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Developing Effective Communication In Health And Social Care

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To complete this assignment I am going to focus on the communication skills that are used in my work placement. I will monitor and observe the ways in which people communicate and interact with each other. TASK 1 D1 ANALYSE HOW COMMUNICATION IN HEALTH AND SOCIAL CARE SETTINGS ASSISTS PATIENT/SERVICE USERS AND OTHER KEY PEOPLE. In this assignment I have changed all names and places in order to respect the privacy and confidentiality of all concerned. I am on my work placement in a local council run school nursery. I have spent most of my time there working along side their special needs teacher Mrs Robinson. SINARIO 1. I have recently observed a speech development session with a small group of children. This session involved four children. One child was chosen out of the classroom to be used as a role model to the others, as she had really good speech and communication skills. The hope was that she could encourage the others in the group to try and speak. Two of the children had delayed speech; this is where the child can speak but is slow in their development. There was one other child in this session that really interested me. Four-year-old Sam is a little boy, who I have been told that while at nursery, refuses to speak to the teaching staff or any of the children. I have also been told that Sam can speak and does so when at home or with mum and dad. The children all held hands and are shown by Mrs Robinson in to a little room across the hall, where there are no distractions. There were blinds up at the windows, which were tilted slightly allowing the light in, but also prevented the children being blinded by the sun. On the walls there are brightly coloured pictures and number charts. There are pictures of animals and cars, babies and children playing. ...read more.


Having a bad relationship with their teachers could give a child a sense of failure. Mrs Robinson made the children feel valued by talking calmly to them. She took the time to make them feel comfortable. I feel that there was I lot of frustration shown by the teacher when she could not get the service user to speak. This was shown in the tone of her voice. This will have been felt by the service user, and may have made him feel anxious. As carers, our communication with service users should involve understanding and we should respond to the emotional needs of our service user. Children suffering from Selective Mutism find it almost impossible to speak in social situations. Making it hard for teachers to build up an understanding of the service user. Creating a 'caring presence' is almost impossible as the service user creates a barrier between themselves and the people that are there to help them. When using Charles Burners communication cycle, this interaction causes a barrier at stage 8. The child is unable to reply to the message. I have shown my understanding of this in unit 1 assessment 1. (www.dyad.org/Image172.gif) In this speech therapy session there were many positive communication skills used to assist the service users. There were also some things I thought could have been done differently. For example: The use of a Human Aid. Having a 'role model' in the group was very effective. The role model in this group was a little girl who could speak clearly; she was confident and helped the other children to enjoy the game. She encouraged them to shout out when their pictures were held up. Although on this occasion Sam did not speak this is the kind of help that he needs to get the confidence to speak in a social situation. The service user may have found a group of people sitting around a table looking at him very intimidating, and as this is a situation that Sam ...read more.


He could have great fun making this and he could do this at home with his parents who he is able to talk to. A communication passport is usually a small-personalised book. It contains information about the service user and their likes and dislikes as well as information about there condition. If Sam was in a new situation where he felt he was unable to speck then a communication passport could save him from being embarrassed and anxious. Technical aids could be useful in building up a relationship between Sam and his teacher for example, a computer game. Sam could sit with his teacher and she could ask him to do some work with her such as a number game or the same type of game that they play in he group session. This would enable Sam to participate with out having to speak; this could build up his confidence in his teacher and might result in him talking to her, as I have found that a child with selective mutism will only speak when in a situation where they feel comfortable. Makaton could be a communication tool to try with Sam. Makaton is a system used for developing language; it uses speech, signs and symbols and helps people with difficulties in communication over come barriers. This would enable Sam to tell his teachers if he needed to use the toilet or if he would like a drink these could be simple signs that were easy to remember but could make such a difference. Advocates are a way of communication for people like Sam with a communication barrier, which prevents them from being able to speak for themselves. In many of the cases I have read, the parent of a child with selective mutism acts an advocate for them while in school where the child is unable to communicate. Psychologists work with service users with problems such as depression and anxiety. They provide assessment and therapy. It may be a good idea to refer Sam to an educational psychologist work in the field of learning and human development. ...read more.

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