1. Jane Mitchell April 2015 Lost In Translation Communication
and Miscommunication Communication forms the basis of social
interactions from birth and throughout life. In order to get to
grips with the complexity of communication and miscommunication it
will be useful to go back to basics and look at how communication
is learned from birth onwards. Early communication is a necessity
to enable our survival needs to be met the baby is operating on a
sensory level, and the senses cause arousal or relaxation depending
on whether baby is experiencing discomfort, stimulation or
co-regulation. Baby has no control over its physical environment,
and it will take time to establish a fully attuned relationship
with a principal carer. In the meantime, baby is unable to perform
any task independently, but in order to survive, he has to be able
to influence his environment. To this end, Baby has a range of
strategies to enable him to ensure his survival needs are met, such
as crying, screaming, flailing around, smiling, gurgling, cooing.
The idea is to keep your attention focussed on them, and they will
do this in whatever way works best for them, because their survival
depends on it. To begin with, therefore, it is easy to see that
communication is made up of a myriad signals that pass between the
baby and their immediate family circle or carer. Baby will rely on
sensory input to receive necessary information from them, based on
feelings of security, comfort, love, fear, alarm and response by
principal carers to distress signals. The early neural pathways
that are being created and reinforced give the child their earliest
impression of how to approach the world around them. Language will
only start to convey meaning very gradually; meanwhile baby
communicates his response to us by using his limited ability to
control his body turning away from stimulation in distress;
reaching for objects; smiling or crying. From the moment of our
emergence from the womb we use all five of our senses (Sight,
Hearing, Taste, Touch and Smell) to understand and build our
individual concept of the world around us. As time goes on, of
course, we acquire language (in the majority of cases), and this
will change not just the way we communicate, but also the way our
cognitive ability develops. Our rational brain is built by our
repeated experiences, good or bad, and language gives us the
symbology we need to put ideas together, and hold ideas in our
head. As time goes on and cognitive skills develop further, sensory
communication input is relied on less and less, and sometimes we
use reasoning to over-ride sensory information (or gut
feelings).
2. Jane Mitchell April 2015 Lost In Translation Communication
and Miscommunication The Communication Cycle shown below gives a
simplified version of how communication occurs. In this example, it
can be seen that the two respondents are of a similar cognitive
ability with a common language and shared technology. The only
identified barrier is noise. (www.google.co.uk/search?
q=communication+cycle&biw=1366&bih=666&site=webhp&tbm=isch&imgil=P0uUXTClKrqwCM
%253A%253BN03Cwwy9SzKzAM%2) However, we can easily identify that
there are many potential barriers to communication: age or cultural
differences, language, cognitive ability, emotional state (of
either respondent), environmental factors, access to technology and
level of disability to state a few of the most obvious. Sometimes,
communication barriers can be solved by meeting face to face,
because then we have the additional benefit of sensory information
and body language. This is particularly important when we are
communicating attitudes and feelings. Albert Mehrabian established
that in these cases non-
3. Jane Mitchell April 2015 Lost In Translation Communication
and Miscommunication verbal factors (specifically body language and
tone of voice) make up 93% of information received. Taking all of
the above into account, it is easy to see that communication issues
can have a massive impact on a child that has suffered
developmental delay, with the resultant attachment, cognitive and
emotional challenges experienced by adopted children and their
families. Add to this the high incidence of disabilities such as
ASD, ADHD or mild, moderate or severe learning difficulties and
some of the difficulties and frustrations experienced by children
at school, at home, and in the community in listening, learning,
comprehension and expression become more understandable. Whether
you are a parent, a teacher or any other professional there are
strategies which should help to improve communications: Firstly, if
you are a professional, take the parents advice. The child may well
present very differently to you than to them; do not let that cast
doubt on the parental judgement. Secondly, think about the
cognitive/emotional development of the child. The best way to
assess this in my opinion is to look at overall behaviour,
remembering that at times of stress it is usual to behave in ways
more appropriate to a much younger child. Adopt a mode of
communication suitable to the developmental age, not the
chronological age. I have personally cared for a young autistic
adult who however was showing clearly by her behaviours that she
vacillated between a highly sensory state like a 14 month old
rocking in her chair, throwing herself backwards and enjoying the
movement, and intensely engaging her carer in her excitement with
eye contact and noises, then disengaging to look at her own hand
when she felt over stimulated. At other times she was like a cheeky
toddler, running off to mischievously steal crisps. By keeping
vocabulary at a very early level, using simple words and repeated
phrases we were able to help her to build her vocabulary. Of course
this is an extreme example, however my own daughter at age 14 is
showing understanding more appropriate to a nine year old, but
still has difficulty with abstract concept, and needs me to
use
4. Jane Mitchell April 2015 Lost In Translation Communication
and Miscommunication very clear and unambiguous language . I also
avoid giving her too much information as this can cause additional
confusion. It is also useful to check understanding, using open
questions. Many children and young people will want to please an
adult (or shut them up!) so asking if something is understood, the
child will say yes. However if instead you ask the child an open
question to check understanding you could get a very different
response. Our emotional state also plays a huge part in our ability
to communicate and this is true for us all. It is not helpful to
try and communicate with a child that is in a state of overwhelm,
frustration or anger. At these times they need co-regulation.
Talking will have to wait. By the same token, it is useful for us
to recognise our own emotional state and be regulated before we
attempt to communicate ourselves - clearly this is in an ideal
world where there is support on hand to take over! However, if you
do feel you have lost the plot and responded inappropriately, then
remember that rupture and repair is a vital developmental process;
dont be too hard on yourself; use the incident to explain what
happened, how it felt for you, apologise if appropriate and
reassure. These incidents give the child a template that they can
use, and an understanding that we can all make mistakes. Classroom
language can be particularly difficult for children, especially as
they progress through school. To begin with, instructions are
verbal and maybe there are pictorial reminders. In addition,
learning is based in practical activities. So far, so good. As we
progress through school, instructions get longer and more
complicated, additional specific vocabulary is introduced, and
classrooms become more talk and chalk orientated. There may be
several problems that then begin to show up, from inability to
retain instructions (leading to accusations of not listening, not
focussing etc) to confusion over vocabulary. These kinds of issues
can be addressed by writing step by step instructions on the board,
and giving a glossary of new vocabulary on the board or in a
handout to the class. This avoids singling out any one child. Where
children are facing more significant difficulties, pictorial
reminders, visual timetables, and step by step task sheets can be
used. These can also be introduced at home. Also, if there is a set
time to complete an activity, use of a sand timer could be a
helpful reminder of this, and can be used at home as well as
school. (We use a five minute timer for my grandson to let him know
it is time to draw an activity to a close best 3.00 ever
spent!).
5. Jane Mitchell April 2015 Lost In Translation Communication
and Miscommunication I also like to say a word about children who
take a very literal view of language. This is common in all younger
children (when it is expected, and rather cute) and children on the
autistic spectrum, and can result in some interesting
misunderstandings. I have in mind an example of a child who was
invited to paint his face (meaning a self portrait). Needless to
say, the child applied paint to his face, and when asked what he
was doing said you told me to paint my face! Whereupon he was sent
to the head teacher for being rude. He on the other hand felt
extremely angry as he had simply followed instructions! Classroom
language can also be misleading when using more technical terms as
the child gets older. My daughter was participating well in a
science class investigating solids, liquids and gases until she was
asked a question about the nature of matter. She had not
accommodated this language and was unable to answer the question.
The teacher that phoned me clearly found this very frustrating, but
for my daughter nature=tree, grass, outdoors etc; and
matter=emotional state as in whats the matter? So the question made
no sense. Literal thinkers have clear cut attitudes and respond
well to rules and structure. Conversations with them need to be
uncluttered sticking to single topics; and very clear and jargon
free. Obviously, many communications are brief and stress free,
however for important conversations and to avoid misunderstandings,
here are my top tips: Communication Top Tips Identify a quiet space
to talk (if face to face) Give your full attention (Easier if point
one has been achieved!) Listen carefully, do not interrupt Be aware
of Developmental age, use appropriate language Check that you have
understood the communication/request correctly
6. Jane Mitchell April 2015 Lost In Translation Communication
and Miscommunication Check that the other person has understood
your response Keep the conversation focussed Have a clear
resolution and ensure everyone knows the outcome Use empathy when
discussing feelings or emotive subjects When communicating by email
or text read before you send check that the content is clear and
not subject to misinterpretation! Supporting communication in
classrooms Have clear instructions on the board Use posters to give
a visible reminder of routines, eg when coming in or leaving the
classroom Use pictures to illustrate Keep language simple Address
Developmental age Give out a clear glossary of new vocabulary and
go through this with the class Have task sheets breaking down
instructions into simple steps for learners with working memory
difficult Finally, you may have noticed there is no specific
information here about adolescents. I believe that this sphere of
communication and management merits a whole article to itself, so
watch this space!
7. Jane Mitchell April 2015 Lost In Translation Communication
and Miscommunication
8. Jane Mitchell April 2015 Lost In Translation Communication
and Miscommunication
