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Communications in Health & Social Care.

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Sasha Caddy, RM11. 12/02/04 UNIT 2: Communications in Health & Social Care During the course of thirteen weeks I visited my work placement which is a pre-school setting known as 'Alphabet Corner Nursery' located in North End in Portsmouth. The majority of the time spent at this placement was interacting with numerous children of different ages, from 3 months to 8 years. I also communicated with the staff and observed the way the parents and staff also interacted. I thoroughly enjoyed attending this setting every Wednesday from 1:30p.m until 4:30p.m, because it was interesting to see how a nursery was run and how communication helped each child to develop in their own learning skills. Communication is the process of sharing ideas or thoughts, information, and messages with others, whether this is with one other person or with several people, at a particular time and place. Communication can include writing and talking, not only do we communicate verbally but there is also non-verbal communication, such as facial expressions, body language, or gestures. There is also visual communication, such as the use of images or pictures and electronic communication, for example telephone calls. Communication is a vital part of personal life, it is important in any situation where people encounter each other. Communication enables the interaction between two people or a group of people and allows peoples needs to be put across, such as what they are thinking or feeling. It is also important for developing relationships. Communication and interaction skills are the centre of every care practitioner's work. The use of good communication skills helps care workers to develop and maintain relationships between clients (service users), relatives and colleagues etc, it also helps to give and receive information needed effectively. Here is a table showing examples of communication which I have identified in my work placement, ('Unit 2: Communication in Health & Social Care (7291), Task 1a Forms of Interaction' class worksheet): People Language Sensory Body Activities involved contact position Member of staff Informal; ...read more.


"Well done!" The client then agement. The staff also answered a question incorrectly, in which asked some open-ended the staff member corrected her, saying it questions, where she slowly and then asked the girl to repeat listened intently to the what she said and then praised her. This client's reply (respecting shows a positive interaction and when the silence). The client showed client encountered a problem this went some assertiveness. from a negative to a positive interaction. Non-verbal Staff and client - A staff member is sitting (No enhancing factors). The member of on a chair whilst playing a game with the staff was sitting in a children. A client wishes to sit on the closed position, staff's lap to be comforted, however the therefore the clients staff member has her arms and legs crossed would not feel at not allowing the child to sit on her lap. The ease with the staff client becomes upset by her facial expression, member. She was crossing her arms and lowering her head. also sitting on a While the staff recognises this although chair which I think chooses to ignore the client. is unnecessary because if the staff wishes to interact with the clients she needs to be at the same level - this way there would be better communicat- ion. Also the staff member ignored the client's feelings. Special Staff and carer - A parent in a wheelchair (No enhancing factors). The member of needs came to pick up her daughter from the staff showed a lack nursery. When a member of staff answered of respect for her the door and saw that she was in a wheel- disability. She paid chair, she said "Sorry but this nursery is no thought to how wheelchair bound" in a negative tone. The the parent must feel parent replied "I've come to pick up my about not being daughter Susan (not real name)" ...read more.


In my evaluation I think that all effective communication will receive a good interaction between the carer and the client, effective communication is where only enhancing factors such as respect, encouragement, non-verbal communication, sign language etc, can enhance the communication and good interaction between to people. If inhibiting factors are used e.g. stereotyping, aggression, blocking, excluding etc, are used in a care setting this can only inhibit the communication between two people and cause it to break-down. Inhibiting factors can also have a long term affect on a client and can affect their mental well-being, they can also begin to feel negative emotions e.g. they don't matter, helplessness etc. I think that Abraham Maslow's theory helps us to understand the different types of personal needs, it is a great theory of communication that actually occurs in 'Alphabet Corner Nursery'. Therefore helps each child to develop his/hers personal ability and potential, (see Heinemann AVCE, Advanced Health and Social Care, Page 74, Figure 2.1 'Communication within Maslow's levels of need'). I think that the oral communication works well in the placement and is therefore most effective, however if special need children were attending the nursery a lot of the communication methods would need to be improved to help their needs e.g. training the staff on using Braille and sign language, therefore they will have a better understanding of children suffering from difficulties or disabilities needs. Communication helps the interaction between people and allows people's needs to be put across. It is also important for developing relationships in the nursery. Communication and interaction skills are the centre of every care practitioner's work, so therefore I feel as if the nursery should improve their communication skills by increasing their use of enhancing factors and limiting to a minimum the inhibiting factors e.g. off-loading own experiences, closed position, invading personal space, distractions etc. If the staff were to use more enhancing factors this would ensure better communication with the clients, therefore developing and maintaining relationships. ...read more.

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