• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Health And Social Care Coursework

Extracts from this document...

Introduction

Group Interaction Work Context My Group interaction consisted of me being put in place of someone in the medical profession talking to a group of people about recent treatments/illnesses. I chose to speak to a group of children in their playroom in a nursery. My interaction took place in a playroom which held many different barriers for me to think about and plan before my interaction took place. I laid the furniture that was available to avoid as many barriers as I could. Also having a range of ages in my group would need to be considered because some would have longer attention spans than others. I laid out the playroom as shown in the diagram below. I wanted to set out so I catered for all ages ranging from 3-7. I only wanted to keep the children there for 5 minutes because of their differing attention spans. As my diagram indicates I set out the playroom very carefully. I laid it out in this way for many of the same reasons as for my one to one. Refer back to my one to one for those reasons. In addition I asked the children where they would like to sit, at the table or on the pillows. ...read more.

Middle

I didn't use Tuckman's example of group interactions which is; Forming - Group asks questions about aims and roles. Leader emerges Storming- Conflict occurs as members argue over purpose. Norming- Group identity develops with a strong set of shared values and norms. Group becomes cohesive Performing- Group gets down to the task, goal is more important than the leader. I didn't use any of these in my group interaction because of the age range of my clients. They were two young to argue over purposes and most of them would have been bored by the time I had finished forming and I would have lost them. I would expect Bales 'different types of communication behaviour expressed by members of a group.' To appear in my interaction, in particular: Proposing- offering new ideas e.g. Supporting- communications that support/agree with the comments of others. Blocking- some of the children employed this when I asked them their opinion of their doctor. But through a series of open questions I will try to negate this behaviour. Information seeking- I used this a lot when trying to extract information about why they had to go to the doctor's. Information giving- most of the group gave me information when I asked them. ...read more.

Conclusion

So I deemed it sensible to end it earlier than intended so the children still liked me. There was no point trying to get information form them whilst in this state. I could of removed yet further barriers in the room we was in by, packing the Lego away, turning the T.V. off, closing the curtains. But this may have made the children switch off even earlier. It was important to make them feel as comfortable as possible so I could extract as much information as possible. If I were to do this interaction with a group of adults who were the same age I would adjust many things. I would modify my language by speaking with longer sentences and use a larger and more complex vocabulary. I would adopt a more formal register to transmit that I was taking the interaction seriously. I would also make us sit on chairs not pillows because sitting them down on pillows would be a patronising. If I were to do this interaction with a group of older people I would adjust many things. I would modify my language again and depending on their condition, use smaller, simpler sentences. However they could take this offensively because they might not be death and would prefer to be spoken to more formally with a larger vocabulary. Assuming they are death would be stereotyping. Sam Hennessy 811 Pre Clinical Portfolio Frances Grew ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Healthcare section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Here's what a teacher thought of this essay

4 star(s)

A good discussion of an observation carried out with young children. The writer has made some good observations and links the care value base and theory well.

There are a few areas where the work could be expanded - the evaluation in particular. The work could be enhanced by further explanations rather than descriptions.

****

Marked by teacher Sam Morran 26/09/2013

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Healthcare essays

  1. Marked by a teacher

    Explain possible priorities and responses when dealing with two particular incidents or emergencies ...

    4 star(s)

    about their experience and share information that the higher authority may need in regards to the incident. Also for this step it would be required to have enough staff to be divided into two, enough to care for the service users already within the hospital so that services do not

  2. Marked by a teacher

    Equality diversity and rights in health and social care

    3 star(s)

    (http://grants.nih.gov/grants/guide/pa-files/PA-06-348) http://www.thedisabilitylawyer.net/discrimination/effects.html http://www.findarticles.com/p/articles/mi_qa3702/is_200404/ai_n9376965/pg_2 P4- Explain how national initiatives promote anti discriminatory practices on those who use health and social care services Sex Discrimination Act 1975 Applies to men and women to promote that both should be treated not the same but equally in employment, education and transport.

  1. Explain the role of effective communication and interpersonal interaction in a health and social ...

    When the communication cycle is effective, it can be used really well in the health and social care setting such as if you try and communicate with a deaf or partially deaf person would have to message code what they would want to say in a different way rather using their voice.

  2. Barriers In Communication In Health & Social Care

    Dark rooms make it difficult to pick up facial expressions and body language which is important if the person has a disability or sensory impairment. Although, a bright glare from sun shining or standing next to or in front of a bright light source can obscure a person?s face.

  1. Unit 21 Nutrition for health and social care

    in the UK as a standard of the amounts of each nutrient needed by different groups of people in the population to maintain good health. The Reference Nutrient Intake is defined as: An estimate of the levels of protein, vitamins and minerals that should meet the needs of most of the group to which they apply.

  2. Unit 29-Applied Phychological Perspectives in Health and Social Care P5 and M3

    It may work, but it will not be quick. Conformity to social roles Conformity to social roles is about people behaving certain ways depending on what social roles they are playing. People are usually aware of what sort of behaviours, attitudes and emotions they are expected in different social roles.

  1. Public Health: How are current patterns of ill health monitored? How have current patterns ...

    With culture comes rules and traditions enforced by family which can all be a great influence on an individual?s health. For example some people are raised by parents who forbid the use of condoms during sex because their religion sees the use of condoms as a sin.

  2. Unit 5 Anatomy and physiology in health and social care

    The function of the nucleus is very important because it controls what the cell does, as well as containing instructions on how to make new cells. It is Spherical body containing many organelles, including the nucleolus. The nucleus controls many of the functions of the cell (by controlling protein synthesis)

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work