BTEC Level 3 National Health and Social Care TRP Unit 1

Unit 1 Developing effective communication in health and social care

BTEC Level 3 National Health and Social Care

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Unit overview Credits: 10 This mandatory unit enables learners to understand effective communication within health or social care settings, some of the many barriers to effective communication and ways to overcome them. Learners will gain the necessary interpersonal skills to communicate with a range of people within the sector and will have the opportunity to identify and analyse the effectiveness of their own communication skills.

This is a 10-credit unit and can be taught in 60 guided learning hours, with learners also expected to complete non-supervised individual study time. This is a mandatory unit for all qualifications.

On completion of this unit, learners should: LO1 Understand effective communication and interpersonal interaction in health and social care LO2 Understand factors that influence communication and interpersonal interaction in health and social care

environments LO3 Understand ways to overcome barriers in a health and social care environment LO4 Be able to communicate and interact effectively in a health or social care environment

Unit contents The scheme of work for this unit (page 13) links to the following resources to help you deliver Unit 1.

LO1 LO2 LO3 LO4 Lesson plan LP Activity sheet AS1, AS2, AS3, AS4 AS5, AS6, AS7,

AS8, AS9 AS10, AS11, AS12

Stretch and support AS1, AS2, AS3, AS4 AS6, AS8, AS9 Presentation PPT Video V5 V5

All of these resources, including an editable version of the scheme of work, can be found on the accompanying CD-ROM, as well as answers to the activity sheets and Just checking questions in the Student Books.

Assessment This unit is assessed through learners presenting evidence that demonstrates they can meet all the learning outcomes for the unit. Assignments may be in a number of parts and will include reports of learners’ own communication work in the role of health or social care worker. Learners must show their understanding of communication in practice and include an analysis of their own interpersonal skills. Assignments need to include one-to-one interaction as well as group interaction, both of which should be analysed, evaluated and linked to theories. Learners must show evidence of effective interaction in a health and social care environment. This could involve witness testimony and learners’ own reflections, but it is important to ensure that personal information about individuals or staff is not used.

Links to other units This unit has links with Unit 6 Personal and professional development in health and social care, as the skills involved in developing and assessing communication skills will be best learnt during a period of work experience.

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BTEC Level 3 National Health and Social CareUnit 1 Developing effective communication in health and social care

How to deliver the unit Tutors can introduce learners to this unit through an overview of communication skills required and the contexts in which they occur. Learners can then work in groups to identify these contexts. Extracts of interpersonal interactions could be presented on DVD/video and learners can identify the various forms of communication being demonstrated. Extracts could be purpose-made or simply recorded from TV programmes, such as Doctors, Casualty, Holby City, House or Trauma. Reality programmes such as Jeremy Kyle can be useful for examples of miscommunication.

Guest speakers can enhance learning significantly by allowing learners to experience the various forms of communication and to practise their own skills (AS2, AS4). Guests could include signers or Makaton users, therapists, people from different cultures and people with visual or hearing impairments.

In small groups learners can research each form of communication and present their findings as a presentation. Learners could carry out a similar research project to help them appreciate the positive and negative effects of communication and barriers, as in AS8 and AS9. Tutors should encourage learners to produce posters or leaflets to be displayed as a reminder of the importance of good communication skills.

The unit should be presented in an interactive way, with learners taking part in as much role play and discussion as possible – activities some learners find easier than others. Tutors should offer support wherever needed, encouraging quiet or less confident learners to participate in group discussions. The more vocal members of the group will need support to allow others to be heard. This may be particularly relevant when role playing ‘assertiveness’ and tutors should be prepared to challenge ‘aggressive’ responses. Recording or videoing discussions will provide learners with useful feedback in order to evaluate their own skills.

Useful resources Books Bateman, N. (2000) Advocacy Skills for Health and Social Care Professionals, London, Jessica Kingsley.

Burnard, P. (1992) Communicate! Communication Skills Guide for Health Care Workers, London, Hodder Arnold.

Moss, B. (2007) Communication Skills for Health and Social Care, London, Sage Publications.

Stretch, B. and Whitehouse, M. (2010) BTEC National Health and Social Care Book 2, Oxford, Pearson.

Websites East Anglia Communications Skills Cascade Resources to promote and support the teaching of communication skills in health care

http://www.skillscascade.com/

National Institute for Health and Clinical Excellence Provides guidance on promoting good health and preventing and treating ill health

http://www.nice.org/uk/

British Sign Language http://www.britishsignlanguage.com

The Makaton Charity http://www.makaton.org/

© P

earson Education Ltd 2010. C

opying permitted for purchasing institution only. This m

aterial is not copyright free.

BTEC

Level 3 National H

ealth and Social Care

Unit 1

Developing effective com

munication in health

and social care1

Scheme of work Unit 1 Developing effective communication in health and social care Broad aim: To understand effective communication, barriers to this and ways to overcome these.

Tutor(s): PPT= Presentation

SB1/2 = Student Book 1 or 2

AS = Activity sheet

V = Video

NS = Non-supervised individual study time

R = Research

Academic year: Number of weeks: 20

Duration of session: 3 hour blocks*

Guided learning hours: 60 hours

Credits: 10

*3 hour blocks may be delivered over 3 sessions

Week Outcome/topic Tutor activity Learner activity Resources Assessment and PLTS and Functional Skills

Stretch and support

1 LO1: Understand effective communication and interpersonal interaction in health and social care

Introduce specification and lead discussions about contexts Support individual learners where necessary

Read through the specification and identify different forms of communication and their contexts Small group discussion and feedback: the role of communication including impact on individuals SB activities and case studies

V5 – Tina talks to Mary SB1 Amber p.7, Karen p.8, Daniel, p.3

English: Speaking and listening

Peer support in mixed ability groups

2 LO1: Forms of communication

Focus learners on the ways they communicate Arrange guest speakers, e.g. signers or practitioners in art or music therapy

SB Activity NS – Learners carry out work-related observation/research into forms of communication

SB1 p.9 IE, SM English: Speaking and listening

Mixed ability groups for peer support

3 LO1: Types of interpersonal interaction

Lead discussions and activities Lesson plan included

Learners complete AS1, AS2 and AS3 SB case studies Group activities

AS1 Types of interpersonal interaction AS2 Assessing your own skills AS3 Non-verbal communication: Personal space SB1 p.10

IE, CT, RL English: Speaking and listening

Stretch – AS1, AS2 and AS3 stretch sections Peer support for less able learners

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BTEC

Level 3 National H


Unit 1 D

eveloping effective comm

unication in health and social care


Stretch and support

4 LO1: Communication and language needs and preferences

Arrange for taster session with professional Encourage discussion around individual preferences

R – Identify methods of communication such as British Sign Language (BSL), Makaton, etc. SB Activity

A taster session for British Sign Language and/or Makaton may encourage learners to develop these skills further. SB1 p.14

IE, RL ICT: Bring together information to suit content and purpose English: Speaking and listening

Individual support as necessary to carry out research

5 Preparation for assignment

Introduce learners to self-assessment/evaluation of skills Provide sensitive feedback to learners’ own assessments

Learners complete AS4 to assess non-verbal skills

AS4 Assess your own non-verbal skills

RL English: Speaking and listening

Stretch – AS4 stretch section Careful guidance needed to protect vulnerable learners

6 Assignment 1: The role of communication and interpersonal interaction in health and social care

Ensure learners have planned and discussed their interaction with workplace supervisor Ensure learners understand and follow the guidelines for the assessment task

NS – Learners communicate in the workplace and link this to the theory, e.g. through a log with examples of communication and interpersonal interactions

Template to prepare log P1, M1 IE, SM English: Speaking and listening

7 LO2: Understand factors that influence communication and interpersonal interaction in health and social care environments Theories of communication

Introduce learners to the communication cycle and theory/stages of group interaction Lead the role play; encourage reflection and links to theories

Learners complete AS5, AS6 and AS7 Learners carry out role play/reflections with reference to stages of communication Presentations to group SB activity and case study V Workspace case study and video NS – Observations in the workplace

AS5 Factors that influence communication and interpersonal interaction AS6 Factors that influence communication AS7 The communication cycle SB1 p.19 V5

IE English: Speaking and listening

Stretch – AS6 stretch section Support may be needed to protect more vulnerable learners during role play

8 LO2: Environment

Lead whole group discussions Prepare recording sheets Ensure groupings are balanced

Learners discuss contexts for group interaction and participate in different types of group interaction: recording, reflecting and feedback SB activity

Recording sheets SB1 p.21

IE, CT English: Speaking and listening, Writing

Mixed ability groups

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aterial is not copyright free.

BTEC

Level 3 National H


Unit 1

Developing effective com

munication in health

and social care3


Stretch and support

9 LO2: Barriers Introduce a range of factors that affect communication Invite a suitable guest speaker to provide insight into cultural variations in verbal and non-verbal communication

R – Learners carry out group research into positive and negative factors affecting communication NS – Learners create a poster of barriers to communication SB case studies

SB1 p.23, 25, 27 IE, CT English: Speaking and listening ICT: Bring together information

Mixed ability groups; The more able could research cultural variations

10 Putting LO2 into practice Review learning

Provide a summary to communication barriers, ways to overcome these and skills required Lead role plays

Learners complete AS8 and AS9 Learners use role play and feedback to practise communication using a counselling skills training format

AS8 Barriers to communication AS9 Overcoming communication barriers Internet access

IE, CT English: Speaking and listening

Stretch – AS8 and AS9 stretch sections

11 Assignment 2: Understanding effective communication and interpersonal skills

Introduce the assignment and ensure learners are familiar with the assessment criteria

Learners cover one-to-one and group communication and interpersonal interaction, including factors and strategies used to assist effective interactions SB activities

SB1 p.21, 28, 39 P2, P3, P4, M2, D1 IE, CT English: Speaking and listening ICT: Recording

12 LO3: Understand ways to overcome barriers in a health and social care environment Communication and interpersonal interaction

Discuss assertive, aggressive and submissive behaviour Introduce complex issues/coping skills

Learners practise assertiveness skills through role play and complete AS10 and AS11 SB activities and case studies

AS10 Assertiveness AS11 Assertive behaviour SB1 p.30

IE, CT English: Speaking and listening

Encourage less assertive learners and guide more aggressive learners to support others

13 LO3: Aids to communication

Provide a variety of aids to communication for learners to explore Lead role play

Learners role play human aids, e.g. the part of an advocate SB Activity and case studies

Technological aids SB1 p.37

IE, RL English: Speaking and listening ICT: Bring together information

Mixed ability groups to support each other on research

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BTEC

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Unit 1 D




Stretch and support

14 Assignment 3: One-to-one interpersonal interaction and review

Ensure learners have planned and discussed their interaction with a workplace supervisor Ensure learners understand and follow the guidelines for the assessment task

Learners provide evidence of interaction with an individual in a health and social care context SB Assessment activity 1.5

SB1 p.41 Log/witness form

P5 (part M3 and part D2) CT, RL, SM English: Speaking and listening ICT: Recording

15 Review Go through the presentation and the theory hidden underneath the pictures (The Communication Cycle)

PPT Learners work in groups to answer questions on PPT and guess the hidden theory Learners use AS12 for revision

AS12 Key terms PPT

English: Speaking and listening

Mixed ability groups

16 LO4: Be able to communicate and interact effectively in a health or social care environment

Provide opportunities for learners to practise their skills

Learners can practise their communication and personal interactive skills in preparation for assessed interactions SB Activity NS – Finish chapter 1 of SB1

SB1 p.38 IE, SM English: Speaking and listening

Support learners as necessary through sensitive feedback

17 LO4: Communication skills

Ensure arrangements for interactions within the workplace are discussed and agreed with tutor and supervisors

NS – Learners carry out interactions and record the outcomes

SB1 for reference IE, SM English: Speaking and listening ICT: Recording

Support may be needed for less able learners

18 LO4: Effectiveness

Provide support and feedback to improve learners’ skills in preparation for assessment

NS – Learners can record interactions to support the reviewing process and receive feedback from peers and tutors

SB1 for reference IE, SM English: Speaking and listening ICT: Recording

Support individual learners as needed

19 Assignment 4: Group interaction and reflection

Provide support to improve learners’ skills in interaction and writing up evidence

Learners provide evidence of group interaction in a health and social care context as a review of skills SB: Assessment activity 1.6

SB1 p.42 P6, M3, D2 CT, RL, SM English: Speaking and listening. ICT: Recording

20 LO1, LO2, LO3, LO4

Provide time and support for learners to complete their assignments

Learners complete and check assignments against the assessment criteria

SB for reference English: Speaking and listening ICT: Recording

Individual support as necessary to encourage highest attainment

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opyingperm

itted for purchasing institution only. This material is not copyright free.

BTEC

Level 3 National H


Unit 1 D


unication in healthand social care1

Lesson plan – Week 3 Aim To introduce learners to different types of interpersonal interaction, e.g. speech, language (first language, dialect, slang, jargon), non-verbal communication (posture, facial expression, touch, silence, proximity, reflective listening)

SB1/2 = Student Book 1 or 2

AS = Activity sheet

PPT = Presentation

V = Video

This is a 60-minute lesson.

Learning objectives ● All learners will understand effective communication and interpersonal interaction by participating in activities ● All learners will describe each term ● All learners will reflect upon their own communication skills and make adaptations as necessary ● Most learners will read the relative chapter in SB1 and make notes on the different types of interpersonal interaction ● Some learners will research further into areas such as non-verbal communication

Timing/ content

Tutor activity Learner activity Resources Individualised activity/ differentiation

PLTS Functional Skills

5 min

Welcome

Welcome to the session and aims of the lesson written on the board

Health and safety check

Every Child Matters check

Register

Learners settle and read aims Whiteboard/interactive whiteboard/pen

PC

5 min Hand out packs of cards and explain the task; each card should contain a symbol that learners will not instantly recognise

Learners work in pairs, sitting back to back, and take it turns to pull out a card and describe the picture to their partner, who draws the picture

Packs of 6+ cards in envelopes

Paper and pens/individual whiteboards and pens

Learner pairs may be deliberately balanced or arranged according to stretch and support needs

IE, CT

5 min Lead feedback and discussion; record responses on board

Learners discuss the difficulties involved in the previous exercise

Is speech alone enough to communicate? What else is involved?

Whiteboard/interactive whiteboard/pen

Quiet learners persuaded to communicate ideas

RL English: Speaking and listening

5 min Introduce the importance of listening and the case study

Learners read SB case study and answer questions on page 14

SB1 p.14

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BTEC

Level 3 National H


Unit 1 D



Timing/ content

Tutor activity Learner activity Resources Individualised activity/ differentiation

PLTS Functional Skills

10 min Give out AS1 Types of interpersonal interaction

Learners complete activity sheet AS1 Types of interpersonal interaction

Stretch – AS1 stretch section IE, SM English: Speaking and listening

10 min Direct learners to SB1 case study: Professional jargon

Learners read and answer questions

SB1 p.10 More able learners can check the use of jargon in a health and social care setting

IE, CT

5 min Explain the ‘proximity exercise’ and ask students to complete the exercise

After 2 minutes take feedback: differences between friends or learners who do not know each other well

Learners work in pairs. One approaches the other until they say stop (when they feel uncomfortable). Measure toe to toe distance. Swap round to include same/different genders, sizes or ages.

Tape measure

Paper and pen

IE, CT, SM

10 min Hand out AS2 Assessing your own skills

Learners complete activity sheet AS2 Assessing your own skills Stretch – AS2 stretch section IE, CT, SM English: Speaking and listening

5 min

Plenary

Consider using individual questioning to check understanding

Encourage learners to read the whole of Chapter 1 in SB1 and make notes

Learners read SB and make notes to check understanding of terms

Whiteboard or PPT of all the terms used in this section




Types of interpersonal interaction Test your communication skills. Look at the faces below and decide what each character is feeling. Compare your answers to those given by other members of the group. Do you agree?

Mirroring, or reflective listening, is an effective way to show people that you are really listening.

With a partner or friend practise reflective listening. One person speaks and the other must mirror their actions and their words. Do not make it obvious that you are doing this. You can say things like:

‘So are you saying that…?’

‘Have I heard you correctly? Did you say…?’

‘You’re looking very sad. Do you feel sad?’

Ask your partner for feedback. Were you being too obvious? Did you put your partner at ease?

Did they feel that they wanted to open up and share more with you?

Slang is language outside conventional usage. Use the table below to decide the meaning of each of the words and then compare your answers to your friend’s answers.

Slang word Your interpretation Your friend’s interpretation

Sad Cushy Ace Sick Savvy

1. Think of a word or two of your own and ask your partner for their interpretation of it.

2. Did you both agree on all the words? If not, why do you think you had different answers?

3. Why do you think it is important not to use slang within health and social care settings?

4. Ask parents for their interpretation of the above words. Why do you think the meaning of some words changes over time?

Stretch

Visit the website below and test your ability to read emotions in people’s eyes.

http://glennrowe.net/BaronCohen/Faces/EyesTest.aspx

AS1



Assessing your own skills In groups of three carry out a one-to-one discussion about the course content and thoughts on what you will learn. The third member of the group observes the interaction, records the communication skills of one of the participants and then gives feedback to that participant in preparation for interactions within the workplace. Rotate the roles until everyone has observed and been assessed.

Communication skills Notes

Listening

Responding

Tone

Pace

Language

Appropriate environment

Proximity

Clarifying or repeating

Questioning

Responding to difficult situations

Stretch

You may also wish to video your interaction and assess your own skills.

AS2




Non-verbal communication: Personal space

There are different expectations about personal space.

Fill in the chart below by considering who you would allow to enter each area.

In small groups discuss your answers to the following questions:

1. If an elderly client was feeling upset, would you give them a hug?

2. You are in a meeting with your team leader and a client you support. Where would you sit in relation to each other?

3. A young child you are looking after falls over and scrapes their knee. How would you respond?

4. An adult with learning difficulties slaps your hand away as you try to help them fasten their coat. How would you respond?

5. An elderly client has soiled himself but is refusing your help to clean him up. What would you do?

Stretch

Research the work of Edward Hall (1966) into personal space. You may also want to look at research into gender differences (e.g. Fisher and Byrne, 1975) and cultural differences (e.g. Smith, 1979).

AS3

Personal space

Close relationships

Personal space with friends

Public space



Assess your own non-verbal skills Read the table below before you begin.

Plan a short conversation with a partner. While you are talking check your own non-verbal communication by using the table. Then team up into groups of four and assess each other’s skills.

Eye contact How often do you make eye contact with the person you are talking to? Do you stare at them or do you avoid looking into their eyes? How do you feel when the person looks at you?

Facial expression

Does your face reflect what you are saying? Are you too inexpressive, showing little emotion? Are you over-exaggerating or feigning your interest?

Posture Does your body look too relaxed? Are you too still and rigid? Are your arms or legs crossed? What are you doing with your hands? Are you facing the person you are talking to?

Touch Do you touch the person you are talking to? Why do you touch them? Could this be interpreted differently by the other person?

Silence Are you talking non-stop? Are you allowing enough time for the other person to respond? Are you waiting too long before giving your own response?

Proximity Are you standing/sitting too close or too far away?

Gestures and body language

The following are mixed up. Draw a line from each non-verbal cue to its correct explanation.

Hands on hips Open and relaxed

Sitting with legs crossed Authoritative

Sitting with legs apart Lack of self-confidence

Arms crossed on chest Defensive

Hand on cheek Openness, sincerity

Touch or rubbing the nose Boredom or defensive

Rubbing the eye/s Disbelief, doubtful

Open palm/s Lying, doubtful

Touching hair Thinking, evaluating

Steepled fingers Aggression or readiness

Stretch

Next time you watch a TV programme practise identifying what people are really saying through their body language.

AS4




Factors that influence communication and interpersonal interaction

Fill in the boxes with your ideas of factors that could influence communication and interpersonal interaction within a health and social care setting.

AS5

Communication is influenced by ...



Factors that influence communication

Using the table below consider which factors may enhance (improve) communication and which factors may inhibit (hinder) communication. Some factors have been included to get you started.

Factors Enhancing factors Inhibiting factors

Physical environment Distractions

Emotional factors Openness

Social factors Lack of understanding of cultural differences

Communication skills Active listening

Individual needs Using sign language

Self-esteem is how you value or feel about yourself. Think of ways in which you can increase another person’s self-esteem and make a list below. Try presenting your ideas as a spider diagram.

●

●

●

●

●

●

●

Stretch

Research a number of cultural variations in non-verbal behaviour. Make a poster or a presentation to show your findings to the rest of the class.

AS6




The communication cycle

For each stage of the communication cycle give an example using the beginning of the case study in Student Book 1, page 19 where Karen is talking to Jasmin, whose partner has died. Imagine you are Karen and you need to respond. Once you have finished, check how your responses compare to Karen’s responses.

Idea:

Message coded:

Message sent:

Message perceived:

Message decoded:

Message understood:

For each stage of the scenario above, consider ways in which communication could be hindered.

Idea:

Message coded:

Message sent:

Message perceived:

Message decoded:

Message understood:

AS7

The communication

cycle

Ideas occur

Message received

Message understood

Message decoded

Message coded

Message sent



Barriers to communication There are different types of barriers that can block effective communication.

● Information may not be received. ● Information may be received but not ‘decoded’ correctly. ● Information gets through but what you understand is distorted by perception.

1. Fill in the brick wall below with your own ideas about how these barriers might occur.

E.g. Using slang or jargon

2. For each of the following, give a definition and state how it may overcome barriers to communication.

Open questions:

Probes:

Prompts:

Stretch

Research the work of Martin Seligman (1967) into ‘learned helplessness’. Produce a poster to explain the concepts to your classmates.

AS8




Overcoming communication barriers For each of the barriers listed, consider possible strategies for overcoming it.

Type of barrier Possible strategies

Communication that involves difficult, complex or sensitive issues

Unmet language needs or preferences

Sensory impairment

Disability

Personality or self-esteem needs

Anxiety or depression

Aggression/submissiveness

Assumptions, values or beliefs

Jargon

Cultural variations

Abuse of power

Alcohol or drugs

Stretch

Use the internet to carry out further research into the use of sign language. Make a poster to display either in your classroom or workplace.

AS9



Assertiveness 1. Write a short summary of each of the following behaviours.

Aggressive:

Assertive:

Submissive:

2. Read the following scenarios and decide on responses that would be aggressive, assertive and submissive.

Scenario 1

A colleague rings you up while you are talking to a new client. Your colleague wants to talk about a meeting set up for next week about another client and is quite insistent.

Aggressive response:

Assertive response:

Submissive response:

Scenario 2

Your boss has criticised your communication skills, stating that a number of clients have complained that you have been rude to them. You disagree with this and believe your boss is being unfair.

Aggressive response:

Assertive response:

Submissive response:

AS10




Assertive behaviour For each scenario below place the correct letter next to the response.

A = Aggressive, S = Submissive, V = Assertive

1. A colleague promises to call you with some important information concerning a client. He doesn’t call.

a. You feel hurt but don’t say anything about it, thinking he’s probably really busy.

b. Ring him up and say, ‘I don’t like it when you tell me you’ll do something and you don’t. I wish you would call me when you say you will.’

c. Ring him and say, ‘You are so unprofessional! You never do what you say you’ll do.’ Hang up before he can give any explanation.

2. You want permission from your boss to change your work day so that you can attend your sister’s wedding.

a. Just swap with a friend and say that you didn’t think he would mind.

b. Tell yourself ‘There’s no point even asking. I never get what I want.’

c. Say, ‘There’s a family wedding coming up that I would really like to attend. Can I change my working day next week?’

3. Your client has just been diagnosed with a sexually transmitted infection (STI) and asks you to find some information for her. You visit the library looking for books on STIs, and you cannot find any.

a. Say loudly, ‘This place is ridiculous! You can’t find anything here!’

b. Ask the librarian, ‘Could you show me where to find a book about STIs?’

c. Wander around, not wanting to ask because you are afraid you will look stupid.

4. You are just leaving the office after an eight-hour shift when your boss enters and asks you to stay on for an extra hour or two as he needs to attend an emergency meeting. You are due to catch the last train home.

a. Say, ‘No way! I’ve done my shift. You’ve got no right to ask me to do more.’

b. Say, ‘I am due to catch the last train home so I’m afraid I can’t help out. I’ll give you the number of my colleague who has agreed to be on call today.’

c. Say, ‘Well, I have been here all day and I do have a train to catch but if you really want me to I suppose I can.’

Practise your assertive behaviour.

In pairs, role-play the scenarios below. Respond in an assertive manner. Be aware of your non-verbal behaviour as well as your verbal response.

A. Your boss has given you a task to complete, but you are still busy on a task she set you earlier that day.

B. You are out shopping with a client who uses a wheelchair. A small group of youths say some rude things as you pass them.

C. You are at your first team meeting in a new job and a number of your colleagues are continually using jargon that you do not understand.

D. You have been working in a residential home for six months but feel you are still not being given enough responsibility. You decide to discuss it with your team leader.

AS11



Key terms Rearrange the jumbled letters to find the key terms associated with developing effective communication.

Anagram Key term Anagram Key term

gulganae citymumon sorseny timinaremp

grojan mumcatinoonic sibidaity

letacid sumatisnop

angls saluve

stirf gulganae wormtenpeme

rutalluc travionia wrope

mumcatinoonic clecy elfibe stemssy

pugor slauve tenasrios

mumcatinoonic rirerab sensellsheps

gracin esencepr fles-smeete

maphety catodave

Give a definition of the following:

Group values:

Reflective listening:

Assertiveness:

Self-esteem:

Caring presence:

Stereotyping:

AS12


Video activity sheetsBTEC Level 2 First Health and Social Care

Tina talks to Mary 1. While watching the video clip, make notes on the communication skills Tina is demonstrating. What does

Tina say or do to demonstrate each of the skills listed?

2. After watching the video clip, work in pairs and compare your notes, watching the clip again if necessary.

Communication skills

Notes

Listening

Responding

Tone

Pace

Language

Appropriate environment

Proximity

Clarifying or repeating

Questioning

Responding to difficult situations

VC5




Activity sheet answers Types of interpersonal interaction

There are no set answers. Learners are encouraged to consider their own skills and express their own views. Think about making a contract with learners concerning confidentiality within the class and develop a sense of safety before beginning.

Assessing your own skills There are no set answers. Learners are encouraged to assess their own skills and those of their peers. As with AS1 Types of interpersonal interaction, consider safety issues and encourage constructive feedback between learners.

Non-verbal communication: Personal space Using the figure on page 13 of the Student Book 1, learners can put theory into practice by considering how each of the personal space issues affects them personally.

Small group discussions: Learners can be encouraged to consider the needs of the client in each scenario and how this may sometimes clash with their duty of care.

Assess your own non-verbal skills Hands on hips Aggression or readiness

Sitting with legs crossed Boredom or defensive

Sitting with legs apart Open and relaxed

Arms crossed on chest Defensive

Hand on cheek Thinking, evaluating

Touch or rubbing the nose Lying, doubtful

Rubbing the eye/s Disbelief, doubtful

Open palm/s Openness, sincerity

Touching hair Lack of self-confidence

Steepled fingers Authoritative


Accept any suitable answers, including: type of communication (written, verbal, sign language, electronic); cultural differences, different languages spoken; the environment where the communication takes place, attitudes, ability to respond, disability; content of communication, sensitive issues, emotional needs, self-esteem.

AS1

AS2

AS3

AS4

AS5




There are a number of correct responses. The following are given as examples.

Factors Enhancing factors Inhibiting factors

Physical environment Calm Quiet Well lit

Distractions Noise Poor lighting

Emotional factors Openness Own self-esteem

Aggression Dominance

Social factors Understanding Lack of understanding of cultural differences Communication skills Active listening

Checking understanding Invasion of personal space Inappropriate non-verbal behaviour Use of jargon etc.

Individual needs Using sign language, technological aids, interpreters

Generalising and stereotyping Ignoring individual needs

Self-esteem: There are many appropriate responses here. These are given as examples.

Help build social networks; Listen actively; Help find sources of help and support; Focus on positive achievements; Take individual needs into account; Give compliments and positive feedback; Encourage self-nurturing; Challenge irrational or distorted thinking.

The communication cycle There are no correct answers here. Suggested responses could be:

Idea: I want to help Jasmin feel better by letting her know that I understand

Message coded: I will put this into words

Message sent: I will say ‘You feel you can’t cope without your husband?’

Message perceived: Jasmin hears the message

Message decoded: Jasmin interprets what you said as you wanting to check how she feels

Message understood: Jasmin understands that you are showing empathy for her situation.

Idea: Not knowing what to do

Message coded: Put the message into wrong language or sign or using slang

Message sent: Unclear speaking or signing; not looking at Jasmin as you speak; negative body language

Message perceived: Jasmin does not hear or see the message

Message decoded: Jasmin misinterprets the message, e.g. thinks you have not heard her properly or you didn’t understand what she said

Message understood: Jasmin does not understand what you are saying or doing.

AS6

AS7




Barriers to communication Some suggestions include: Using slang or jargon; Speaking to a hearing impaired person; Noisy or dark environment; Making assumptions; Negative body language; Invasion of personal space.

Open questions: Require more than a yes/no response, e.g. ‘Tell me how you feel about...’

Probes: Short questions to investigate further, e.g. ‘Tell me more.’

Prompts: Short questions in order to prompt someone to answer, e.g. ‘Would you do it again?’

Overcoming communication barriers

Type of barrier Possible strategies

Communication that involves difficult, complex or sensitive issues

Being a caring presence

Unmet language needs or preferences Use of advocates or interpreters

Sensory impairment Make use of other senses, e.g. visual impairment will require more use of language skills

Disability Communicate in a manner that the person understands; find out their preferred method of communication

Personality or self-esteem needs, or anxiety or depression

Verbal skills such as open questions, probes and prompts

Aggression/submissiveness Be assertive yourself

Assumptions, values or beliefs Do not make assumptions; learn about the beliefs and values of other people

Jargon Do not use jargon unless the person you are talking to clearly understands it

Cultural variations Do not make assumptions; check your understanding; learn about the culture

Abuse of power Do not abuse your position of power; empower people you work with by helping them take control of their life

Alcohol or drugs Communication will be impaired; it is best to wait until the effects are no longer present

Assertiveness Accept any suitable responses, for example:

Aggressive: Angry insistence on being right

Assertive: Being able to negotiate a solution to a problem

Submissive: Frightened and accepting you will lose or be put down.

Scenario 1:

Aggressive response: ‘Why do you always ring me up when I’m in the middle of speaking to a client? You are so rude.’ Assertive response: ‘I’m in the middle of something at the moment. Can I ring you back later?’ Submissive response: ‘I’m talking to a client at the moment but I will stop to talk to you.’

AS8

AS9

AS10



Scenario 2:

Aggressive response: ‘That’s not true! They’re the ones who are rude and you just want an excuse to pick on me.’ Assertive response: ‘Well, I disagree with you. Perhaps you could give me an example of when I have been rude.’ Submissive response: ‘Okay, you’re right. I’m not very good at this job.’

Assertive behaviour 1. a S, b V, c A; 2. a A, b S, c V; 3. a A, b V, c S; 4. a A, b V, c S

Key terms

Anagram Key term Anagram Key term

gulganae citymumon language community sorseny timinaremp sensory impairment grojan jargon mumcatinoonic sibidaity communication disability letacid dialect sumatisnop assumption angls slang saluve values stirf gulganae first language wormtenpeme empowerment rutalluc travionia cultural variation wrope power mumcatinoonic clecy communication cycle elfibe stemssy belief systems pugor slauve group values tenasrios assertion mumcatinoonic rirerab communication barrier sensellsheps helplessness gracin esencepr caring presence fles-smeete self-esteem maphety empathy catodave advocate

Group values: Group members share a common system of beliefs or values in order for the group to communicate and perform effectively

Reflective listening: Reflecting back to the person what you think they said in order to check your understanding

Assertiveness: Being able to negotiate a solution to a problem

Self-esteem: How you value or feel about yourself

Caring presence: Being open to the experience of another through a ‘two-way’ encounter with that person

Stereotyping: A fixed way of thinking involving generalisations and expectations about an issue or group.

AS11

AS12




Student Book 1 Answers Just checking questions, p. 44 1. Why is tone of voice categorised as a non-verbal rather than a verbal issue?

Verbal communication is communicated in words; non-verbal communication is communicated without words. Tone of voice is distinct from the words that are spoken, and can convey meanings beyond these words, so it is classed as non-verbal communication.

2. Is it true that effective, caring communication can be defined as ‘clear, concise transmission of information between people’?

No. Effective, caring communication must take emotional issues into consideration and will often involve ‘small talk’ or greetings/farewells that do not involve clear and concise transmission of information. Building an understanding of another person’s views will also require reflective listening skills.

3. What is reflective listening and why is it important?

Reflective listening involves checking that you have understood what was said to you; this will allow you to build an understanding of another person’s thoughts and feelings and may provide a basis for the development of empathy.

4. Rachel says, ‘I never let anyone else win an argument with me – I always get my own way!’ Is it correct to describe Rachel’s attitude as being assertive?

No. Assertiveness involves a willingness to negotiate – a ‘win–win’ attitude rather than ‘I win–you lose’. Rachel’s attitude should be described as aggressive.

5. If you met a person who said, ‘I can’t hear you, I need to put my glasses on,’ what sense could you make of this communication?

Someone with a hearing disability may watch your lip movements to help them guess the words you are saying. If such a person cannot see your face clearly, they will not be able to interpret what you are saying – so they will need their glasses in order to hear you!

6. Is it possible for a person who has no knowledge of the English language to be able to sign using British Sign Language?

Yes. BSL is not spoken English communicated by signs – it is an independent language. Some people in the deaf community only communicate using BSL and do not know any English at all.

7. What problems might arise if a relative (with the necessary language skills) acts in place of a professional translator?

Answers could include the following:

● A relative may have difficulty understanding technical issues. ● There may be difficulties in discussing personal issues. ● There may be problems with confidentiality. ● A relative may find it difficult to provide non-judgemental support. ● A relative may become emotionally involved with the issues being discussed.

Documents

BTEC Level 3 National Health and Social Care TRP Unit 1