Promote communication in Health, Social Care and Children’s and Young Peoples’ settings 1. 1 Identify the different reasons people communicate. Communication the activity of conveying information through the exchange of thoughts, messages, or information, as by speech, visuals, signals, writing, or behaviour. It is important that you communication well as it helps form effective relationships with children, young people, their families and colleagues. Good communication is vital when working in a care setting as you need to be able to communication with a wide range of people such as: 1. hildren and young people 2. their parents, families and carers 3. colleagues and managers 4. different professionals such as teachers, doctors and social workers Communication can one-to-one with a child or parent or within a group, such as staff meetings. To build relationships Building relationships in a care setting is important because it enables you to gain trust and give support. You need to build positive relationships because children can sense if adults do not get on. You must also feel you can talk to parents/carers; they need to feel they can open up to you and share any information.
Where parents are concerned, it is essential to build positive relationships so that we can work closely together to benefit the child in a variety of ways. This includes settling the child in, sharing developmental information and also learning about children’s interests. It is important to build relationships with colleagues as it enables you to give and receive support. This helps to build a positive work environment in which: My colleagues and I receive job satisfaction and this encourages us to provide the best service for children and young people.
To maintain relationships It is important that the child’s key person builds and maintains a good relationship and gets to know the child and his or her family really well. Maintaining a good relationship will enable a trusting relationship to be built and maintained. I always take into consideration of each individual’s needs, wishes and preferences. Listening skills are also very important in maintaining relationships. I am able to listen with sympathy and understanding and give support as the appropriate time.
I encourage children that lack confidence that people will value what they say. To gain and share information There are many ways to gain information for example gaining information from talking to and observing children, talking to their parents and carers and meetings with colleagues. Parents and colleagues are the main recipients of information and it is important that colleagues are well informed, especially when it comes to the child. It is also important that the information is accurate otherwise this can lead to the wrong information being passed on.
There are many occasions when a parent wants to talk to me so I try to arrange a time that is away from the children. However, I understand that parents are busy and try to be flexible. I always inform parents about their child’s progress and day to day activities and this also contributes to building and sustaining effective relationships with parents. I have an effective relationship with my line manager and share any concerns about a child, parent, colleague or the working environment whenever necessary.
I use both verbal and non-verbal communication to gain and share information with children. I assess body language and facial gestures to identify the child’s needs. To share ideas and feelings A child or young person should be given opportunities to express themselves freely so they are confident that adults will acknowledge them and meet their needs. Children gain and share information at the nursery through activities such as circle time. Since the opportunities for reading, discussion, and play in circle time are endless, so too is the opportunity for children to learn and grow.
How to behave appropriately in a group is a learned skill, which prepares young children for more formal education, for other group activities, and for many experiences in adult life. Everything from social skills to language to empathy can be gained with practice in circle time. For example, when children: 1. are allowed to express feelings and ideas to a group without judgement, they gain confidence. 2. practice taking turns listening and speaking during circle time, they learn valuable skills in positive communication. 3. are introduced to a wide ariety of concepts, people, and ideas in circle time, they learn acceptance. To express needs and feelings Verbal and non-verbal can be used to express needs and feelings for example through facial expressions, eye-contact, posture and gesture. It is thought that more than 70% of messages are conveyed through non-verbal ways. It is important to choose the most effective method of face-to-face communication. This will include both verbal and non-verbal communication. Eye contact shows and interest and friendliness and lets the child know that I am listening to him or her and that they have my full attention.
Eye contact allows me to use and assess emotion, especially when communicating with younger children. A facial expression conveys the emotional state of the individual. It is important for children to know how someone is feeling from their facial expression so that they can interact with them in the correct way. To gain reassurance and acknowledgement There are several methods to help gain reassurance and acknowledge. For example, maintaining eye contact to show that you are listening and interested. Maintaining an open posture by keeping the hands and feet relaxed and by listening to what is not openly said.
The child’s body language helps me to ‘listen’ to what may not be said but may be felt. 1. 2 Explain how communication affects relationships in the work setting Communication affects working relationships in the following ways: Language Barrier: It is important to value a child and parent’s home language and recognise that they are probably competent communicators at home. I use body language such as facial expressions, hand gestures and visual aids to ensure the correct message has been conveyed and always ask for feedback.
Sharing and gaining information: I gather information about family backgrounds and language/literacy skills to promote effective communication. It is important that this information is shared with colleagues as this reduces confusion and conflict. Supporting children play and learning: It is important that colleagues work as a team to support children during play, which promotes learning. If a colleague isn’t being supportive then I will speak to him or her and highlight how important their support is and if this wasn’t successful then I would let my line manager know.
Settling in and transition: Colleagues must work together to share information when a child is settling in and therefore the information that a parent provides must be shared with everyone. Feeding times, nap times, comforters etc are all things that need to be shared with colleagues so the child’s needs can be met effectively. Effective teams: Effective team work enables children to feel supported during learn and play. I speak with my colleagues about any concerns I have or support them when required. We have regular meetings which encourages us to share our ideas and opinions. . 2 Describe the factors to consider when promoting effective communication. Ineffective communication can cause emotional harm in children, parents and colleagues so effective communication is vital and there are many ways this can be done. Environment: The following factors influence communication: The design or layout of the space 1. Decoration 2. Lighting 3. Colour 4. Furniture 5. Smells 6. Noise A very noise or dim environment will inhibit communication. A quiet place is important when trying to calm or relax a child. This allows messaged to be conveyed clearly.
Proximity and posture: Proximity is the space between one person and another. It is important not to invade someone’s space. A clear distance needs to be kept so that body language is clear. This promotes effective communication. Posture can be used to communication. For example, an open posture when seated encourages good communication. If a child is upset I will ask him or her to sit down, which encourages them to calm down. I then use an open posture and both myself and the child will sit down and talk or I will use body language to communicate with young children, such as facial expressions, gestures and eye contact.
Face to face: Both verbal and non-verbal communication can take place face-to-face. Paralanguage can be used (altering tone/voice) when expressing emotions. I use a whispered voice to get a child’s attention or calm them down. Phone conversation: It is important to make written notes during or immediately after a phone call as it is difficult to remember or recall what has been discussed. Urgent or important phone conversations can then be tracked and followed up. I use a notebook to record and pass on messages and always ask for a contact name and number.
Tone of voice and language are also important and may need to be adapted depending on whom I am speaking to. 3. 1 Explain how people from different backgrounds may use or interpret communication methods in different ways. We live in a multicultural society therefore it is essential that we respect and have an understanding of different cultures and religion. This helps us become better communicators. So that children are treated equally and fairly, it is important to understand religions and cultures other than our own.
Some children are brought up in families that have more than one religion so it is important that we identify the child’s home language and any cultural differences. I communicate with Muslim children and parents by using verbal and non-verbal communication such as eye contact, gesture, facial expression and avoid touch as this could offend a Muslim I adjust my tone of voice depending on which child I am speaking to. Italian/Spanish and other Mediterranean cultures talk very loudly and the children are used to this however Asian children tend to respond well to a soft tone. 3. 2 Identify barriers to effective communication
There are many barriers to communication so it is important that the original message reaches the intended receiver and there is an opportunity for feedback so you can check the correct message has been sent. Lack of knowledge of literacy can create barriers in effective communication however this can be overcome by using text and images. Non-verbal communication is important when communication with a child that doesn’t speak or understand English very well. Hand gestures and facial expressions can be used to express emotions and also to reassure a child. ICT is a useful tool but only if children understand its purpose.
The children I work with really enjoy watching music clips but when I first introduced this they wanted to touch all the equipment. I overcome this by ensuring children had a specific role during the ICT task, i. e. sit on the carpet or stand in a circle. 3. 5 Explain how to access extra support or services to enable individuals to communicate effectively. Sometimes it is necessary to gain support from specialists such as advisory services, translation and interpretation and sign languages. I use PECS with children that are unable to use verbal communication or speak English as a second language.
This allows the child to exchange an image of what they want with me and I give them what they want, i. e. a drink or to use the toilet. The system teaches recognition of symbols and how to construct simple sentences. It is commonly used with children or parents who have an autistic spectrum disorder. The Makaton Vocabulary is a list of hundreds of items corresponding signs and symbols. Most signs rely on movement as well as position. We all use the same signs so we are consistent and this makes it easier for the children to learn. 4. 1 Explain the meaning of the term confidentiality
Confidential information is personal details from our lives which we may not want to share with others. It can include our address, phone number, birth date, employment history or other personal information. It may also include information about our past or present health and development. Individuals have the right to keep information of this type private. The Data Protection Act 1998 is a United Kingdom Act of Parliament which defines UK law on the processing of data on identifiable living people. It is the main piece of legislation that governs the protection of personal data in the UK.
There are eight principles which must be adhered to: 1. Personal data shall be processed fairly and lawfully 2. Personal data shall be obtained only for one or more specified and lawful purposes 3. Personal data shall be adequate, relevant and not excessive in relation to the purpose or purposes for which they are processed. 4. Personal data shall be accurate and, where necessary, kept up to date. 5. Personal data processed for any purpose or purposes shall not be kept for longer than is necessary for that purpose or those purposes. 6. About the rights of individuals e. g. you have the right to have data about you removed. . Appropriate technical and organisational measures shall be taken against unauthorised or unlawful processing of personal data and against accidental loss or destruction of, or damage to, personal data. 8. Personal data shall not be transferred to a country or territory outside the European Economic Area unless that country or territory ensures an adequate level of protection for the rights and freedoms of data subjects in relation to the processing of personal data. Source: http://en. wikipedia. org/wiki/Data_Protection_Act_1998 We ensure that records are kept safe and secure, that only staff members have access to.
We store records in a lockable filing cupboard and computer files are password protected. We only keep information for a specific length of time and then they are destroyed. Parents have a right to see what information we keep about them or their children and they can access our records upon request i. e. they may ask to see the child’s medical form. 4. 3 Describe the potential tension between maintaining an individual’s confidentiality and disclosing concerns. Confidentiality is a critical element in developing and maintaining trusting relationships with students.
However, I cannot offer absolute confidentiality. It is imperative that this message be communicated to children and their families at the “onset” of services, because there will undoubtedly be instances when confidential information needs to be. For example, if I feel that a child is at risk or there are any social concerns, signs of abuse etc I would report it to my line manager and write a full report. If I was uneasy about something I would discuss it with the parent were appropriate or report it to my line manager or designated safeguarding person.