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communication and values

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Introduction For this course work on communication and values I went to two different health and social care settings to see how group interaction takes place and how one to one interactions are carried out. I carried out three interactions one to one interaction in an old peoples care home in Neath hill with an elderly resident and a group and a one to one in a school at wood end first school I will compare the interactions and describe the skills I used and also the barriers I faced and the how I overcame the barriers` I will explain the different types of communication and interpersonal interaction that I have observed while at the health care setting communication is a process of sharing ideas or thoughts information and messages with others whether it is one person or with several people at a particular time and a particular place I will also explain the how the communication cycle can be used to communicate difficult, complex and sensitive issues. I will also give examples from the health care settings describing some factors that can resist communication and interpersonal interaction people feel value and respected when They have been listened to and when they feel their needs and The care worker has understood wishes I will explain the Communication needs of service users. I will then explain the communication skills I used in the one two one and group interaction. I will look upon both positive and negative factors that may have influenced the interactions. And then analyse how communication in health care settings assists care worker. Ways of communicating Language Spoken, signed or written communication can communicate between individuals or groups of people's language provide a basis for people to develop concepts. Body language Facial expressions and body posture and muscle tone all provide message as to how the person feels and perhaps how they are thinking. ...read more.


AND MORRIS (1994) explained the importance of eye contact. I also tried my best to use simple English language with the children at all times because it sometimes made it hard for them to understand what I was trying to say to them. To add humour to the conversation and to build up the talk I added a joke by saying I am very stupid and you all are very clever I cant even work out 1 add 1 they all stated laughing at me and felt that as if they were all Einstein I noticed that by adding humour to the conversation this built a very secure relationship between me and the children and this broke all the barriers between me and the children. Then I asked them what they wanted to do next and I noticed that TUCKMANS (1965) theory came in view as the four stages of forming a group FORMING this was at the early stage of the interaction the group seemed to be conscious and anxious about what they were going to do STORMING this seemed to be a period of conflict the girls wanted to do one thing an the boys another so I resolved this by letting them role the dice the girls got the highest so they got to choose what they wanted to do next then I noticed NORMING the group started to work together then PREFORMING the relationship had become comfortable and more supportive of each other the groups leadership was less direct as everyone equally joined in by asking them what they wanted to do this empowered the children to be independent and showing awareness of their preference and needs At the end of the interaction I asked them all if they were allergic to chocolates and they all replied no so I gave them all a chocolate each and the same one because having different chocolates could have made them feel different and special this made them feel as they were all the same. ...read more.


I showed sincerity giving the children in the first interaction and in the group interaction chocolates this made them feel happy and excited about me giving them something it also made them feel very lucky that they got the chance to take part in the interaction with me and also got a chocolate at the end I also showed sincerity with the elderly person but in a difference sense if I offered her a chocolate she would have not appreciated it and may be make her think that I was being rude so I gave her flowers which made her very pleased. I used simple English language with the children encase it was hard for them to understand what I was saying I used simple English words but with the elderly person I spoke as normal as I could as there was no need of using simple English words with the elderly person. I used posture I kept my body as relaxed and tried not to move my hands and feet in the interaction with the elderly person as she was talking most of the time and as I was younger the her I was my responsibly to listen to her attentively without creating any barriers in between our conversation. In the group interaction with the children and the one to one I did not keep this all mind as It was a conversation were I was talking more but still made sure not to do anything that become a barrier in our conversation. I gave the children In the group interaction a label with their name on it because I did not want to upset them by saying or pronouncing their name wrong but their was no need to give labels in the first and interaction with the elderly person because they were only individual people who the interaction was taking place with and it should not have been hard to remember their names. ?? ?? ?? ?? Unit 2 communication and values Tahira raja 1 ...read more.

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