Egans SOLER theory and the Bales theory of communciation in a care setting.

by sandra_bbe (student)

Sandra Mateta

Health & social care coursework

Sandra Mateta: 126694

Unit 2: communication in a care setting AO3

In this section I will be focusing on the two theories and how they can be adapted in a nursery. I will use a range of sources to examine how the theories of communication provide guidance about how to communicate with service users and practitioners, and how the theories can affect service users/providers in a positive and negative way. The two theories I’m going to be focusing on are the Egan’s SOLER theory and the Bales theory.

The communication cycle

The communication cycle is the process of communicating, it involves various stages like

If a care worker is to be effective in caring he/she, must also be effective in communicating. Conversations or interactions usually begin with some form of greeting or welcoming process and proceed until the reach a satisfactory conclusion. Within every communication process the receiver of the communication makes value judgments, this means assigning an overall worth to the message given by the sender. Value judgments can be based upon:

• The receiver’s evaluation of the sender

• The receiver’s previous experience with the sender

• The message’s anticipated meaning

(Fisher 2011: 70)

AO3B

SOLER stands for [S] sitting attentively at an angle [O] open posture [L]leaning forwards [E] eye contact [R] relaxed body language.

For example is a teacher is sitting across from the parent at a slight angle, if he/she is leaning towards parent, she can look directly at the parent when this is appropriate, listening attentively to the parents questions & responses, not looking as though you’re in a hurry. Within the main content active listening will be essential, when actively listening, flexibility is needed. Active listening does not mean listening and hearing, it involves trying to understand the meaning of the words being used by the service user and the context from which they originate. Active listening is developing an interaction with the service user that helps to identify the real issues and to provide a meaningful dialogue in exchange. When listening, individuals can operate at three different levels, these are:

Partial listening- this is where some of what the service user has said registers with understanding on the receiver; this is often termed as level 1 listening.
Well-tuned listening- the majority of what is being said is accepted and understood by the listener. This is often known as level 2 listening
Global listening – the receiver is able to identify fully with the person speaking and has established empathy and congruence. This is often known as level 3 listening.

The purpose of active listening is that it helps to clarify what’s being said, to motivate service users, to enable service users to speak freely and openly, to help the service user develop skills, to gain insight into the issues which are being stated, to help the service user solve problems, to help the service user reach satisfactory outcomes, to consider the options available to the service user. (Fisher 2011: 72) (Fisher 2011: 73)

Both nursery & nurse and manager can use the SOLER theory to interact with others (parents, service users, colleagues) to enhance communication and guide practitioner interactions. For example both nursery nurse and manager may use these examples:

When a nursery nurse is sitting down with a child doing an activity they can use the SOLER theory by sitting at the same level, at a slight angle so you can also have eye contact when appropriate. As the child this is to make the child feel more secure and less intimidated, this is also done so the child can see the nursery nurse’s face. Sitting at the same level also shows that the nursery nurse respects the child and they don’t make the child to feel like their inferior. The arms and legs of the nursery should show an open posture as the child could feel that the nursery nurse is angry at them, showing an open posture shows that you that the nursery nurse is willing to help the child. Arms are not crossed and may be animated and moving in synchronization with what is being said or held wide, while trying to explain to the child about the activity they are doing. Palms are also relaxed and may be quite expressive, for example appearing to hold things and form more detailed shapes to show the child suggestions about the activity they are doing. Open legs are not crossed they should often they are parallel or even maybe stretched apart. Leaning forwards the child to show interest is also a way to interact this is to also show the child that the nursery nurse is listening and is showing interest in what they are doing. Leaning forward could also enhance communication by because they nursery nurse could be leaning over to suggest to the child what they could do to make it better and vice-versa the child making suggestions to the nursery nurse so they can get confirmation to go ahead and do what they are thinking to do. Another aspect of SOLER that has to be used is eye contact. Eye contact is a good interaction to use because it shows the child that you are interested in what they are saying and it also is good for when the nursery nurse wants to give instructions, because if the nursery nurse has the child’s full attention the child is more likely to follow through the task and get it right. Eye contact should also be used appropriately; the nursery nurse shouldn’t stare at the child as the child could perceive it as the nursery nurse being aggressive or intimidating, and so the nursery nurse should use eye contact appropriately. The last aspect of the SOLER theory is having relaxed body language. The nursery nurse can show relaxed body language at first by sitting down with the child instead of towering over the child. The nursery nurse could also show relaxed body language by smiling at the child while partaking in the activity the child has engaged in, also appropriate gestures such as a high-five if the child has done an amazing piece of work, and also pointing out good aspects of the work produced by the child.

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The SOLER theory can also be incorporated in a meeting being had by a nursery manager and a nursery nurse. In the meeting the nursery manager and nurse would sit at the same level so it shows that they are equal and being fair to one another, but they should also sit at a slight angle so they have frequent eye contact while communicating while sitting across at one another at the desk. Sitting at the same level would also suggest that the meeting is not going to be confrontational. Both nursery manager and nurse should have an open posture. The nursery manager and nurse should both not cross arms and legs because it may be interpreted as being defensive and very un-open minded about the particular subject. During the meeting they should make the interaction of leaning forward, when planning an activity for the children the nursery manager and nurse need to be sure to get the details right so that the kids get the basic development and can be challenged while having fun, leaning forward could be a way for the nursery manager and nurse to look at each other’s notes and clarify any mistakes and make changes together, leaning forward also suggest that the nursery manager and nurse are both taking an interest in the activity and planning. Another aspect of SOLER that should be used when interacting is eye contact. Giving and maintaining eye contact shows that both the nursery manager and nurse are interested in what they are doing, maintaining eye contact also shows that both people are listening and taking on board what they are hearing. Eye contact should be used appropriately and staring should not be used as this could be perceived as being rude, and very unprofessional. The last aspect of SOLER that could be used while the nursery manager and nurse are interacting is relaxed body language, this could be in the form of smiling, occasionally smiling shows that you’re not tense and it also makes the other person you are interacting with feel comfortable. Also showing relaxed facial expressions also make the other person you’re interacting with feel less intimidated and be able to open up.

When a nursery nurse is talking to a parent at parents evening they need to include the SOLER theory in their interactions. The nursery nurse should sit attentively at an angle at the same level as the parent so they can have eye contact. Sitting at the same level and sitting attentively shows equality and that the nursery nurse is listening and is showing interest in the child being discussed. The nursery nurse should show an open posture. The nursery nurse will not cross arms or legs as this may be seen as being defensive by the parent, they should have their arms uncrossed because it could be perceived by the parents as the nursery nurse not showing interest in the child being discussed. Having an open posture also shows that the nursery is not being withdrawn and that they are happy to talk about the child with confidence. Another aspect of the SOLER theory a nursery nurse should use is leaning forward, during the parents evening the parent might ask to have a look at the child’s progress, this is normally recorded on an official seat, the nursery nurse will need to place the sheet in a place where the parent and themselves can see it and analyse it, the nursery nurse will have to lean forward in order to explain to the parent what they different things recorded are for and what they mean, if the parent is unsure. The last aspect of the SOLER theory is having a relaxed body language, the nursery nurse should look relaxed and not tense because it shows and reflects to the parent they are interacting with. Body language should be relaxed so parents feel they can open up about any concerns with their child, it also shows that the nursery nurse is confident, which makes the parent confident that their child is in good hands.

Positives and negatives of the SOLER theory

The positives of using the SOLER theory are that it’s relevant in a nursery. The SOLER theory can guide interactions and it enhances communication. Nursery nurses are able to communicate with parents, children and colleagues using the SOLER theory, the theory help to build relationships within the nursery for example when applying the theory when interacting with a child it makes the child feel safe and secure and it shows them that the nursery nurse is paying attention to them and they are getting their attention. It gives the child a sense of importance because they are the sense of attention. This theory can also help build the relationship of the colleagues. It gives the other colleagues feel respected and it shows them the nursery nurse is paying attention to what they saying. If the SOLER theory is used inappropriately it inhibits communication, for example if the nursery uses aspects of the SOLER theory inappropriately like eye contact when interacting with a parent. If the nursery nurse stare at the parent it’s considered rude and it makes the parent feel uncomfortable. There are positive impacts on using the SOLER theory in a nursery setting. For example, if a child is upset then you would use this theory to make them feel comfortable and relaxed during the interaction and you would also be giving them your full attention. However, there could also be negative impacts while using the SOLER theory. For example, if a nursery nurse is trying to tell the nursery manager something, but the nursery manager keeps looking at their watch and doesn’t look interested in what the nursery nurse has to say, this could make the nursery nurse feel unimportant and excluded.

The positives of the SOLER theory outweigh the negatives. It’s important to apply the SOLER theory to a nursery setting because it helps guide practitioner interactions. The SOLER theory is only relevant for 1 on 1 interaction, and it’s definitely relevant in a nursery setting.

Bales theory

Bales’ theory concentrates on the behaviour of members of a group. Some of his theories are based on observation of the behaviour of small groups in a laboratory setting, which provided a way of measuring group dynamics and structure. Bales theory considers that verbal and non-verbal behaviour can be listed under two broad headings. These are: the task based area and the socio-emotional area. In the task based area some group members are more interested in getting the task completed. Therefore they will try as quickly as possible to clarify what is required and to move forward towards a successful conclusion. To achieve this they will

Ask questions
Provide opinions and information
Suggest ideas
Seek direction
Repeat and clarify

If this is the approach being used, group members are not concerned about others people’s feelings. They are not being deliberately insensitive to others, but their prime role is to get the task done. The group leader needs to recognise that members who take this role can be valuable, as they ask questions from which all members can benefit. Bales considers that socio-emotional behaviour can be divided into two headings which are positive and negative

Those individuals who make a positive contribution to the group make contributions that…

Show solidarity
Say things that encourage laughter, enabling people to relax
Show satisfaction when giving help
Demonstrate the ability to show understanding and acceptance

By using such approaches the members foster a sense of bonding and cohesion with the group. They also reduce the amount of tension through humour and they acknowledge the importance of people’s emotional feelings, not just considering the role or task that has to be undertaken. The negative aspects of socio-emotional behaviour can include …

Becoming withdrawn
Rejection of others
Demonstrating aggressive behaviour

Any group will need both the positive and the negative contributions of members if they are to view topics from different perspectives and to successfully achieve tasks.

(Fisher 2011: 76) (Fisher 2011: 77)

Both nursery & nurse and manager can use the Bales theory to interact with others (parents, service users, colleagues) to enhance communication and guide practitioner interactions. For example both nursery nurse and manager may use these examples:

In a nursery, weekly meetings are arranged to discuss the issues and activities taking place within the upcoming week. Bales theory is relevant for group meetings because it shows a group of people interacting. It gives a chance to analyse the group and pinpoint the colleagues who are more ‘task area’ and the colleagues who are more of the ‘socio-emotional area’. An example of bales theory is that during the interaction a group leader might emerge. The nursery nurses may display different types of behaviour within the interaction. Some nursery nurses may not take on board the opinions and suggestions of other nursery nurses simply because they want to get the task done and move on, this means that they are task orientated. However, some nursery nurses in the group might help the others in the interaction to relax and make them more comfortable. They may give positive interactions or add in humour to make the interaction les tensed. On the other hand, some nursery nurses may give a negative interaction. This could be that they are drawn back and they strongly disagree with any of the suggestions that are being discussed. Some nursery nurses may not even participate in the interaction which would be a negative impact.

Another example of using the Bales theory in a nursery setting is when the staff and the parents are discussing a residential trip. Some parents in the group may take a more controlling position where they ask more questions. By doing this, it would benefit other parents because they might have been thinking about the same question. Other parents in the group may be anxious or tensed that their child is going away especially if it’s their first time. A nursery nurse might try and make the parents relaxed by adding in humour to relax the parents and make them reassured that their children will be safe during the residential trip. A nursery manager may also be present at this meeting and by having the manager there; it could make the parents feel ensured that the trip is going to go well. Also, parents could ask the nursery manager about certain information as a nursery manager has a higher status than a nursery nurse.

Positives & negatives of Bales theory

There are positive impacts on using the Bales theory. For example, when there is a group interaction, one member in the group could encourage laughter and humour and this would help others to loosen down and relax. It would also engage them to the interaction. However, there are also negative impacts. For example, this could be when a member if the group is not participating at all in the group interaction.

The theories of communication (bales & SOLER theory)