to show sorrow or sadness, this would not help the seeker to progress and move on.
1 Understand specific communication needs and factors affecting them 1.1 Explain the importance of meeting an individual’s communication needs Individuals who have communication problems need support to enable them to express themselves effectively. It is therefore important for the carer to be aware of the individuals preferred method of communication and also to support the individual to use their preferred method. Individuals have the right to communicate through their chosen method and their choice should be acknowledged and respected by supporting them. The individual’s right are particularly important when using specific communication methods and language because it’s their major way of communicating their needs and preferences. Communication is a basic human right.
Therefore to treat and care for us we need different choices based on our personal needs and desires. 1.3 Person centred values should influence all aspects of social care work to make sure that an individual is, - supported to maintain their right to dignity, independence, choice and safety. - Protecting them from abuse. - Providing Person-centred care - Accept their identity and beliefs - Promoting anti-discriminatory practice. 2.1 Finding out about the history, preferences, wishes and needs of an individual will paint the whole picture of that person.
3. What ethical issues can you identify in how you communicate verbally? You have to have proper communication skills. You have to know how to speak upon cultural differences. You should learn how to speak well and clearly to others.
When a dilemma arises, my responsibility is to support individuals or their families to make informed choices. Even if I disagree with their decision, I can only give advice but can not force them. If an individual is willing to do something that involves some risk, I have to support people to make informed choices. Totally avoiding risks would limit individual’s choices and opportunities and it can lead to dependency and depression. I have to act in the person’s best interest but instead of encouraging them to avoid risks I have to support them and enable them to taking part in activities.
The way you communicate with mrs a will be different from the way you communicate with Mrs B. Similarly each of the will communicate with you in different ways. You need to know what is important for each of them including very basic things such as what they want to be called. 2.2 Describe a range of communication methods Verbal – Being able to see the person you are communicating with face to face can
To provide person centred practice all staff should give their service user freedom of choice, even if they don’t agree with the choices being made. Staff has to respect the choice of the individual. By not allowing a service user to make choices, even if this could pose a risk to them could have a negative impact on them as they are not being able to live as they wish. If a service user makes a decision that could pose a risk to them, we cannot physically stop them from doing so, we can advise against it but ultimately they have the
According to the study by Hall et al. (2008), teachers attribute several common responsibilities to the mentors, known as: support, supervision of the assignments done by a pre-service teacher, with critical evaluation and collaboration with other teachers. Johnson devised a so-called triangular model for mentoring expertise, which requires every mentor to possess such qualities as: “mentor character virtues (integrity, caring, prudence); mentor abilities (cognitive, emotional, relational); and mentor competencies (knowledge and skills)” (as cited in Graves, 2010, p. 15). The study by Maynard (2000) reveals the most common traits which mentees would seek in their mentors, such as: “feeling welcome, accepted and included”, being supported, and having enough freedom while choosing the teaching approaches in the classroom. Ambrosetti (2014) also highlights some of the responsibilities that mentoring may include, such as “role modelling, supporting, challenging, facilitating, evaluating” (pp.