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Communication and care values

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UNIT 2 - COMMUNICATIONS & CARE VALUES INTRODUCTION As part of my Health and Social care 'A' level I have been asked to produce a report on Communication and care values. For me to produce my report I need to undertake a placement in one of the following areas, where I will research and conclude my findings based on my initial report. Here are the following settings or service user groups that I will have to choose from to base my report on: * Health * Early years - (care and education) * Care of older people * Individual with specific needs The setting or service user group that I will be focusing on through this report is: Early years - (care and education) And the placement that I have chosen to base my report on is: Nursery The purpose/objective of this report will be the following: * The types and range of communication skills you have used, and an awareness of the care value base. * The transmission of the care values in the way you have communicated with the person concerned. * Possible barriers to communication and how you overcome these. * An evaluation of the interactions and conclusions drawn from the evidence collected. These are the objectives that I will have to look for and carry out at my nursery placement and with the children - (service user group) and then I will have to make comparisons between the interactions made. THEORY WHAT IS COMMUNICATION? It is a learned skill, we must learn to speak well and communicate effectively. Speaking, listening and our ability to understand verbal and non-verbal meanings are skills we develop in various ways. We learn basic communication skills by observing other people and modelling our behaviours based on what we see. TYPES OF COMMUNICATIONS The different types of communication are the following: Language - spoken, signed or written communication can communicate complex and subtle messages between individuals or groups of people. ...read more.


Tuckman and brown (1979) called these stages of group formation: 1. Forming stage - in this stage member of the group move from finding out information about the group in a parallel communication directed at the leader, to increased communication with each other. The group and the leader are tested by each other to see if trust can be established. 2. Storming stage - this is the stage where the group members argue about how they see the group's function and structure. People reveal their differences and their personalities; some may be overbearing and disruptive. 3. Norming stage - when this stage has been reached it means that group cohesion has been established. Intimate and personal opinions maybe expressed by members to each other and people start to look for affection. 4. Performing stage - when performing occurs, the group is working together to solve problems. It is no longer dependent on the leader, who moves into the background. 5. Mourning stage - this is the ending stage that follows achievement of a task. Or groups have to end some time, or they may cease productive. Members will feel a sense of loss, but often a sense of achievement. Planning and managing a group activity Managing communication in a group maybe a way to: * Develop an awareness of others * Develop skills in a co operative behaviour * Promote independence and to develop individual potential The tasks involved in planning and managing group work include the following: * Identify and keep in mind the individual communication skills of each group member * Observe and interpret what is going on * Find ways to support and develop communication skills in the group * Shape the way the group works so that it is facilitative to communication SKILLS IN GROUP WORK All groups within the health and social care settings need a common identity so that group members feel belong. ...read more.


This would not be possible without knowledge, understanding and skills. EVALUATION OF REPORT From my three interactions, which I carried out, I was able to conclude that interaction three was the most enhanced out of all. This was because the children were able to use their visual and touch senses to take in information and then communicate back in greater detail. This interaction shows that the children were able to describe and communicate what they saw because it was available to them in object form and they could touch it. The other interactions were just as plausible but limited to this particular age group. This showed that certain communication techniques weren't suited to younger age groups and the need to expand the delivery of information using other tools is necessary, as shown in interaction two and three. Not all the different types of communication were used here such as cultural variations, electronic technology etc because they were not relevant in these interactions. But some communication and the skills involved were discussed in the interactions and used. Barriers to communication were shown and also were overcome in the interactions above. But again cultural, language differences, beliefs and etc were not relevant to the interactions above; they could have been if I was to choose the respondents my self for the interactions. I have also shown understanding and knowledge of the value base of care in all of the interactions and the transmission of values. Due to lack of time and resources available I was not able carry out research in other areas of communication. If further studies were to be undertaken I would recommend a larger group to research and also use different communication skills. I believe that this portfolio could have been more detailed and extended with other information. If I had more time I would of carried individual interactions and more group interactions by using other communication skills and using different age group respondents and then comparing the communication techniques and level of understanding to see what results I could get. ?? ?? ?? ?? MOBEEN AKRAM 1 ...read more.

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