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Communicating in Health and Social Care.

Extracts from this document...

Introduction

Communicating in Health and Social Care Introduction For this unit I am going to gain knowledge and practice communication skills within a Health, Social Care or Early Years Setting. The setting or organisation I am going to complete this unit is the LSU (Learning Support Unit) in a secondary school. The LSU is committed to working with the school, parents, and students to support the learning of young people trough environments in which they can achieve physical and emotional well-being, and become productive members of their families, schools and communities. The staff in the LSU do this by providing direction and support. The LSU provides support for clients that have just joined the secondary school, aged between 10 and 11, which have learning difficulties, these difficulties include: * Clients with emotional and behavioural difficulties; many clients with emotional and behavioural difficulties have poor literacy skills as a result of their inability to maintain concentration and stay on task. * Pupils with communication difficulties; many pupils with communication difficulties face particular challenges with literacy. These clients will be working well below national expectations for their age groups. Some of the client's vital foundation skills are missing, and even where clients have achieved a particular level in literacy; they may not be able to transfer those skills across all subjects. To find out if clients need Learning Support they have reading and spelling tests when they first join secondary school, this ensures the clients in greatest need are identified immediately. The clients who have specific needs are given counselling each week to draw up Personal Support Plans. They also have drama therapist. There is also a 'Social Skills Base' that is staffed by an experienced SEN teacher and an LSA to teach pupils strategies and support them when they have problems. The LSU has two members of staff; this makes the organisation all the more supportive and close knit. ...read more.

Middle

This was done successfully as the clients responded by behaving in an understanding, warm and sincere manner. To help me evaluate the communication skills used at the LSU, I used a rating scale: 1 = very effective and appropriate use of communication 2 = some appropriate use of communication 3 = area not applicable or relevant 4 = some ineffective or inappropriate communication 5 = general inappropriate or ineffective communication I decided to give the LSU the rate of 1, so I don't have many recommendations for improving communication, but one of the reasons that I gave the rating was, they have a high-quality and clear system of maintaining client confidentiality or record keeping, which results in the clients trusting the staff, and their self-esteem and safety is sustained. Another reason was that as a result of the appropriate communication used, the clients feel that they can rely and depend on the staff and address them with their difficulties, uncertainties, and fears, ranging from settling in to a new school too out of school problems. There were several additional reasons why I gave the rating, which I have stated before. On the whole I have very few recommendations to make. There was a few things that I observed, firstly, as there is only two members of staff running the LSU if they absent for what ever reason, then it would be hard to find a replacement. So in extreme cases it would have to be closed so the clients would have to go to their normal lessons, which might result in them getting in to trouble and having no where to turn to. I was informed that this hardly ever happened, so this is not a major problem. I would recommend that they always have a back-up member of staff that could take over straight away when ever they were needed. The other recommendation was that they need to improve appropriate communication with staff in other parts of the school. ...read more.

Conclusion

Potential barriers to communication Physical barriers For example, deafness, blindness, stammers, speech defect, autism etc. I am aware of how these disabilities can be barriers to effective communication. None of my clients have these physical barriers, however as a matter of good practice I did not interrupt of finish their sentences and I was patient. Distracting mannerisms Day dreaming, fidgeting, looking at watch, yawning, chewing gum, looking bored, looking out the window etc are all very off putting and distracting. Environmental barriers Noisy environment Very distracting, but hard to avoid when taking the boys bird watching. Lack of privacy Interruptions can be very distracting. Temperature If the weather or room temperature is too hot it can make people sleepy, where possible open a window. If it is too cold then they could feel uncomfortable, if possible turn heating up or wear more clothes. Poor room layout Seating that allows you to face your client and maintain good, but not staring eye contact. Chairs should not be to close together to allow person space. Desks can be a physical barrier as they prevent you from being able to observe non-verbal gestures. Other barriers Lack of trust Difficult to win clients trust short space of time. You can win trust by not judging, criticising or patronising, and showing honestly and by never promising to keep confidence you cannot keep. Culture/race differences All the clients that I worked with were of similar race so it was easier not to discriminate. Language I spoke the same language as my clients so this was not an obvious barrier. However I found it easy to have a good rapport because I am close in age to the clients and we mostly used the same jargon. Tiredness Can lead to loss of concentration and make you seem bored, it's best to do the interaction when you are alert. Dress My clients wear school uniform so I relished that it was important that I looked quiet smart. I relished that if I over dressed I could be off putting for my clients. ...read more.

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