Effective Communication

Helen Strong 30018159

Unit 1: Developing Effective Communication

In Health and Social Care

It is imperative for health and social care workers to have excellent communication skills to enable them to do their jobs to the best of their ability. As they will be supporting and caring for a broad spectrum of service users with differing needs and from diverse backgrounds and cultures, they need to be able to recognise, understand and develop a vast range of communication skills and interpersonal interactions.

The following are the types that have been observed:

Verbal Communication

Verbal communication, also known as oral communication, is the process of being able to express and transmit thoughts with words and is defined as spoken language or speech.

Examples of this type of communication include conversations, speeches, presentations, class discussions, one-to-one basis between individuals, voice chat over the Internet, telephone conversations and voicemail. Sign language is also considered a form of verbal communication.

An advantage of verbal communication is that you can ascertain immediate response or feedback. However, there is no proof of delivery.

Speech is a more personal and direct way of communicating and can be enhanced through tone, volume, pauses, word choices, speed and clarity of speaking.

Non-Verbal Communication

Non-verbal communication is the process of sending and receiving messages without using any spoken words. By studying a person's non-verbal communication, it can be quickly established how they are feeling or what they are trying to convey. Set out below are a few methods of how non-verbal messages can be sent:

Facial Expressions - A person's emotional state and attitude can often be communicated by facial expressions. Fear, anger, happiness, sadness and surprise can be conveyed through various parts of the face. For example, anger can be interpreted through raised eyebrows, wide open eyes and an open mouth.

Gestures - Gestures are hand and arm movements and they can be used to indicate how a person is feeling, to emphasise part of a conversation or to communicate to someone that is out of earshot. For example, raising your thumb tells the receiver that you are fine.

Body Posture - The way in which an individual sits, stands or lies can send a variety of messages. In a learning environment scenario, the tutor can denote which students are concentrating on the presentation being given, the ones leaning forward show enthusiasm whereas the ones leaning back can communicate apathy or boredom. Such postures can also convey a degree of formality and a degree of relaxation in certain situations.

Eye Contact - Maintaining eye contact when talking or listening relays confidence openness and truthfulness in comparison to little eye contact which can give the impression of insincerity, dishonesty and nervousness. Staring at someone can indicate that you are less than happy with them.

Listening - Listening is a skill that is vital within the communication exchange. The information must be digested and interpreted properly before a carefully thought reply can be given.

Body Language - Body language is the overall body movements that communicate to others about how that individual is feeling. The information is conveyed through the way people move, walk, and angle their heads and their body posture. It can be accompanied by gestures and facial expressions. Body language can be voluntary or involuntary. For example; when a person is sad, they may droop their head and walk slowly.

Written Communication

Written communication is the representation of language in a textual form and includes any type of interaction that makes use of the written word.

These include letters, e-mails, handouts, notes, assignments, text messages, books and articles. One advantage of written communication is that the reader can take in the information at a pace that suits them and can return to it any time should some part of it be forgotten or not clearly understood. Written methods can be used in more formal communications and can be filed and archived for future reference or proof. Written communication can be enhanced through the style of writing, vocabulary used, grammar, clarity and precision of language.

Visual Communication

Visual communication presents ideas through a visual display of information which includes art, drawings, illustrations, diagrams, topography, posters, silent films, photography, signs, symbols and graphic design. Television and video clips are the electronic form of visual communication. If a child has suffered an extremely shocking experience and are too numbed to talk about it, they are encouraged to express themselves through drawing pictures in therapy.

THE COMMUNICATION CYCLE

How the cycle may be used to communicate difficult, complex and sensitive issues

Whichever method we choose to use to communicate, it is important that is done in an effective manner or there is a high risk of it being misunderstood through bad transmission. If the communication cycle stages are broken down, it can be seen how to communicate to the greatest advantage especially for difficult, complex and sensitive issues.

...

This is a preview of the whole essay

THE COMMUNICATION CYCLE

How the cycle may be used to communicate difficult, complex and sensitive issues

1. Message Aimed:

Thought needs to be given as to what needs to be communicated and to whom. Ask yourself:

- what do I want to communicate? - why do I need to communicate this? - whom do I need to communicate with? - what do I want the receiver to do with the information? - what is the best method to communicate this? - what would make the communication interesting? - have I prioritised my information? - should it be communicated verbally or in writing? - will I need extra support in the form of leaflets, charts or diagrams?

2. Message Encoded:

After organising our thoughts around the above checklist, it is then possible to express these through words and pictures. Our choices of language and images are very much influenced by our own standard of assumptions, our experiences, education, gender, status, health and even mood. It is therefore vital for us to recognise this and ensure that our communication will be clear to others. Ask yourself:

- what language should I use? - does the receiver already have some knowledge on what I am saying? - do we have a shared basis of experience? - what am I assuming about the receiver and are these valid assumptions? - what could the receiver be assuming about me that could hinder effective communication? - can I support what I am communicating with appropriate body language and facial expressions?

3. Message Sent:

It is important to transmit your communication clearly at the right time. Consider these issues:

- is this the appropriate time to communicate this? - can the receiver see/hear/read what I want to communicate? - are there any distractions that could interfere with the communication? - is there anything I can add to the words I use to clarify my meaning? - is what I'm saying/writing/showing consistent with the way in which I am doing it? - do I need to summarise?

4. Message Perceived:

We use varying means of interpreting and storing information, depending on whether we have received that information in spoken or written format.

Whilst listening to a speaker, it is worth remembering that we think three times quicker than we speak so it would be easy for a speaker to get muddled up with other thoughts or distractions. When listening to a speaker, try not to judge or react until they have finished. Take notes where necessary and ask the speaker anything that you have not understood at the end.

Whilst reading text, ensure the conditions are correct for you to concentrate on what you are reading. Find clarification from references or ask someone if you are unsure of what is being said. Take notes where appropriate.

5. Message Decoded:

If the sender has given enough thought and attention to what they are saying, the message should be decoded effectively.

In certain situations, it may be felt that the sender is not very approachable. However, it is important to remember that the meaning of the message is the sender's responsibility and not the receiver's.

6. Message Understood:

It is now the opportunity of the receiver to give their response, if applicable. They now become the sender and need to abide by the communication cycle and make sure that no steps are missed out along the way.

When faced with having to communicate difficult, complex and sensitive issues it is important that a great deal of careful thought and consideration is given, especially for the recipient's feelings. Whilst breaking unfortunate news to a person, it is best to find a quiet place to sit them down as they may not want their business publicised, free from interruptions and distractions. It is also important to explain using language and vocabulary that is appropriate for them to understand using a soft tone of voice and open body language.

Scenario

A sensitive communication may involve a doctor having to inform parents that their child has been diagnosed with dyslexia.

Message Aimed:

A doctor needs to inform Mr and Mrs Smith that their child is dyslexic. He needs to give them the relevant information backed up with leaflets, support group and forum details and his reassurance.

Message Encoded:

The doctor knows he has to do this in a tactful way, in a quiet environment and in a language in which the parents are going to understand their child's problem. He gathers his thoughts, finds leaflets, and writes down support group details in preparation of their appointment together.

Message Transmitted:

On their arrival, the doctor ensures that the parents are seated comfortably and are giving him their full attention before breaking it to them gently that their child is dyslexic and what exactly that means in terms they would understand. He assures them their child is still the same child but they will need extra support at school and home to enhance their learning abilities. The doctor gives the parents dates of information meetings, website addresses and pamphlets. The doctor uses a reassuring voice to deliver the message and his body language and facial expressions are consistent with this.

Message Perceived:

The parents are listening carefully to what the Doctor is telling them and take the written information from him.

Message Decoded:

The parents decipher the information.

Stage 6 Message Understood:

The parents make sense of all the information and know exactly how they can support their child. This results in the communication cycle being a success. They are now able to ask the Doctor questions thus starting the process all over again.

Factors that may influence communication and interpersonal interactions in health and social care settings

The communication cycle is not always successful - there can be problems with miscomprehension or the issue itself may be difficult for the person to accept or discuss. There are numerous factors that can influence communication and interpersonal interactions within the health and social care sector, in a negative and positive way:

Preferred Spoken Language

By living in a diverse, multicultural society, many people are bilingual and even multilingual. However, people are able to think, express themselves best and communicate most effectively in their first language. This is also referred to as their preferred spoken language. Problems can arise in the UK, for example, from immigrants wishing to communicate in their mother tongue and having no translators or interpreters to hand.

Jargon

Jargon is the technical terminology used within particular professions or groups that is hard for others to comprehend.

Slang

Slang refers to informal words and phrases used within specific social groups and communities when communicating. Outsiders could be easily confused by this type of language.

Dialect

A dialect is a variety of speech incorporating the sounds, spelling, grammar and diction used by persons from a specific geographical area i.e. Glaswegians. Misinterpretations can arise from misunderstandings.

Cultural Variation

Different cultures translate some words, phrases and body language as having different meanings. For example, the word 'wicked' can define evil or something great depending on the speaker and the context of the conversation. This type of scenario can result in misinterpretation and the message being misconstrued.

Proximity

Personal space can indicate how friendly the conversation is dependent on how well the people know each other and how comfortable they are in one another’s company. However, invading the personal space of a new acquaintance can come across as being intimidating and aggressive, and yet not being close enough can portray disinterest and being distant.

Body Language

Body language needs to be consistent with what is being conveyed otherwise the sender can come across as insincere.

Eye Contact

If a good level of eye contact is not maintained, it can suggest that the sender may have something to hide and should not be trusted.

Tone of Voice

A tone of voice that is inappropriate for the type of communication being delivered can cause confusion.

Environment

The main environmental factors that can result inhibit or support communications are noise, setting, temperature, seating and lighting.

Noise - Background noise can be extremely distracting whilst trying to concentrate and communicate and can prove very disruptive. High noise levels can also interfere with the information a deaf person is trying to obtain via a hearing aid and pain their inner ear. However, in other environments, i.e. dentist, where a nervous patient is awaiting treatment, background music can alleviate tension and bring about calm.

Setting - The setting in which communication takes place can have a major effect. It needs to be appropriate for the type and content of communication that is being stressed together with the right ambience. For example, a private setting would be located for matters of a sensitive nature whereas an airy space would be ideal for a group discussion. Furnishings within a setting can also play a crucial role, i.e. nursing homes and hospices use soft furnishings to create a relaxed, family atmosphere.

Temperature - A hot temperature can make a recipient drowsy or frustrated, resulting in a lack of concentration and poor communication. A cold temperature can cause stress and discomfort, distracting from the message being put across.

Seating - The way that people are seated in relation to others can influence how they productively communicate. Correct seating should be arranged so that people cannot only see one another talking but also their non-verbal communications otherwise it can create an awkward atmosphere.

Lighting - Communication needs to take place in a well lit environment. A person that lip reads requires good enough visibility to be able to see the speaker's mouth. If there is a strong light behind the speaker, their face may be hidden leading to a breakdown in communication. The glare from the sun can stun the eyes whereas poor lighting can result in non verbal communications not being recognised and can also put a strain on the eyes.

Tiredness

A tired carer will not communicate very well due to physical and mental exertion.

Disability

People with a disability, whether that be mental, physical or learning, can have difficulty in communicating effectively and may have to rely on human or technological aids to support them. However, disability seems to go hand in hand with prejudice which can have an enormous impact within the communication cycle. People are also subject to stereotyping, patronisation and unwanted pity.

Time

Time is an element that can present a barrier in communicating effectively. A carer that is hurried or rushed will not listen or convey themselves properly and this can lead to unanswered questions, frustration, turmoil and misunderstandings by the service user.

Listening Skills

It is imperative to have excellent listening skills within the health and care sector. Half listening can arise to missed opportunities of providing the best possible care and quality of life for a service user and attending to their needs. This in turn can make them feel worthless and can have a knock-on effect.

Assumptions and Stereotypes

Stereotyping people is destructive as it can create a barrier of misunderstanding between service user and provider. Assumptions are made as to the wants and needs of the client and this can drastically interfere with communications. For example, the elderly can have a slower response rate but some people analyse this as them being confused or demented and form decisions on their behalf instead of having a little patience.

Emotional State and Behaviour

The emotional state of both service user and service provider can cause problems in communication. If the client is aggressive towards the carer, it could inhibit the latter. If the service user is shy or suffering from depression or low self esteem, they might not feel comfortable or confident enough about approaching the service provider and asking relevant questions. Care workers must be very professional and forget about their own personal problems as they can influence their performance at work with a backlash on their communication skills. They have to remember to have a good, positive attitude which will reflect in their messages. They must learn to ignore provocation and to be assertive.

Use of Signs and Symbols

Messages can be communicated through gestures, written symbols or diagrams. Braille (a system of raised marks that can be felt with the fingers) provides communication for visually impaired people

Sign Language

The British Sign Language (BSL) provides a full language system for the deaf and people who do not use spoken language.

Technological Aids to Communication

Information technology offers a huge array of facilities to assist with communications. For people with visual impairment, there are enlarged visual displays and voice feedback aids. Electronic aids to communication can transform speech into writing. Text messaging can also provide an essential form of communication for people with hearing disabilities.