Developing Effective Communication In Health And Social Care

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To complete this assignment I am going to focus on the communication skills that are used in my work placement.  I will monitor and observe the ways in which people communicate and interact with each other.



In this assignment I have changed all names and places in order to respect the privacy and confidentiality of all concerned.

I am on my work placement in a local council run school nursery.  I have spent most of my time there working along side their special needs teacher Mrs Robinson.


I have recently observed a speech development session with a small group of children. This session involved four children. One child was chosen out of the classroom to be used as a role model to the others, as she had really good speech and communication skills.  The hope was that she could encourage the others in the group to try and speak. Two of the children had delayed speech; this is where the child can speak but is slow in their development.  There was one other child in this session that really interested me.   Four-year-old Sam is a little boy, who I have been told that while at nursery, refuses to speak to the teaching staff or any of the children.  I have also been told that Sam can speak and does so when at home or with mum and dad.

The children all held hands and are shown by Mrs Robinson in to a little room across the hall, where there are no distractions. There were blinds up at the windows, which were tilted slightly allowing the light in, but also prevented the children being blinded by the sun.  On the walls there are brightly coloured pictures and number charts.  There are pictures of animals and cars, babies and children playing. The room is welcoming and cheerful.  The children are seated together around a little table and Mrs Robinson sits down with them.  Mrs Robinson asks the children to copy her as she sings a little song; she claps her hands and slowly says “My…name…is…Mrs…. Rob…in…Son “.   The children take it in turns to sing their own name and clap their hands to the words.  She then tells them they are going to play a picture game.  

Each child is given a large card, which has pictures of household objects on it.  They are asked to watch carefully as Mrs Robinson holds up one small card at a time and the children have to tell her if they have that picture, and say what it is.  She then asks where in the home they would find it.  The children are encouraged to talk and helped with the words they had trouble with.   The game goes on until all the children have covered all the pictures on their card.  Mrs Robinson praises the children for recognising their own pictures by saying things like,” good girl/boy”.

At the end of the game Mrs Robinson offers the children a chocolate button for their hard work.  The children are asked to say, “Yes please” Then given their button and asked to say “Thank-you”.  Three of the children get their chocolate; Sam is left until last to be offered his treat.  Mrs Robinson holds out the treat in front of him and says, “Does Sam want a chocolate button?” Sam says nothing and sits sucking on the collar of his school shirt.  Mrs Robinson says, “O.K. then Sam doesn’t want one “and puts the treat back into the bag.  One this particular day, Mrs Robinson turns to me and says, “and he won’t get one til he says, yes please!”  

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The session is finished with the children singing a little song. The session lasts for around 30 minutes.  They then join the rest of the children in the nursery.

I am now going to reflect on my observation, and look at what I think was effective and what I feel could have been done differently to assist the service user.

After the session with Mrs Robinson I began to reflect on what I had seen.  As I have not seen a child like Sam before I have had to do some research in order to try and find ways of ...

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