1. Majella being able to recreate a small scope of post experience within the first three sessions
2. Majella repeating those memories in order to have a stronger recall, as rehearsal helps us remember
3. Majella re-visiting her memories by going back to places, ceremonial occasions such as the church she was married in, her old house, holding she went on (as long as the distance to them is appropriate)
4. Relaxing Majella and trying to maintain that relaxation, as if service users are stressed this will usually make them fustrated and they will re-create memories which may not have happened; therefore conveiving the accurate memories will make a more personal touch and will have more success of her recalling of events
Outcomes:
By the end of the one-to-one sessions, Majella will have:
Discussed common experiences of when she was a teenager
Discovered common grounds and built a strong relationship with me
Gained a sense of achievement, pride and value in Majella's life
Put on an exhibition of everyday life when Majella was a teenager
Once I have the focus of the group and the outcomes clearly in my mind, I can then use this information when discussing what will occur with Majella.
Issues to consider
As part of my planning I will need to think about the following:
Issues
Solutions
Who will facilitate the one-to-one session?
I will be the leader of the session but I will consider if someone from the local library, adult learning or museum services would work in partnership with me to help Majella build her exhibition about her teenager years and what life was like for her and others.
What supervision will be provided?
No supervision needs to be provided.
How many people will be in the session?
It will just be Majella and I.
How will I invite Majella?
I will send her an invite asking her to meet me. I will then discuss what I would like to do in the reminiscence therapy and find out if she has any other ideas and that she is happy with my ideas.
Where will the interaction take place?
I will need to ensure privacy, minimum interruption, accessibility and suitability for the programme I am planning.
What is the best time for the event?
I will ask Majella if she would prefer a time, if she says that she is not fussy, I will plan it for in the morning when we are both rested.
Will I plan all the dates at one time?
I need to consider how my decision about this will affect the running of the session. Does it fit with the aims, objectives and outcomes that need to be achieved? I think the best thing would be is at the end of each session, see what date in the next week would be best for Majella.
How long will each session be?
This will depend on the ability of Majella to concentrate and focus. I think two hours would be suitable and there will be a break and refreshments provided mid-way through the session.
Will I be available to bring Majella to the appointed meeting place if necessary?
Because her daughter has to take her son t work, I will ensure I ask Majella if she needs to be taken or brought back from the session.
How will I obtain resources?
Local museums are a good source and will often lend out materials, pictures, objects, etc. I will also contact Majella's daughter for pictures ect.
How will I decide on topics for discussion?
I will interview each Majella before we start sessions to find out about her personal history, interests, where she's have lived, what work she has done, etc
How will group boundaries such as confidentiality be decided?
I will incorporate this into the first session. I will explain boundaries and confidentiality to Majella.
What records will be kept of the sessions?
The records will be used for ongoing evaluation, and to show progress and achievements made Majella.
How will I evaluate Majella?
I will ask myself the following questions about Majella. Has she become a more active participant? Has there been an improvement in her self-esteem? What has she learnt?
In the plan I am going to deliver, I will consider all of the vital aspects of communication; these include these things as making sure that Majella is comfortable and confident at all times in the interaction. I will do this by kindly and calmly introducing myself in a friends manner when we first meet. I will say something such as:
'Good morning Majella, my name is Steph and I am going to be your reminiscence therapy. Please feel free to sit wherever you feel comfortable. Can I get you a drink?”
This is good because I have used a friendly approach and this shall put Majella's mind at ease and hopefully make her feel happier communicating. I have offered a warm and welcoming touch. Yet at the same time I did not overload her with too much information such as “we will have a session every week for a year”. This will confuse her and make things seem to daunting to her; she may feel very vulnerable. I am also not too formal and introduce myself using my first name which helps her see that we are equals and should encourage her to be able to talk more freely to me.
Factors that influence communication include environmental factors as well as physical factors. This includes such things as:
1. noise
2. lighting
3. ventilation and heating
4. space
5. seating arrangements
6. proximity
If there was too much noise when Majella and I were trying to communicate, this may mean we would have to strain to hear what one another was saying. This could lead to some parts of the conversation being lost as well as Majella losing interest. This should never happen because if she was to lose interest, effective communication would not occur and I would not be able to help her to reminisce. At the same time, if the room was too quite then Majella could be embarrassed as she may think that everyone in the room is listening to her or she is being stared at; therefore the noise levels in the reminiscence room will need to be appropriate for the type of conversation that is taking place. In the case of reminiscence therapy, the room should be assigned to my therapy session only and there should be no other clients in the room at the time. This is because the noise levels could get too high in this case and Majella could then become distracted. It could even be appropriate to have Majella's preferred music playing softly in the background. Not only will this not be too loud but it will also aid the memory process because it will make it more personal for her. It also gets rid of any awkward silences that may occur.
Also, the lighting should be dimmed to the appropriate levels. If the light was too bright, Majella may feel like she is being pressured and as though she has a 'spotlight' on her; this could make her feel very vulnerable. It could also be irritable if there is too much or not enough light. Too much light could give Majella and I a headache whereas not enough light could make it difficult for effective communication because I will not be able to see her facial expressions, body movements, ect. Therefore, the morning would be the best time for the session to take place because the natural light will supply an appropriate source and I will not have to worry about whether it is too bright or not.
Ventilation and heating will also need to be considered. If there is a good air circulation in the therapy room, this will then make Majella feel more comfortable in the unknown surroundings. If the room is too hot, Majella may begin to feel drowsy and this could lead to her losing concentration. At the same time, if the room is too cold this could also have a negative effect on Majella because she would be concentrating and thinking about how cold she is rather than listening to what I am saying. The Health and Safety Executive has stated that a higher room temperature is needed when sitting down for long periods of time; therefore I will check that the thermostat is on a sensible temperature.
Furthermore, the space seating arrangements and proximity will also be factors that I consider. If the therapy room is too small it will not enhance communication as Majella and I will feel on top of one another, and she may feel as though she is not being given enough personal space; this could lead to her being very uncomfortable. The amount of space required will vary accordingly to the type of conversation that is currently being held. An example with this would be if Majella is very happy and is reminiscing about her childhood, she may wish to dance and she will need more room to prevent a health and safety hazard. Whereas if she is about to cry, she may want to be comforted and therefore we should not be too far apart. Due to the fact Majella is receiving information on a one-to-one basis, having two chairs facing opposite one another is the most appropriate method; this means that eye contact can be maintained at all times, yet there is still enough space between us that we moth feel comfortable.
I have produce a diagram of the room in which Majella and I will have our session, I have considered all aspects.
1. Double door with disabled functions – this makes it easier for wheelchair users. Also the main fire exit are double doors because this means it is easier for service users to get in and out in an emergency. Another good thing about double doors is that a service user may be very overweight and struggles to get in and out of a single door – this saves all embarrassment for that service user. The wheelchair access is for disables functions, and the majority of service users who attend reminiscence therapy will be elderly, therefore they are less likely to be mobile which makes it very appropriate to have extra access. Before the session is held I will show Majella the fire exit and will say something such as:
“If there happened to be a fire alarm, we would evacuate through the double doors on your left. Is that alright Majella?”
2. There is also a light switch which enables me to dim the lights if needed – this is a good idea because the lighting needs to be appropriate during the communication. If the lighting is too bright this could cause Majella and I to experience a headache which could be unpleasant but would also prevent us from communicating with one another as effectively as I would like; we would loose focus and the outcome of the session would not be achieved. If the lighting is positive, meaning it is at the appropriate setting, this will enhance communication. I will ask Majella whether the lighting is appropriate and if she was to feel is was too bright or too dim, I could easily change it to suit her needs.
3. Small table – a table is very useful if I would like to take notes. However, I should ensure I do not take advantage of this and make too many notes as this could make Majella feel as though everything she says is being written down; this could cause a communication barrier. It would be a sensible idea for me to have a note pad and put words that may be an appropriate call of ideas for the next session. For example, if Majella was talking about a fashion fad she was into in her teens, I may note this down so I can get information and resources in time for the next session.
4. Seating areas – I have tried to ensure the seating arrangements are formal, but at the same time not too formal as this will put pressure on Majella. It would be a bad idea for me to be sitting at one corner and her sitting at another; she will feel as though I do not want to sit next to her. Therefore placing a table half way between us both separates the formalness and makes a more homely atmosphere.
5. Wall space – I have ensured there is plenty of space on the walls. This is because I am going to place photographs all over the wall and dates next to them. Majella will see this when she comes into the room and will immediately spur memories for her. Or as we are talking, she may look at a picture, remember something and wish to discuss is during the session; this is very helpful.
6. Toilet – it may be embarrassing for Majella if she needs to use the toilet and is unable to do so because there is not one. She may need the toilet during the therapy and if there was not one for her to use, this could lead to her not paying attention because she would just want the therapy to end quicker so that she could go and use the toilet. This way I can tell her at the beginning of the session that if she needs to use the toilet at any point, to feel free to go, and then show her where it is.
7. Storage under the table – this can be used to keep Majella's objects of possessions. By having this space for Majella's things, it makes the room feel more personal to her. She will feel valued due to the dact her items are not just being thrown in a corner, they are being respected and well looked after. This is an easy way to gain Majella's trust and respect; it would form a positive relationship with her, this is because is shows an insight and empathy.
8. Storage room – This storage room is for resources only, I am able to securely store Majella's possessions and lock it, therefore individuals are not able to have access to this. This is respected Majella's confidentiality as many of her possessions will be important and private to her, she may not want to share them with others.
Physical, intellectual, emotional and social (PIES) needs were originally designed by Abraham Maslow, his theory was of human life cold be understood in the terms of an individual development of their ability and potential. He strongly suggests that we have levels of needs which need to be met. When we communicate with others, our physical, intellectual, emotional and social needs are being met. I have outlined these features below.
1. Physical – These physical needs are met because Majella and I are actively sitting or standing surrounded by others, as well as using communication to make requests for physical needs. The physical needs in question should satisfy Majella, for example: the seating should be appropriate to the purpose, and by not actively moving around the room not really paying attention will show the therapist is disinterested, therefore by showing positive body language and being attentive and assertive will make the physical needs be met during mine and Majella's interaction.
2. Intellectual – It is important that we think carefully before we communicate, the reason for this is so that we can sort out the words we will be using and plan things properly in our heads. This means that what I would say to Majella is more likely to be effective and informative, as well as useful. It is important I think before I communicate with Majella as memories could be very upsetting for her, therefore I need to make sure I am sensitive and what I say comes across in this way.
3. Emotional – Talking to others can meet our emotional needs because it can be very satisfying and give us a sense of achievement. Our emotions can be influences in both a positive and a negative way, for example if someone was to compliment another person, this would raise this persons self esteem. However, if the influence is negative our self-esteem may be reduced, meaning we feel bad about ourselves. By actively encouraging Majella to speak this will make her feel valued, and as though as has someone that she can talk to who will listen to her properly.
4. Social – Our social needs are met when we are in the company of others. When we communicate on either a one-to-one basis or with a group, this is meeting our social needs. Me having a weekly discussion with Majella will meet her social needs because it will give her a chance to interact and talk freely to someone.
When communicating with Majella I need to make sure I consider the safety of the room. This includes before she comes, ensuring that I check around the room to make sure there are no objects lying about; she could trip on these which could be potentially dangerous. I also need to make sure that cleaning fluids are locked in a cupboard, none should be left out in the bathroom. This could be a health hazard. It is also vital that I make sure all cabinets within the therapy room do not have any sharp corners, this could hurt either Majella or I if we were to touch them. There should also be non-skid mats to prevent any falls, as the majority of the clients will be elderly, therefore a trip could cause them to obtain serious injuries and be in a very fragile state.
It is important that Majella and I have eye contact. If we do not have eye contact this could cause barriers when trying to form a conversation, and it could prevent the service user from opening up because she may feel as though I am not listening to her. Whereas good eye contact at appropriate times will encourage Majella to talk as she will see that I am interested and that I am listening. However, I need to understand that 'direct eye contact' does not always mean being direct by staring continuously, it means making eye contact at appropriate places to indicate my interest. It will help Majella realise I am fully concentrating on what she is saying When I show reflective listening skills, this will indicate to Majella that I have heard what she is saying, and will provide her with reassurance that I am listening, this should encourage her to speak freely and openly. For example, I would not my head to confirm that I am listening. I would also repeat part of a phrase of sentence that Majella has said – this is known as reflection. For example, if Majella was telling me story and said something such as: “We were so close but after school we barely spoke again, I was so irritated as this”. I would reply: “That really irritated you huh?” This shows that I am listening and have taken into account the things that Majella has said, which will hopefully be very reassuring for her especially as she has a fragile memory, as is particularly vulnerable, this can aid building a trusting relationship between Majella and I. In order for me to listen effectively to Majella, it required flexibility.
Listening can be divided into three separate levels:
Level 1: If I was displaying this level of listening, I would only be partially listening to what Majella was saying.
Level 2: I would be very well tuned into what Majella was saying.
Level 3: This level of listening is known as global listening and I will be able to identify fully with Majella.
The use of skills I am going to use include:
1. tone
2. pace
3. empathy
4. prompts
5. assertiveness
6. questioning techniques
7. knowing when to use open and closed questions
The tone of voice in which I use when talking to Majella is very important, it shows whether I am being friendly or aggressive. If I use a warm friendly tone towards Majella she will know I am genuinely interested in the conversation and this will build a trusting relationship between the two of us. If the tone of voice is not a pleasant one, this will send a message to Majella that she is not valued.
The pace is the speed in which I speak; I should try not to speak too fast with too much information because it will be difficult for Majella to understand all of it. By speaking at the same rate of the conversation this will stop any confusion, at the same time though it could lead to the conversation being quite boring. For this reason, I should try and alter the pace I speak at, for example when giving information I will speak slowly and more clearly.
I should ensure that I use empathy when I am talking. I should be able to emphasise with Majella and put myself in her position and see things through her eyes. If I do this I will be accepting Majella and showing her I value her. This does not mean I have to like the things Majella is talking about or that she has done; I just need to try and understand to a certain extent why she likes certain things and has done certain things and what has caused this.
I will also have to be assertive towards Majella. Sometimes service users in reminiscence therapy may get carried away and forget what they should be focusing on, it is my job to draw Majella back to the purpose of the session. I should do this in a kind way, if I was to snap “stop talking about that”, she would be offended and angry.
Questioning techniques include asking the right questions and phrasing them in just the right way is very important. Questions should be kept short, and the language and vocabulary should be easy to understand. If I ask long and multiple questions, Majella could lose interest and forget what was asked. Closed questioning will be appropriate to use in skills as they show a more factual way to get answers, they do not provide the opportunity for service users to express their opinions or to discuss issues. In skills they are important parts of conversations. I also need to be aware of open questioning and when is the best time to use them, as they provide Majella with the opportunity to give logic answers. As a result I will be able to gain a deep insight into how she is feelings and the views and opinions she has about certain things.
The interaction is going to be between myself and Majella, an elderly service user who has difficulty recalling memory. When I talk to the service user in a conversation, this will go through changes. On the first meeting with Majella, it is important tat I do not immediately launch into a full discussion; this may make her feel overwhelmed. There will be a warming up period before we even start to focus on the main conversation.
It is important that I am aware communicating with service users such as Majella has three parts. The first part is the initial interaction. This is vital because the first impression I make on Majella is very important and can influence the whole of the interaction with her. Non-verbal communication is a very important part of this stage as the signals that pass between Majella and I will set the tone and pattern for the conversation. I should make sure I give her a genuine smile, extend a hand for a handshake and lean slightly forward; all these things will indicate that I am interested in interacting with her. Stage two is the main contact with the service user, this occurs after the interaction has taken place. The main part of the conversation will mean I use open ended questions as this will give Majella a chance to open up and therefore I will have the opportunity to gain an insight into what kind of person she is. This is the stage where the purpose of the conversation is able to be revealed, and it is likely to contain the exchange of significant information between Majella and myself. Therefore is requires the use of effective communication skills including open and closed questioning, clarifying and summarising, as well as the use of active listening; all these factors will ensure that the conversation is beneficial. Stage three is the final part of the interaction and this will include me bringing the conversation to a closure. I should do it in a way that makes Majella feel that the conversation has reached a natural conclusion. If the conversation was abruptly ended, Majella may feel guilty as she thinks she has done something wrong and may not be willing to communicate with me again.
When communicating effectively, I need to ensure that I do not do the following things:
1. Ask multiple questions – Majella will not know which one to answer and this may make her feel uncomfortable and confused
2. Be unenthusiastic of passive – The service user may feel as though I am not interested in what it is she has to say
3. Use long sentences – This could lead to Majella forgetting important information that I have given her
4. Interrupt Majella when she is talking – She will find me rude if I do this
5. Use words that are unnecessary long or complex – This could make her feel dumb and this would lower her self esteem
6. Laugh at Majella – If I did this, she would feel as though what she has said was stupid and may not want to open up again
7. Be self occupied – If I am, Majella may think I am not interested in her or what she is saying and that I am quite self-centred
When thinking of the interaction between Majella and I, I expect that Majella may be quite sensitive to begin with; this is because the topics we are discussing are about her past experiences and this could be quite emotional for her. I am planning the interaction around a time scale which will be quite flexible, as this is a fragile session I expect she may get quite emotional; I will have to see if this happens and if it does I should ensure that I get her tissues and try to calm her down, this could be by offering her a drink or just asking her what has sparked these emotions. Another factor I need to consider is that there could be interruptions. This would not be good because it may consume a lot of our time, which is why I discussed things I will do to eliminate these factors earlier in my assignment.
The meeting is going to take place in the reminiscence therapy room which has been allocated to Majella. Our first therapy session will be on the 25/10/2012 and shall go on from 11 o clock in the morning until 1 o clock in the afternoon.
What is going to happen during the session?
First, I am going to introduce myself to Majella and tell her a little bit about myself, this should relax her. I will also show her some breathing techniques which will be beneficial towards her because they will show her how to stay calm at all times; I am doing this because I understand memory loss can be quite frustrating for Majella and she may find it hard having to rely on others all of the time. After this, I will then go on to start a conversation with Majella about her childhood. However, I will only briefly touch on this topic to begin with and shall allow her to open up as much or as little as she likes, I will do this by asking open ended questions.
Purpose of the meeting
The purpose of the meeting with Majella is to try and reconstruct her past; this will hopefully give her the opportunity to gain an insight into her own life. I will ensure she known exactly who her family are and that she can tell me things about them; if she cannot I will help her to understand; this will be good for her because it will allow her to be more confident around her family. If her memory decades even more, the sessions will have to become more frequent as she will need more treatment.
How will I meet the aims?
I will meet the aims by allowing Majella to have appropriate cues in order to reconstruct her memory, through the use of visual aids which I have asked her daughter Tegla about. I have also looked into the type of person Majella is and she appears to not be a 'night' person and is an early bird who feels like getting up past 11 am means half the day is gone. Therefore I will make the session in the morning. I wish to change the way Majella's memory is, even though I know this is not entirely possible, I would like her to revisit her past in order to recall events which special people in her life are involved in.
Below I have included a transcript of my interaction with Majella:
Therapist:
Good morning Majella, my name is Steph and I will be your therapist. Please, come in, sit anywhere you like.
Majella:
Oh thank you, I think I'll sit here.
[Majella chooses to sit on one of the two chairs]
Therapist:
Is the temperature okay for you?
Majella:
Yes, it's fine thank you.
Therapist:
Fantastic! Can I get you a cup of tea or coffee?
Majella:
Ooh that sounds great! Tea, milk, two sugars please.
Therapist:
Just how I have my tea too!
Majella:
(LAUGHS) Small world.
[THERAPIST GOES TO MAKE TEA AND COMES BACK WITH TWO CUPS OF TEA]
Majella:
Thank you.
Therapist:
Right, before we start I've got to run through a couple of small things. Is that okay with you?
Majella:
Yes.
Therapist:
Right the toilet is just there (points to toilet). Please feel free to go if you need to. And the fire exit is right there (points to the right). There's not a fire alarm schedules for today however.
Majella:
Okay.
Therapist:
Is that all clear?
Majella:
Yes thank you.
Therapist:
Great! How are you feeling today then?
Majella:
I felt a bit dizzy this morning when I first woke up but I'm excited now because I'm looking forward to later.
Therapist:
Are you doing anything exciting?
Majella:
I'm going to pick Sunhil up from his first day at playgroup.
Therapist:
Sunhil's your grandson yes?
Majella:
Yes.
Therapist:
Oh wow, you must be really looking forward to that.
Majella:
Yes, I've promised him a story when we get home.
Therapist:
I think that's lovely that you're actively involved with Sunhil's development, I'm sure he loves spending time with him Grandmother. What story is his favourite?
Majella:
He likes Thomas The Tank Engine.
Therapist:
And what was you're favourite story when you were his age?
Majella:
I loved little red riding hood. I had a cloak just like hers!
Therapist:
How fantastic! What age were you then?
Majella:
Only young, I must have been seven or eight when I got it.
Therapist:
Do you remember the day you got it?
Majella:
(Thinks for a long while)
Therapist:
Don't worry if you don't.
Majella:
I don't but I remember who got it me. It was my grandmother. It was so beautiful and the deepest red. I adored it.
[THERAPIST NODS ALONG TO SHOW SHE IS LISTENING]
Therapist:
It sounds beautiful.
Majella:
It really was.
Therapist:
And you say your grandmother got it for you?
Majella:
Yes, she was really quite kind.
Therapist:
Do tell me more about your grandmother.
Majella:
Oh she spoilt us rotten! She used to cook us all sorts of foods...I can't remember specifically what foods but I do remember they always tasted great! Mother would get so angry when she bought us treats all the time because she said we'd ruin our tea.
Therapist:
It sounds like you two have very good memories together.
Majella:
Yeah, sometimes I get sad when I think she's gone.
Therapist:
That's very natural.
Majella:
Can we talk about something different now please?
Therapist:
Yes of course, sorry. What about school, did you enjoy it?
Majella:
No. I don't know why. I just know I used to get so nervous...I still do. I over think things and get so worked up.
Therapist:
We can do some breathing exercises to help you calm down if you wish?
Majella:
Really?
Therapist:
Yes, and you would be able to use them in day to day life when you get anxious.
Majella:
That would make life so much easier.
Therapist:
Great, do you mind lying on the pillows over there.
Majella:
Not at all, I just hope I don't fall asleep!
(THEY BOTH LAUGH)
Therapist:
Ok. Firstly Majella, we are going to start out by doing deep abdominal breathing. We are in a warm place and there should be no distractions. Please place the rolled blanked under your head and try and relax your legs. If at any point you do not understand what I have said or would like me to repeat it, please do not hesitate to help me. I will simply go through this again, that is not a problem.
[THERAPIST AND MAJELLA START DOING THE EXERCISE, MAJELLA APPEARS TO BE DOING VERY WELL]
Therapist:
Ok that's great Majella, you're doing incredibly well. Now let's close our eyes, and place one hand on the chest and the other on the abdomen, let's try and concentrate on the rhythm of the breathing. Keep inhaling deeply into the abdomen and then breathe out slowly. Great Majella, you're doing very well.
Majella:
Yes, I quite like this actually. It's very relaxing.
Therapist:
That's great news. These sessions are designed to allow you to find things out about yourself that you didn't know, so this is a fantastic start.
[THERAPIST AND MAJELLA LAY THERE FOR 10-15 MIINUTES, THERAPIST AND MAJELLA THEN GO BACK TO SEATING AREA]
Therapist:
So Majella, tell me about your childhood, I would love to know more.
Majella:
Well, my father left when I was very young, so me and my four brothers were left with my mother. It was very hard for her, we had little money and she worked three jobs. She always stayed strong though.
Therapist:
How do you feel your childhood was on a whole? Happy, sad, a bit of both?
Majella:
A combination of both, I loved my childhood and my friends and family, but times were tough and money problems made things hard.
Therapist:
Were you younger or older than your siblings?
Majella:
I was the oldest which meant I had to look after the boys when mum was at work, it could be hard sometimes, not getting to go out like other children. I rarely even got a thank you from the boys.
Therapist:
And how did that make you feel?
Majella:
Worthless at times but I know they were grateful really. I remember they bought me a china doll once Christmas, it was absolutely stunning. I still have it now, along with my others.
[THERAPIST WRITES CHINA DOLLS IN NOTE PAD]
Therapist:
How come you had a passion for china dolls? Is there a particular reason?
Majella:
We didn't have a lot of money and therefore all of it went on things like food, we didn't have money for expensive things; this was the first precious thing I had ever owned. I still to this day don't know how long my brothers must have saved up to get it for me.
Therapist:
So it's symbolic to you?
Majella:
That's exactly it dear, you understand.
Therapist:
Maybe next session you could bring your china dolls in and we could look at them, only if you are happy with that.
Majella:
You'd really want to see?
Therapist:
(EYE CONTACT)
Of course.
Majella:
(HAPPY)
Wow! I can't wait! Thank you, I love showing people them, each one has a story behind it.
Therapist:
So you remember every one you got?
Majella:
No, I write down the event so I don't forget, then when I read it, it triggers back the memory.
Therapist:
Wow! That would be a great technique to do with other things too. I was going to discuss this with you anyway, whether you would be interested in keeping a diary for the next week and then we can look at it in the next session?
Majella:
That'd be good.
Therapist:
Wonderful Majella. It's been a pleasure speaking to you, thank you for telling me all about the amazing life you've led, I look forward to seeing you next week.
Majella:
Thank you.
Therapist:
Is the same day next week okay?
Majella:
Yes.
Therapist:
And the same time, or would you like a different one?
Majella:
No, I like this time. Like I always say, the earlier the better! If I wake up past 9, I feel like I've missed half the day!
Therapist:
Do you remember everything we've done today?
Majella:
Yes we did breathing, and we spoke about my Grandmother and my dolls.
Therapist:
Yes, and you're brothers.
Majella:
Of course, them too.
Therapist:
Great. You've made some real progress Majella; it's been lovely meeting and talking to you. I look forward to seeing you next week.
Majella:
Thanks again, bye dear!
In this task I am going to evaluate the interaction I had with an elderly service user, Majella and reflect upon whether the skills I used were appropriate and I did everything I should have done. This session took place in the department of reminiscence at the local day centre for elderly; this happened on 25/10/12 at 11 o clock in the morning until 1 o clock in the afternoon.
Majella is a 70 year old service user who lives with her family: her daughter Tegla, son-in-law Sanjit and her grandson Sunhil. Unfortunately, she only has very little short-term memory. By her attending the day care centre, they have transferred her to the reminiscence department. The reason they have done this is because they are considering putting Majella into a residential home.
I am going to evaluate what went particularly well in our session, as well as areas I need to improve on. The reason I am doing this is to evaluate my own progress so I am able to praise myself on the things that worked well and improve on things that were not as good.
The point of the interaction is for Majella to reminisce about her past. As she has little recall of short-term memory, this may make her unfamiliar with her surroundings and the people that she is involved with. If she has recognition of people from the past, this should then make her more comfortable with the present people, such as her family members that she lives with. By using evidence base such as the following:
1. photographs
2. objects
3. time lines with dates
I will be familiarising Majella with her memories these may be negative or positive reinforcements, which I will have to have a sensitive approach to.
The aim of the meeting was to allow Majella to reconstruct her memory using different methods – such as visual aids that I have asked her daughter about. I think asking her daughter was a good use of my skills because it meant I was able to find out personal things about her rather than having to rely on her remembering all of these things.
I also looked into the type of person Majella is. I wish to change the way Majella is, even though I know this is not entirely possible – I feel as though any improvement would be good. I would like to recisit her past in order to recall events that were special to her in her life, one example would be her daughter being born.
One thing I have done is formed a diary of notes on information from the family such as the music she likes, certain songs that may be special to her, objects such as her wedding ring, clothes that were fashion fads in her day and china that she particularly likes. By knowing things such as her favourite colour, music, food, part of the day, has helped me to determine when the session would be most appropriate. I displayed this by the fact I found out she prefers mornings as she does not like to waste her day – so I made the session relatively early at 11 o clock in the morning. I knew this would make her happier and more comfortable.
I feel I was able to recall her memory well, as I started to use a technique where she was able to reflect on her life, this was she was able to look at individuals who are closest to her, and be aware of who they are. Due to the fact Majella has memory problems – her thoughts can be very dis-organised and unfamiliar to her; this could lead to her being very confused. Therefore by using certain organisation mnemonics, this has helped identify parts of her childhood during the conversation, and many cues were brought up such as she has an interest in china dolls and she has collected them all her life, we did not know this about Majella at the start of the session, so this has made it easier when obtaining objects which will tweak Majella's memory. By having sessions per week, this will make the memories she remembers stronger as she is rehearsing them, as she is thinking inside. It is known that if a memory is store din long-term it will have a capacity of a life-time, whereas if the information is only stored in short-term memory it will usually have a span of only a few seconds, although this could be longer according to the individual.
When the conversation first started, I tried to welcome her kindly by giving her a smile and using a friendly tone of voice, which will make her feel more welcome. I think that the beginning of any interaction is very important because it will give Majella a first impression of me and this will affect the overall interaction, if Majella warms to me quickly, it will be easier to form a strong professional relationship. Where as if she is edgy or nervous about me, it will inhibit any further communication. I started the conversation by saying:
“Good morning Majella, my name is Steph and I will be your therapist. Please, come in, sit anywhere you like.”
I have firstly addressed her with a “good morning” this will help her remember I have been considerate and made the session at the best time for her. I have also told her who I am so she is confident I am the person she is going to speak to.
I was able to clarify aspects of the conversation, such as “next session we will look at china dolls, if that is ok with you?” this is showing clarifying skills. I am clarifying what I am going to ask her, but then clearly is that is okay with her; this gives Majella the opportunity to express her views if she had any concerns, and also made her feel as though she had the right to choice, it was not being demanded on her. In addition, I also used clarifying skills when I was speaking about her favourite story, and how she had a red coat like little red riding hood and she remembered that her Grandmother got it for her. This then led to her recalling memories about her Grandmother. I asked if it was okay with her which was a closed question – I did this to get a quick and simply response. By doing this I have reflected what Majella has previously said and engraved it into the next conversation which also shows reflection skills, by doing this it shows that I am attentively listening and paying attention to what is being said by Majella, which enforces that I respect and care about her. If I was to do the opposite this would show I do not respect Majella as an individual, and could come across as being discriminatory towards her. I am trying to encourage positive behaviour, by showing positive body language and leaning in on the conversation because it shows I am interested in what Majella has to say.
I ensured the lighting was dimmed to the appropriate levels, as if there is a shining bright light on Majella this may make her feel less likely to want to talk, even though reminiscence therapy is focusing on her, that does not give me the right to interrogate her. I asked her if the lighting – which was purely natural – was suitable for her. She said yes and I did not want to pry, so took her work for it that she was comfortable. I think it is important I asked her because if it had have been too bright or too dark she may have been too nervous to say and felt uncomfortable during the whole session. Due to the fact the session took place in the morning, it was more appropriate to let natural light fill the room.
Also, the ventilation and heating I considered, as if there is a good air circulation in the therapy room, this will make Majella feel more comfortable in the unfamiliar surroundings as if a room is too hot Majella and I may begin to feel drowsy and lose concentration, this fortunately did not happen. I was aware that if the room was too cold then this could also have had a negative effect on Majella during the session as she may concentrate more on being cold than on the conversation, Majella was not cold and I did ask if the temperature was alright to give a feel if she would like it to be changed, although the said it was fine.
The amount of space required will vary according to the type of conversation that is currently being held, for example if Majella is very happy and is dancing she may want more space to show her 'moves'. As Majella is receiving information on a one-to-one basis, having two chairs opposite one another so that eye contact can be made by a more suitable arrangement, whatever the type of communication. I took this into consideration as I wanted to make a more homely touch and wanted to create and inviting environment. I felt that Majella and I both have enough personal space to be comfortable.
During the interaction I wanted to make positive direct eye-contact as in our English culture it is polite and well-mannered to do so, however Majella comes from another culture. As I am aware it is rude to make eye-contact in certain cultures, as it can be perceives as instructive. For example, within the middle east cultures they only give brief eye-contact as a sign of politeness, therefore when meeting with Majella I have took this into consideration. However, there were times when I forgot this and that is something that I need to improve on in the future. Luckily though, Majella did not seem to mind but she did look at floor a lot; this is because she was nervous.
Another thing I could improve on is a couple of times there were small awkward silences between Majella and I. It only happened twice and it did not seem to bother her but it is still something I need to avoid. I think the reason this happened is because I forgot to put her favourite music on in the background. I will remember to do this in the future.
Throughout the interaction, I was constantly using body language and gestures very well. I ensured I never turned my back when I was talking to Majella, even when I was making a cup of tea I made sure I spoke to her while the kettle boiled. As I was talking I ensured I had an open posture, to show I am going to open up to Majella, just how I would like her to open up to me about her feelings and memories. I am aware of how important communication is, as it is not just speaking that communicates, as over 80% of what we communicate to others is understood without using words.
I did many different techniques during the interaction I had with Majella. These included:
1. Leaning forward to Majella which shows that I was interested and concerned about what she had to say
2. Looking at her at all times
3. I have an open and interested facial expression which has reflected the tone of conversation, which appeared to be effective
4. Maintaining eye-contact without starting at her
5. Using encouraging sounds such as 'aha' or 'mm' and other expressions that are similar to that – this will indicate that I am actively listening
6. Nodding my head to encourage Majella to talk and to show that I understanding
As I spoke to Majella, I ensured that the way I spoke and sounded was appropriate at all times. If I was talking in a low pitched tone this may come across as sounding boring or uninterested, and by talking higher this may make me sound friendly and interested; at the same time though Majella may feel as though I am being patronising. I made sure I varied my tone to suit was was being said which is an important skill. At the same time though, I felt as though there were times when I spoke too quickly. To improve I will ensure I always talk at a steady pace.
I am aware that I should never interrupt what Majella is saying. I should allow her to finish what she is saying and wait for a gap in the conversation if I want to talk. I felt that I did this which is a key skill.
When Majella was telling me about her own experiences, I ensured I did not tell her about mine. This is not her concern and she does not need to know about things that are happening with me – this could lead to worry and concern on her behalf.
The time scales I had for the interaction were reasonable as the whole meeting took around an hour and a half which was what I originally planned, for example I had to do an introduction, do deep abdominal breathing, discuss childhood briefly, gain any extra insight into what I did not know, discuss about the next session, and close the conversation positively. The guideline I used I feel helped me greatly to use my time effectively and efficiently as a result no part of the interaction appeared rushed which was a relief to me as I was quite worried. I also feel that by planning out the meeting was a great help too, as it was organised and structured, which help aid the process. Therefore information was presented in the correct order as without planning the information may have been a chaotic process and hard to understand and interpret. Due to the planning of the session being such a success, I feel I am going to plan the next interaction.
I personally feel that the use of skills during the interaction was successful, for example I have already discussed the use of body language, eye contact, facial expressions, encouraging sounds, allowing pauses and silences, reflecting and listening to others. This allowed us to build an effective relationship. I also think I thought outside the box too – such as providing tissues and providing flowers to make the interaction more personal and homely to Majella.
Overall, I feel that everything went reasonable and only small problems arose, the meeting was overall quite a successful one and I am able to learn from the small issues that occurred to change them, to ensure the next session of interaction will run even smoother and more satisfactory as there is always room for improvement. I think that Majella and I are on the way to forming a positive and beneficial relationship, as I could see that she was more settled and happier after she left the room than before she came into the room, also she smiled a lot after the abdominal breathing, as I think she was quite surprised that she actually enjoyed the exercise as she has never done something like that and she found it very helpful.
The service users that I am planning to have a group interaction with is Sunhil and Tegla. The reason we are having this interaction is because Sunhil is Tegla's soon and she wishes for him to start at the playgroup I manage three days a week. Due to the fact Sunhil is only four, this will probably be his first time at play group and he may be very nervous; it is my job to try and reassure him and his mother that the playgroup is good place and will help Sunhil in his development. By being introduced to the playgroup and the children and staff before he has to start, I am hoping this gives Sunhil confidence; he will understand where everything is and who everyone is before his first day which will mean there is no confusion when he does start.
Playgroups are where parents or other family members or carers and children come together to play and share. Playgroups are very important because they child children such as Sunhil develop social skills such as taking turns, sharing, cooperating and solving conflicts. They are a great way for children to learn the skill of making friends and it is a skill that needs to be learnt; and it will by members of staff such as myself.
Playgroups also provide an opportunity for children to try new activities like group games and playdough or finger painting. Playgroups also help children to build their self-esteem – the feeling of can. This is good for Sunhil because he is new and this could mean he is quite scared and has a low self-esteem; this will help conquer these troubles.
In the toddler years children begin to establish contact with other children, to learn how to play and begin to choose specific children as friends. In childhood friendship is not shown in talking or communicating with another child, just interacting with one another is enough.
According to http://raisingchildren.net.au/ there are three main types of playgroups. They are the following:
1. Mainstream playgroups are self-managed by the parents and carers who use them. According to the website, about 92000 families a year go to about 8100 mainstream playgroups.
2. Supported playgroups have the help of a facilitator. They are offered so that parents under extra pressure receive extra support. They are fun for families from a variety of cultural and language backgrounds – such as Sunhil's; teenage parent families and those facing similar family or mental health issues.
3. Intensive support playgroups are for very disadvantaged families. They are usually facilitated by a social worker. They provide support and information about a wife range of services available to families.
Playgroups are great fun for children. Tegla's young child Sunhil will get to sing, dance, try new art and craft activities, share experiences, and mix with other young children. While Tegla's child will be busy scrabbling in the sandpit or painting a masterpiece, Sunhil will also pick up valuable new skills and experiences. These include such things as:
1. learning to play with other children
2. experiencing new play and art opportunities
3. finding out more about the world and other people
4. experiencing books and music
5. improving problem-solving abilities
The playgroup will also be good for Sunhil's parents Sanjit and Tegla, they will be able to interact and communicate with other parents while their chilren play. The playgroup will be a good opportunity for Sanjit and Tegla to:
1. Make new friends – they have only been in England after moving from India for five years and they may have been too busy working and child minding to have made any friends yet. This would be a good way for them to finally meet other parents their age and socially interact.
2. Reduce isolation – there may be times when Tegla and Sanjit feel as though they are isolated because they are not British and are therefore different to many others. They may feel as though they do not get to go out much. This will give them new opportunities and a perfect way to socialise.
3. Share concerns, ideas and experiences – Tegla may have concerns about Sunhil's development and is too scared too discuss this with a professional – it may be far easier for them to get advice from parents they have now made friends with; this will put their mind at ease and make them feel more confident.
The interaction I am going to have will provide an informal interaction where Tegla and Sunhil can meet me in a relaxed and friendly environment while also providing childcare to Sunhil. Tegla will stay at the first session to stay and interact with me and to play with and support Sunhil on his first day.
Each playgroup will differ, but the fact of being exposed to playing with others helps children develop both socially and emotionally, while the skills required for playing with others helps children further develop as well.
Social and emotional development depends, logically, on the acquisition of the social and emotional skills deemed necessary by our society. Playgroups give children the chance to advance their development in these areas as they give children the opportunity to socialise and thus learn the social cues present in the wider world. For example, much of the play that occurs in playgroups is cooperative which means that the children involved must learn to share their toys, take turns with certain items, follow the group rules and refrain from inappropriate behaviour such as hitting, kicking or stealing from others. Children will not always arrive at play group with these skills, but as they engage in more activities with others such expectations will become second nature.
Most local areas of the United Kingdom have play groups at nurseries, community centres, churches and more, but some parents may need, or prefer, to create an informal (not for profit) play group for their children.
To begin with, parents should decide what type of play group they want – how many members, what age range, for what purpose, etc.
Approaching other parents with children of similar ages will be key for getting together a core group, and advertising on local notice boards, newsletters and in community newspapers will likely result in even more members.
Securing a suitable location such as members’ homes, a school or church hall or even the local park, will then influence the types of toys and activities offered to the children.
Figuring out the adult supervision, play schedule, offerings for snacks and supervised activities will then need to be discussed with the parents of all members. It is likely that parents will need to address new issues as they arise in the group, so everyone involved should expect a few growing pains at the start.
Questions Tegla may have
Tegla will probably have a lot of questions when she comes to her session and I need to be prepared to answer them. Here are some questions Tegla may ask and the answers I may give:
Tegla: What is a playgroup or pre-school group?
Me: A playgroup is a registered childcare facility that offers sessional care for children between the ages of three to five years.
Tegla: How many children may attend this playgroup?
Me: There should always be an appropriate number of adults to children. The staffing ratio being:- 1 adult to every 4 children is appropriate, and we have 4 adults here a day so would be able to have sixteen children.
Tegla: Is this just a playgroup?
Me: We share this building with community groups.
Tegla: What will Sunhil be doing at playgroup?
Me: Playgroups provide children with pre-school experiences such as, art, craft and construction activities, sand and water play, adventure play, music and movement, books and stories etc, as well as the opportunity to socialise with other children.
Tegla: How will Sunhil be settles?
Me: You can stay for as many sessions as you like until Sunhil becomes familiar with the new setting and staff.
Tegla: What information will the playgroup need?
Me: You will be asked to complete a registration form giving details of your child, any illnesses or allergies, where you can be contacted and other information. If you need any help, I shall give it to you.
Upon Tegla's visit I need to make sure:
1. She is made welcome by staff, children and other parents
2. I shall show her that our playgroup is registered and has an up to date public liability insurance – this should put her mind at rest if she has any concerns
3. I will give the children fun activities to do so that Tegla and Sunhil can see that it is a fun environment to be in
4. I will ensure that all the staff are enjoying being with the children, if they look miserable this will put Tegla off
5. I need to make sure there are plenty of toys, books, and play equipment, including dressing up clothes set out for Sunhil to use so that he is intrigued and excited
6. I need to make sure the toys, books, equipment, activities, displays and staff show a positive attitude to all the children at the playgroup, regardless of their sex or race, religion, culture or disabilities
7. I should provide Tegla with information about the services and policies
8. I should ensure I consult her on her child's welfare and development
I need to make a plan of my interaction with Tegla and Sunhil; this is very important. It will help me to organise my thoughts and put them into a correct sequence. It will also enable me to think about what information I will need and the different skills I will need to use during the group interaction. I should ask myself questions such as:
Who am I having the interaction with?
What will I talk about?
What are my aims and objectives?
Where will I have the interaction?
What communication skills am I going to use?
What body language will I convey?
How am I able to apply the care values?
Do I need to consider any cultural issues?
An aim is the changes we hope to achieve as a result of the work and effort put into a situation. The aim for this group interaction is to introduce Sunhil to the playgroup and encourage him to socialise with other children, it is also to show Tegla this is a good playgroup for her child to attend.
An outcome is the activities I will undertake and the services I will offer to bring these changes to occur, the outcomes will be linked into my above aim and will help identify the outcome, therefore the aim could be as clear as possible, by defining the desired outcome, Sunhil settling in well to the playgroup and having confidence in it, is a part of good project planning for a care worker. I will have high considerations of both Tegla and Sunhil's needs and deliver a plan to ensure they get all the best opportunities which are sensitive to her condition. I hope to achieve the following points in order to achieve Tegla and Sunhil's objective targets I have set, these include the following:
1. Sunhil meeting new friends
2. Him being more confident at the new environment
3. Tegla being happy to send Sunhil to the playgroup
4. Tegla interacting with other parents
In the plan I am going to deliver, I will consider vital aspects such as the use of time, I am also going to ensure both Tegla and Sunhil are comfortable and confident with the conversations; I will do this by introducing myself to them both separately when we meet. I will greet Tegla quite formally:
“Hello Mrs Mamood, I'm Steph. I just want to say thank you so much for coming. Did you get here alright?”
This is a warm welcome yet is not too relaxed as this may make her uncomfortable considering we have only just met. My greeting should help her to think I am friendly and this should in turn make her happier talking to me.
My greeting to Sunhil will be quite different:
“And you must be Sunhil, it's lovely to have you here. Are you a bit nervous?”
This is informal so he will know I am friendly and may relax more. Also, I have asked him if he is nervous which shows that I feel empathy and understand that it must be difficult for him going through his first day; this should help him to see that I am there to help him.
Environmental and physical factors both enhance communication. This includes such things as:
1. noise level
2. lighting
3. ventilation
4. heating
5. space
6. seating arrangements
7. proximity
If it is too hot in the meeting room when I am discussing important issues with Tegla, this my mean she does not think properly and is not concentrating on what I am saying. This could lead to her missing out on vital information. It could also lead to her feeling quite drowsy. At the same time, if the room was too cold she would be concentrating on this rather than what I am saying. Tegla will not want to send her son to a playgroup that is too hot or too cold.
If there is too much noise in the playgroup when I am trying to talk to Tegla and Sunhil, they will not be able to hear and may miss out on information. Obviously, it is impossible to make sure that children in the playgroup do not talk, so when I wish to speak formally with Tegla and Sunhil, I will go into my office to avoid the noise. This will make them happier because they will be able to voice their opinions and be heard properly; they will know I am listening and this will make them both open up more. Plus they will know the children and staff cannot hear them.
The lighting should be dimmed to the appropriate levels, as if there is a shining light on Tegla and Sunhil they will feel under pressure and may be nervous about what to say. Sunhil would be nervous enough about starting and does not need extra pressure. The best time for me to make the session would be in the morning. One of the reasons for this is because the room will be filled with natural light and therefore lighting will not be an issue.
I will also need to consider the ventilation and heating. If there is good air circulation in the playgroup, this will make both of the service users feel more comfortable in the unfamiliar surroundings.
The amount of space required with vary according to the type of conversation that is currently being held. For example, when I am trying to relax Sunhil we may do an activity that would require quite a lot of space. Whereas when I am sitting down talking to Sunhil and Tegla; we will not need as much space; just enough personal space that we are all comfortable.
The safety of the room should also be considered, for example there should not be toys lying about in the playgroup as ether Sunhil or Tegla could trip on these and hurt themselves – this would put Tegla off sending her son to the playgroup as she would feel as though it is not safe. The fire alarms should also be tested weekly to ensure they are safe, and there should be an inspection of the whole room twice a year. This will inspect aspects such as:
1. windows
2. doors
3. flooring
4. heating
I will explain to Tegla that these safety procedures are put in place. This will reassure her Sunhil is not in danger at the playgroup.
It is important that I form a good relationship with both of the service users during the interaction. I can do this in a number of different ways:
1. showing respect – I can do this by closely listening to any concerns that Tegla may have and listening to what Sunhil says; he may have fears that he would like to express. I can also show respect by treating them equally and not any different just because of their ethnicity
2. trust – if Tegla was to tell me something private about Sunhil such as he sometimes wets himself when he is nervous – I would explain to her that I have to tell the other staff because they need to know in case it happens. However, I would also reassure her no other children will find out and this can make Sunhil a victim to bullying; if this happened it would ruin all trust Tegla had for me
3. using appropriate vocabulary – I should not use complicated words. Sunhil may have been born in the country but is only young so will not understand complicated jargon, I should ensure I use suitable vocabulary around him; he may feel uncomfortable if I am talking to Tegla about him, using words he does not understand. I also need to keep Tegla's needs in my mind – she has only been in the country for five years and her English may not be very good for this reason.
The interaction is going to be between Tegla, Sunhil and myself. When I talk to the two service users, the conversation will go through changes, on the first meeting with the two, I should not immediately launch into a full and serious conversation and this could make them nervous. There will be warming up period before I start to focus on the main conversation. Communication with Tegla and Sunhil will have three stages:
1. Stage one: The first contact or initial introduction – When making first contact, it is known that the first impressions are extremely important and can affect all future interaction. I need to get across in the first contact that this is a good playgroup for Sunhil to attend and that it will help with his development.
2. Stage two: The main content, and main contact with the service users – after the introduction has taken place, the main part of the conversation is able to occur. This is me showing Sunhil and Tegla around the nursery and giving Tegla any information she may need, as well as listening to any concerns she may have.
3. Stage 3: The winding up or ending of the interaction – This is where I bring a conversation to a closure, I need to do this successfully and that requires the use of appropriate skills. If I ended the conversation abruptly Tegla may feel as though I do not want her son at the playgroup, I need to ensure it seems as though the conversation has come to a natural end.
When trying to communicate effectively with the two service users, I should ensure that I do not:
1. Be unenthusiastic
2. Be passive
3. Be self-occupied
4. Laugh at either Tegla or Sunhil in a way that they would find is not funny
5. Speak with a full mouth
6. Use long sentences
7. Shout at one of the service users if they do not hear
8. Tell jokes that are inappropriate
9. Ask multiple questions
10. Interrupt when one of the service users is talking
11. Use words that are unnecessarily long
12. Use words that are too complex
When preparing for a group interaction, it is often helpful to make a plan which will outline the conversation. For example, I need to think about the main points that we will cover in our interaction, this is particularly important if the conversation is for a specific purpose as I will want to make sure that I have covered all my original aims and objectives. The plan will involve preparing an outline of what I am going to say at each stage of the conversation and the main points that will be considered. When making a transcript of the conversation, this is usually done at the end of the conversation, how can be used to make me analyse the skills that I have used and how those skills are able to be improved, it can also be used to make judgements about whether the aims and objectives have been achieved and whether the conversation was beneficial to both the service users.
When thinking of the interaction between Sunhil, Tegla and I, I expect that they both may be nervous. Sunhil will be nervous about being in a new environment and Tegla will be nervous about whether the playgroup is good enough to send her child to. I am planning the interaction around a time scale which will be quite flexible, as I need to make time for any questions Tegla may have or concerns she may have. Another factor to consider is if there are going to be interruptions, this could consume a lot of time, which is why I discussed earlier the precautions I am going to take in order to eliminate these factors, such as displaying signs.
Meeting will take place: The playgroup
Date: 28/10/2012
Time: 9:00am until whenever Tegla feels fit
What is going to happen during this session?
I am going to ensure I answer any questions that Tegla may have and try and help with any concerns by usefully answering questions. I should ensure that any concerns she does have are taken seriously. I will also introduce them both to do nursery and show them where anything is. As well as though, I will introduce Sunhil to all of the children and staff so that when he does start, he will be confident with who everyone is.
Purpose of the meeting:
To get both Tegla and Sunhil equated with the playgroup and adress any concerns they have. I also want to get rid of any anxiety they may be feeling.
How will I meet the aims?
I will meet the aims by asking Tegla if she has any fears and trying to relax her by explaining things like health and safety. I will also ensure Sunhil has interacted with most if not all of the other children.
Reflection on the session:
By reflecting on the session, I will gain the trust of both Sunhil and Tegla by listening to them, taking their best interest into heart, making positive body language, emphasising with their needs even if I do not completely agree with them.
Below I have included a transcript of the conversation between Tegla, Sunhil and I:
Play worker:
Hello Tegla I'm Steph, the manager at the playgroup. It's lovely to meet you. Did you get here okay?
Tegla:
Yes, it was fine thank you.
Play worker:
(LOWERS TO SUNHIL'S HEIGHT)
Hi Sunhil, are you looking forward to starting?
(SUNHIL SHAKES HIS HEAD)
Play worker:
Are you nervous?
(SUNHIL NODS)
Play worker:
What about when I introduce you to all the other children. Will that make you feel better?
Sunhil:
Yes!
Play worker:
(SMILES)
Fantastic. Come on then.
(PLAY WORKER WALKS SUNHIL AND TEGLA TO WHERE THE REST OF THE CIHLDREN ARE QUIETELY SITTING WITH ANOTHER LADY)
Play worker:
Okay Sunhil, this is one of the play workers here, Sandy.
Sandy:
Hello Sunhil, nice to see you.
(SUNHIL SMILES)
Play worker:
Sandy, this is Sunhil's mother, Tegla.
Sandy:
(OFFERS TEGLA HER HAND)
Hello, pleasure to meet you.
(TEGLA SMILES AND SHAKES HER HAND)
Play worker:
OK, children, this is Sunhil and he's going to be starting playgroup soon. Everyone say hello to Sunhil.
Children:
Hello.
(UNHIL LOOKS HAPPY)
Play worker:
Okay Sunhil, would you like to stay here and read a story while your mum and me talk, or would you like to come?
Sunhil:
Read a story please.
Play worker:
Okay, I will come and get you in a few minutes.
(SUNHIL HAPPILY JOINS THE OTHER CHILDREN WHILE TEGLA AND THE PLAY WORKER GO INTO THE PLAY WORKERS OFFICE)
Play worker:
Please, take a seat anywhere you like.
(TEGLA SITS DOWN)
Play worker:
Is the temperature okay for you?
Tegla:
Yes thank you.
Play worker:
Good, oh dear that sun must be blinding you, would you like me to close the blinds?
Tegla:
Yes please.
(PLAY WORKER CLOSES THE BLINDS)
Play worker:
Well, can I just say it's lovely to have you here and we're very excited about Sunhil joining.
Tegla:
Thank you so much, we've looked at many playgroups and this really does seem like the best one.
Play worker:
That means a lot.
Tegla:
What can you offer my child?
Play worker:
I'm glad you asked, this playgroup is designed to help children develop socially and intellectually. We want to help your son not only form friendships but to also learn the basics – things such as words, pictures, colours.
Tegla:
That all sounds great. I've made my decision.
(PLAY WORKER LEARNS FORWARD TO SHOW SHE IS LISTENING)
Tegla:
I'd like to send Sunhil here.
Play worker:
Wonderful! Would you like to go through the forms today or you can come in and do that when he starts.
Tegla:
Can we do it when he starts, I'd like to bring my husband, his English is better than mine.
Play worker:
That's fine. When would you like him to start?
Tegla:
It's Thursday now so there's no point starting today. I work Wednesday's, Thursday's and Friday's which is when I want him to come, so would Wednesday be okay?
Play worker:
Yes of course.
Tegla:
Okay, I'll ring up work when I get home and get the morning off.
Play worker:
Right, I'll get Sunhil.
(PLAY WORKER LEAVES THE ROOM AND COMES BACK WITH SUNHIL)
Play worker:
Please, feel free to sit anywhere Sunhil.
(SUNHIL SITS)
Play worker:
Have you had fun?
Sunhil:
Yes, I love it, please can I come here mum?
Tegla:
Yes dear, you'll start next Wednesday.
Sunhil:
(SMILES)
I don't know if I can wait that long, I had so much fun today.
Play worker:
I'm glad you liked it Sunhil. So, you're not nervous any more then?
Sunhil:
No, you and Miss Sandy helped me lots, thank you.
Play worker:
That's our job. Thank you for coming.
Tegla:
It's our pleasure, I look forward to seeing you next week.
Play worker:
Yes, see you soon and once again, thank you for taking to time to come.
(TEGLA AND SUNHIL GET UP)
Play worker:
I'll show you out.
In this task I am going to evaluate the group interaction I had with Tegla and Sunhil, I will reflect upon my actions and skills. This took place in the Playgroup. Tegla is Sunhil's mother and would like her son to attend the playgroup on the three days a week that she goes to work.
I am going to evaluate aspects which worked particularly well, and areas where I need to consider improvement, I am doing this in order to evaluate my own progress, so I am able to praise myself on things which worked well, and improve upon things which went bad. The point of interaction is for Tegla to be confident enough to send her son to the playgroup and for Sunhil to feel happy to join.
I feel as though I met me aims and objectives very well. Tegla seemed to be very impressed with the playgroup, so much so that she decided there and then that she would like to send Sunhil to the playgroup. She also remarked it was the best one she had been to. Also, Sunhil was happy and confident; he was really excited to join the playgroup and even a bit disappointed he would have to wait a few days before he came back.
When I greeted them, I spoke to Tegla in quite a formal to show her that I took my job seriously and that this was a proper and legit playgroup. I then spoke to Sunhil with a more relaxed voice. Another good skill I think I inhibited is that I lowered myself to his height so that we were equal when talking – I think this made him feel less nervous. I further helped his nerves by introducing him to the children, this seemed to make him feel a lot better.
In this interaction, I improved from the one I had with Majella in the sense that there were no silences. Me and Tegla were able to speak confidently with one another, and the same with Sunhil. I am happy about this because I feel as though this shows I have improved from my last interaction.
Once I realised that the lighting was not appropriate and the sun was shining in Tegla's eyes, I immediately tried to rectify this by asking her if she would like the blinds shut. This shows that I considered her needs before she even had to say anything – I hope that this gave out the impression to Tegla that I am empathetic and was considerate as well as respectful of the needs that she has.
I also considered the heating of the room before our interaction. I made sure it was room temperature and then, because it was a very hot day, I asked Tegla if the room was the right temperature. She said it was fine and although I was a bit cold – I knew not to pry because making her comfortable is the main thing. I think this was an appropriate use of skills.
Spacing was not an issue during my group interaction – in fact both the service users had plenty of choice of where they would like to sit. This is good because it gave them freedom and made them feel as though they were the one making the decisions and were equal to me.
During the interaction I ensured I maintained eye contact with the service user. This showed that I was genuinely interested in her concerns and was listening – she should have felt as though I was making an effort to listen to anything she said.
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Stephanie Edwards Page