• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month
Page
  1. 1
    1
  2. 2
    2
  3. 3
    3
  4. 4
    4
  5. 5
    5
  6. 6
    6
  7. 7
    7
  8. 8
    8
  9. 9
    9
  10. 10
    10
  11. 11
    11
  12. 12
    12
  13. 13
    13
  14. 14
    14

A one to one interaction with an elderly woman Aunty Emily to try through effective use of communication to persuade her to change her life style because it could reduce her life span and afterwards analyse and evaluate the interaction

Extracts from this document...

Introduction

I have been assigned a task as the healthcare to have a one to one interaction with an elderly woman Aunty Emily to try through effective use of communication to persuade her to change her life style because it could reduce her life span and afterwards analyse and evaluate the interaction. Emily and I are both from totally different cultural backgrounds as am black African and Emily, white British. The one to one interaction took place in the private residence of the elderly, Aunty Emily. Aunty Emily an eighty-two year old woman who lives alone in a small terraced house and has a cat called Sooty which she dearly loves. Aunty Emily's niece is a career woman in her early thirties and visits her two or three times a week. I have been informed by her of Aunty Emily's life style which clearly indicates that it is unhealthy and dangerous. For example, "Aunt Emily believes her fire is a coal fire. She often tries to poke it and throw rubbish on it"; "her only source of heat is a two-bar electric fire", "Aunty Emily is not eating properly during the day", "Aunty Emily's cat has fleas and is very old". Etc. I have arranged to visit Aunty Emily at her home. The role of Aunty Emily was role-played by a school friend Nadine. I have given a false name so as to maintain confidentiality. I knocked on her door and with a soft voice, she asked me to "Come in", so I went to her. The room was slightly dark and stuffy because the windows were unopened and the curtains were not drawn which prevented the ray of light from entering the room. T: Hello, I'm Tola. What would you like me to call you? A.E: Emily At this point she seemed to be a little uncomfortable probably because I am a stranger. ...read more.

Middle

It is always best to check your 'reading' of someone's postural 'message' with the person, by sensitively asking them question about how they are feeling, to avoid making wrong interpretations or reading too much into how they are standing or sitting. During my interaction with Emily, my posture with my arms and legs were uncrossed this is called an OPEN posture which suggested a more relaxed, open attitude. The desk touching the wall allows for a more informal and less dominating encounter because sitting side on to the door allows for ease of approach. SITTING POSITION PROXIMITY: This is the interaction between people during interactions is known as 'proximity' and it can sometimes be referred to as 'personal space'. During an interaction how much personal tends to depend on that person's cultural background, their upbringing and the type of relationship that they have with the person that they are interacting with. I avoided Emily's personal space by not sitting next to her but opposite her this happened because people you are not close with tend to require more personal space than people you are close with. USE OF SILENCE: The strategic use of silence in this kind of interview especially with an older person will result in a greater quantity and quality of information being obtained from the subject. However, there was not much use of silence during the interaction between Emily and me I was only silent when she spoke because when if you don't 'listen' they stop talking. QUESTIONING: This plays an important role in interaction as it as it makes people talk about matters that concerns them depending on the type of question asked which could be either closed here respondent can give specific answers either 'yes or no' or open where respondent as to give some length. Even though I tried as much as possible to ask open questions from Emily because this provide opportunity for more communication to occur but I was unable to ask as much, as I was trying to caution my self of what kind of questions I asked her. ...read more.

Conclusion

Noise was not a barrier because her surroundings were quiet and peaceful. LABELLING AND STEREOTYPING: This usually involve making a negative assumption about what other people are like before, during or after interpersonal interaction this can also affect effectiveness of communication. I tried not to stereo type or label her because it can lead me to a wrong conclusion about her and I also tried as much as I could not to be influenced by this stereotype that older people are hard of hearing, have memory problems etc. because they may be untrue. I was patient with her by waiting for her to finish her sentences before I responded because she is old. INTERRUPTIONS: There was hardly any interruption(s) during our conversation because there were no visitors or phone calls at all. This could be because Emily as been described not to like the company of other people "Aunty Emily is a quarrel some old lady and does not like the company of others". LANGUAGE DIFFICULTIES: Assuming that other people can understand technical health or social jargon is wrong because what you, your friends or relatives understand doesn't mean someone you don't know will. While interacting with Emily, I spoke in English using informal language (simple terms) so as to make sure she understands what is going on. I avoided the use of jargon because it could cause confusion. In conclusion, analysing and evaluating my skills in my one to one interaction I felt I have indicated most of the communication skills needed for a care worker to interact with a service user but I think these skills were slightly unsuccessful due to the ineffective non-verbal communication skills such as gestures (facial expression), questioning, And the barriers to effective communication that I experienced. I have shown the strengths and weaknesses of my one to one interaction and described how I could improve them. I believe if I was given another opportunity to do this I could improve on it. BY: TOLA IYIOLA. ?? ?? ?? ?? 1 ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Language: Context, Genre & Frameworks section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Language: Context, Genre & Frameworks essays

  1. Marked by a teacher

    Investigating how language has changed in children's literature; in relation to interaction between ...

    5 star(s)

    Generally there are a range of modifiers to keep the reader interested, and support the formation of their own mental image of these characters. Figure 2 - Number of adjectives in the initial description of character * There are both pre-modifiers and post-modifiers within "Dumbledore's" description; "long robes, purple cloak.

  2. Marked by a teacher

    Exploring the genre and style of the Political Interview - Paxman and Galloway interview

    5 star(s)

    Five possible transcripts were collected, and of that, two were chosen for further analysis. A male politician and female politician were used in order to gauge differences, if any, in the language style used, and whether this had a profound effect on the effectiveness of dominance in conversation.

  1. Writing to persuade Stop smoking leaflet

    With some people smoking doesn't just happen just like that, they would be either forced through peer pressure or from the attitude just trying it out.

  2. An analysis of variations in style in comparison to Standard English.

    Notice especially the difference between force etc. (spelled with r followed by a consonant, though the r is not pronounced) and poor etc. (spelled with r not followed by a consonant, though again the r is not pronounced). More examples for this would be: price [proi´┐Ż] mother [mawa] little [li'ou]

  1. Language Change.

    A very few nouns - for example, ox, oxen - have plurals ending in -en. A few noun forms are unchanged in the plural: deer, sheep, moose and grouse. * Five of the seven personal pronouns have inflected forms for subject or object use: I, me; he, him; she, her; we, us and they, them.

  2. Story in the Style of Terry Pratchett

    The shadows of the night's sky couldn't engulf the city, except for the darkest corners of Illann, but rather the fiery orange and yellow lights lit up the city, giving a warmer atmosphere, despite being on the fourth season of the year.

  1. In the context of personal communication explain how individuals may use non verbal communication ...

    However, some types of empathy in paralanguage can make a person feel patronised and this can dissuade them. Charismatic authority figures in themselves can be enough to persuade a person, for example if an employee's boss asks them to do something this can be enough to persuade someone.

  2. Analyzation of Hidden messages in Where are you going, Where have you been.

    But what teenager listens to their parents at such an influencing age? Connie stumbles upon evil when she had gone out with her friend to the drive-in restaurant. Oates wrote how Connie met up with Eddie at the restaurant and spent hours with this young boy doing things she had no business doing.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work