Outcome 1 Understand why communication is important in the work setting Assessment Criteria The learner can: 1. Identify different reasons why people communicate 2. Explain how effective communication affects all aspects of own work 3. Explain why it is important to observe an individual’s reactions when communicating with them. Unit 001 Introduction to Communication in Health, Social Care or Children’s and Young People’s Settings Outcome 2 Be able to meet the communication and language needs, wishes and preferences of individuals Assessment Criteria The learner can: 1.
STUDY PACK FOR Unit 4222 324 Support individuals with specific communication needs Learning outcomes: 1 Understand specific communication needs and factors affecting them 2 Be able to contribute to establishing the nature of specific communication of individuals and ways to address them 3 Be able to interact with individuals using their preferred communication 4 Be able to promote communication between the individuals and others 5 Know how to support the use of communication technology and aids 6 Be able to review an individual’s communication needs and the support provided to address them Resources; Communication policy and procedure information Information on local resources and technological support for specific communication needs Outcome 1 Explain why it is important to meet the communication needs of individuals. 01.1 So that they have an equal opportunity to have a say in the decisions made and to express ther individual wants and needs, If a person cannot effectively communicate then there needs may not be met and therefore there care cannot be person centered. Explain how your own role and practice can impact on communication with an individual who has specific communication needs. Describe an example from your own work practice. 01.2 A young adult with anorexia nervosa has a built in anorexic filter this means that they take what you say and filter it through and generally translate what has been said into a more negative statement.
the cycle of learning to enable me to develop my own understanding and as a reflective practitioner I can link this with Schon’s (1983) concepts of reflecting in action and reflecting on action to help improve my actions and professional practice and show that I evaluate my experiences and integrate it to theory and knowledge in supervision (Aids to Practice cards, Values and Ethics, p112). The relevant skill to use with the case study service user is communication. I will start explaining its relevance by looking at why it is an important skill for all social workers to use in their practice. In Block 1 of K113 we heard a number of service users and practitioners talk about examples of good and bad social work. They highlighted that a good social worker makes you feel important, works in partnership with you, gains your confidence, is straight talking
People communicate for many different reasons, such as: To give and receive information, To give and receive instructions, To express needs, To share ideas, Develop learning, Establish and maintain relationships with others, Negotiate, Discuss a situation, To make a point or outline a concern. To understand and be understood. 1.2 How effective communication affects all aspects of own work. Effective communication is important to meet the needs of the children. To ensure effective teamwork and continual care of the children we must communicate well by keeping each other informed and aware of current situations going on around us.
The unit examines the importance of understanding an individual’s preferred method of communication, when working with users of social care services and the need to observe reactions in order to support the communication cycle. The unit also investigates barriers to communication and ways in which these can be minimised or removed. Issues of confidentiality are considered with regard to maintenance and also the notion of agreed times when information must be shared. The unit will prepare you for working with users of services with a variety of communication and language needs. Learning Outcomes and Assessment Criteria In order to pass this unit, the evidence that you need to present for assessment needs to demonstrate that you can meet all the learning outcomes for the unit.
The teams’ ability to accomplish a meaningful and successful project relies on the individual communication skills engaged by its team members throughout the project. The communication strategy used by a team should take into account the learning styles and personality types of its members. Learning Styles The learning styles of a team of people are as diverse as the individuals within the team; “Learning style is defined as a set of characteristics which make learning effective for an individual” (Seckel, 2007, p. 22). Each team’s communication and collaboration strategy will vary, depending on the learning styles of their team members. Each learning style has its own set of abilities, skills, and study techniques to consider in developing an effective communication strategy; “Your learning style – your mind’s particular way of taking in and processing information – is as unique as you are” (Carter, Bishop, Kravits, 2007, p. 38).
Outcome Statement 7 - Communication Snapshot This Outcome Statement is about: • being clear about why you are communicating with individuals, families and carers; • using your interpersonal skills to help them communicate their views, choices and preferences; • adapting your communication style and method to support mutual trust and understanding, and maximise the participation of individuals, families and carers; • using additional communication support that may be needed to help individuals’, families’ and carers’ views, choices and preferences to be heard, accurately communicated and understood. Work with individuals, families, carers, groups and communities (directly, alongside others and through others) to identify their information and communication needs, support individuals to access information to manage their self care, use appropriate communication methods and techniques to interact with the individual and support them to express their views, choices and preferences, and overcome any communication difficulties. Scope Good communication, verbal, non verbal and written, is at the heart of good practice in social work. Communication skills are essential for establishing effective and respectful relationships with individuals, families and carers, and for assessments, decision making and joint working with colleagues and other professionals (SCIE knowledge review 06). Understanding individuals’ cultural and ethnic heritage is essential to facilitating communication with individuals, families, carers, groups and communities from ethnic minority groups.
HSC 3029 Title Unit Accreditation Ref Level Credit value Support individuals with specific communication needs T/601/8282 3 5 Learning outcomes The learner will: 1. Understand specific communication needs and factors affecting them Assessment criteria The learner can: 1.1 Explain the importance of meeting an individual’s communication needs 1.2 Explain how own role and practice can impact on communication with an individual who has specific communication needs Analyse features of the environment that may help or hinder communication Analyse reasons why an individual may use a form of communication that is not based on a formal language system Identify a range of communication methods and aids to support individuals to communicate Describe the potential effects on an individual of having unmet communication needs Work in partnership with the individual and others to identify the individual’s specific communication needs Contribute to identifying the communication methods or aids that will best suit the individual Explain how and when to access information and support about identifying and addressing specific communication needs Prepare the environment to facilitate communication Use agreed methods of communication to interact with the individual Monitor the individual’s responses during and after the interaction to check the effectiveness of communication Adapt own practice to improve communication with the individual Support the individual to develop communication methods that will help them to understand others and be understood by them Provide opportunities for the individual to communicate with other Support others to understand and interpret 1 1.3 1.4 1.5 1.6 2. Be able to contribute to establishing the nature of specific communication needs of individuals and ways to address them 2.1 2.2 2.3 3. Be able to interact with individuals
Page five of the HSIE syllabus is the introduction where the key learning areas are introduced. These key learning areas develop ideas within students about the social and physical environment and people that surround them. The elements or key learning areas; knowledge and understandings, skills, values and attitudes is a progress where students learn through experiences. Within these elements are four strands; change and continuity, cultures, environments and social systems and structures (2006). These subject areas or strands are to ensure that the syllabus content is covered (Lecture 2 30/7/08).
Some of the reasons people communicate are to express feelings, build relationships, gain understanding, pass on and receive information, share knowledge and opinions and to help us to anticipate and predict behaviour. People communicate to express their needs and desires and understand and be understood and it allows us to understand and predict the behaviours of others and aids us to make decisions and solve problems. We communicate to meet the needs of others and also ourselves. Effective communication is vital in the work setting as we communicate with a variety of people and we need to ensure we pass on information and listen actively to be able to meet the needs of service users and staff. We have to communicate well with colleagues to ensure the smooth running of things, to make sure information is handed over clearly and to avoid confusion and allow continuity of care and minimise risk.