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Care Certificate Workbook

Communication

6


Communication

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This workbook belongs to….

Name:

Organisation:

Place of Work:

Manager:

Start Date:

6

End Date:


Communication

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Contents

Understand the importance of effective communication

at work

a) Describe the different ways that people communicate

b) Describe how communication effects relationships at work

c) Describe why it is important to observe and be receptive to an individual’s reactions when communicating with them

Understand how to meet the communication and language needs, wishes and preferences of individuals

a) Describe how to establish an individual’s communication and language needs, wishes and preferences

b) List a range of communication methods and styles that could help meet an individual’s communication needs, wishes and preferences

6

6.1

6.2


Communication

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Understand how to promote effective communication

a) List barriers to effective communication

b) Describe ways to reduce barriers to effective communication

c) Describe how to check whether they (the HSCW/ASCW) have been understood

d) Describe where to find information and support or services, to help them communicate more effectively

Understand the principles and practices related to confidentiality

a) Describe what confidentiality means in relation to your job role

b) List any legislation and agreed ways of working to maintain confidentiality in day-to-day communication

c) Describe situations where information, normally considered to be confidential, might need to be passed on

d) Describe who you should ask for advice and support about confidentiality

6.3

6.4


Communication

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Use appropriate verbal and non-verbal communication

a) Demonstrate appropriate use of verbal and non-verbal communication

Support the use of appropriate communication aids or technologies

a) Ensure that any communication aids or technologies are: clean, work properly and are in good repair

b) Report any concerns about the communication aid or technology to the appropriate person

6.5

6.6


Communication

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How to use this workbook

Do you need this workbook?

You need to do all 15 Care Certificate Standards. This workbook is designed to

support you to learn about Standard 6. Your manager is responsible for checking

your knowledge, understanding and competence in your specific workplace(s).

If you already have a good level of knowledge and experience, you could take

an assessment instead and only do sections of the workbook (or sections of our

eLearning) that you need to. Your knowledge would be recorded and you can

build an evidence portfolio. This will save you and your manager a lot of time.

Your organisation may have free or funded access to our assessment system.

Check with your manager before you start this workbook. More information can

be found at http://ageuktraining.carecertificate.co.uk/.

The following symbols refer to actions you should take to achieve the outcomes.

There is also an action checklist at the end of this workbook.

Reference “Manager”

We refer to “manager” through the workbook. This may mean something

different in your role, for example: supervisor, line manager, coach, buddy,

mentor, employer or assessor. This is the person responsible for checking you

are competent and confident to work.

6 6

Ask…

LOCATE

DISCUSS

THINK

DEMONSTRATE


Communication

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Understand the importance of effective communication at work

6.1


Communication

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Describe the different ways that people communicate

What is communication?

6.1a

Communication is the giving and receiving of

information. It is the foundation of what we do in

everyday life.

What we say, how we say it and what we do

communicates a multitude of messages that are given

and received consciously and subconsciously.

People communicate with you because they

may have something they want you to know or

something they want you to tell them. We

communicate to share information and ideas.

We all think differently and communicate in

different ways. The people you are supporting will

communicate because they are motivated by what

they want, need or prefer.

.


Communication

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Maslow’s Hierarchy of Needs

Abraham Maslow (an American Psychologist) explains behaviour by looking at

people’s needs. These are his ‘hierarchy of needs’ shown in the pyramid.

Maslow said you have to satisfy the needs at the bottom of the pyramid before

moving upwards to satisfy needs that are higher up. A person won’t really be

motivated by needs at a high level until the ones at lower levels are all satisfied.

For example, an individual you support may not be motivated to join in with a

creative activity if they are more motivated by the fact they are hungry.

In work you need good communication skills to develop positive relationships

and share information with your colleagues, the people you support and their

families and/or carers. We communicate with people all the time, wherever we

may be, often without even realising it and sometimes without intending to.

People communicate through verbal, non-verbal, written communication, vision

and behaviours.

Self-

actualization

Esteem

Love/Belonging

Safety

Physiological

Morality, creativity, spontaneity,

problem solving, lack of prejudice,

acceptance of facts

Self-esteem, confidence,

achievement, respect of others,

respect by others

Friendship, family, sexual intimacy

Security of body, of employment,

of resources, of morality, of the

family, of health, of property

Breathing, food, water, sex, sleep


Communication

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Written Communication

…may include letters, e-mails, books, magazines, the internet or via other

media sources.

Verbal Communication

… includes face-to-face conversations, telephone conversations and

how we speak to each other. Our tone, pitch and volume can influence

how a message is interpreted. It is best practice to avoid using jargon,

abbreviations and complicated words and terminology. Speak in a

respectful way, and adjust your speech to suit the individual you are

communicating with. We can also receive verbal messages from radio,

television and other media sources.

Non-verbal Communication

…involves body language, gestures, facial expressions, eye contact, body

positioning and body movements, how we dress or act - even our scent!

Each of these will communicate information about a person, often without

them realising it.


Communication

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It is important to observe individuals’ reactions when you are communicating

and think about how the way you communicate with them makes them feel.

Communication is one

of the 6 C’s….

…people can also communicate through the way they behave. Part of this

may come across as challenging behaviour where a person behaves in a

certain way to express themselves, or to try and get their message across,

or is frustrated that they are unable to communicate effectively

Behaviour

…can include graphs, charts, maps, logos and other visualisations can

communicate messages.

Visual Communication


Communication

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Describe how communication effects relationships at work

People usually feel satisfied when they communicate well with the people they

support. Good communication enables peoples’ needs to be met and helps

maintain the individual’s wellbeing. Workers feel they are not just doing the

job but doing it in a way that allows individuals to have choice and control over

their lives.

Good communication will enable you to build strong professional relationships

based on trust. It is essential that the people you support trust you as you are

working very closely with them to improve their lives and if you are providing

personal care, you will be carrying out intimate tasks.

Where there are communication barriers or difficulties, you have a duty to find

a way to overcome these. You can do this by learning about types of

communication barriers and how these can be improved or overcome.

6.1b


Communication

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Describe why it is important to observe and be receptive to an individual’s reactions when communicating with them

By observing an individual’s reaction, you can ascertain if they are happy,

satisfied, comfortable, sad, worried, agitated and many more… This tells you if

everything is ok with the support you are providing and with the individual in

general, or it can suggest there might be a problem.

As you get to know the people you support, you will know what their usual

behaviour and reactions are. This means when their behaviour or reactions

change or are different from usual, you will be able to notice this change and

you can find out whether there is a problem that needs to be addressed.

6.1c

Normal Behaviour

It is important that support plans include written

information about individuals’ normal behaviour so that

people who don’t know them can more easily identify if

something is wrong.

Note


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Body language may be a way for people to communicate when they cannot

express themselves clearly using words. Also, people may display different

types of challenging behaviour such as using swear words, keeping silent,

moving back and forth or moving away from you. Once you know what an

individual’s normal behaviour is, you can identify whether a change in behaviour

might be an indication that there is a problem.

You must make sure that you are safe and that any change in behaviour does

not put you, themselves or anyone else at the risk of harm. If you have found

yourself in a difficult or stressful situation at work, make sure you get support

during and afterwards, even if it is just to discuss how you feel and how you

managed the situation with your manager.

Be mindful of how an individual is reacting. Do they understand what you are

saying? Do you need to change the way you are communicating? How is your

conversation affecting them?


Communication

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Understand how to meet the communication and language needs, wishes and preferences of individuals

6.2


Communication

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Describe how to establish an individual’s communication and language needs, wishes and preferences

When you meet an individual for the first time, it is

important to establish how you will communicate

and how they, and you, would like to be addressed.

A good way to start is to introduce yourself and

explain why you are there using a few simple words.

If the person clearly has use of their hands, you

might also offer a handshake greeting.

You should know the person’s name already and you should ask the person what

they would like you to call them. You will be able to consider the individual’s

reaction while you are doing this and see how they respond to your question.

This will start to give you an idea of how you will need to communicate.

If you are unable to verbally communicate, you could ask

the individual’s family, friends or carer for advice. They

will have experience of communicating with the

individual and can advise you on which communication

methods work best.

6.2a


Communication

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It is absolutely essential that you find the best way to communicate so that you

can understand the wishes and preferences of the individual as well as

identifying if there is a problem which could be something minor like wanting a

different pair of shoes to something more serious like a safeguarding concern.

(See Safeguarding Standard 10 and 11)

By using good communication skills, you can support the individual to make

choices about how you provide their care and support every time you work with

them. This will make them feel valued and respected and in control of what

happens to them.


Communication

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List a range of communication methods and styles that could help meet an individual’s communication needs, wishes and preferences

There are lots of different ways to communicate. We use all of our five senses

to communicate and receive information:

6.2b

Seeing

Visual

Hearing

Auditory

Smelling

Olfactory

Feeling

Kinaesthetic

Tasting

Gustatory


Communication

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Communication methods can be split into verbal, non-verbal and technical aids.

Verbal

Vocabulary: words and different

languages

Tone of voice

Pitch (high or low)

Non-verbal

Eye contact

Signs, symbols or pictures

Writing

Using objects

Touch

Physical gestures

Body language and emotions

Lip reading

Technical aids

Hearing aids

Hearing loops

Text phones

Mobile phones

Computers

Speech synthesisers


Communication

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Consider all of these methods of

communication. Make sure you

understand what they mean and how

you would use them to meet a person’s

communication needs, wishes and

preferences.


Communication

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Understand how to promote effective communication

6.3


Communication

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List barriers to effective communication

Here are some of the different barriers to consider:

6.3a

•For example: deafness, blindness, loss of taste, sense of smell

Sensory Impairment

•For example: beliefs, customes and behavioursCulture

•For example: men not permitted to support females with personal careReligion

•For example: someone in pain or suffering mental health issuesHealth Issues

•For example: distractions like radio, television, other people, machinery

Backgrounsd Noise

•For example: not being able to concentrate due to being upset, angry etc.

Emotions

•For example: becoming agitated because the person is unable to recognise what is happening

Stress

•For example: a person from a different part of the UK or who is not English

Strong Accents

•For example: sign language; Britsih Sign Languiage (BSL) and Makaton

Specialist Communication

Techniques

•For example: allowing your beliefs to pre judge the situationPrejudice


Communication

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•For example: being abrupt, having a negatove outlook, being intimdating or getting fustrated

Attitude

•For example: sitting too close or too far away, crossing your arms or legs, looking at your watch, fidgeting

Body Language

•For example: breathlessness, bad breath, not having teeth, poor personal hygiene

Physical Conditions

•For example: a person lacks capacity, a change in usual behaviour and reasoning

Substance Misuse


Communication

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Describe ways to reduce barriers to effective communication

There are times when we need to adapt our communication style to meet

the needs of individual and use aids to help them enhance their communication.

The important thing is to identify when there is a barrier, and then you can work

out how best to overcome it.

A communication strategy should be implemented for each individual to

support them and the people working with them.

Sometimes a communication passport is used to pull together vital

information about the individual’s needs, wishes and preferences. This

information is then put into an easy to read format, often using pictures and

photographs. Working with the individual to collect this information can be a

good way of getting to know them, and will help you understanding their needs.

Having a good awareness of different

communication needs will help improve

your communication skills. Regular feedback

about your communication style and methods

from the people you support can also help you

improve your skills.

6.3b


Communication

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Hearing loss is an invisible disability, so it

can become a big communication barrier.

Hearing impaired people have to

concentrate very hard to pick up

information. Aids that can help are hearing

aids, sign language, lip reading, loop

systems, interpreters.

It is important to limit background noise to avoid distraction. You

should always make sure they can see you clearly and particularly your

face as they may be able to lip read. If they also use sign language you

may consider learning this if you will be working together regularly.

Hearing Loss

These are some of the barriers you might come across and strategies for

reducing them:

It can be difficult to communicate with a person

who does not speak English, you may need to

use picture boards, actions or an interpreter so

you can communicate appropriately.

Strong accents can make it difficult for people to

understand each other, if you are aware that

your accent may be difficult to interpret, try to

speak slowly and clearly.

Language barriers and accents


Communication

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This can make a person extremely

disorientated if they are in a strange place

or they lose their glasses. When supporting

a person who is blind or has limited

visibility, verbal communication increases

in importance. Always ensure the

individual can hear you clearly.

It may be appropriate to use touch to reassure them of your presence.

You might need to explain things in more detail because they are unable

to see your expressions and body language.

Loss of Sight

When supporting someone with Dementia be

aware that even basic forms of communication

may be difficult for them to understand and

interpret. Use short sentences. Use names

rather than he or she. Avoid open ended

questions. Use closed questions, for example,

“Would you like a cup of tea?” if they say no,

ask “Would you like a cup of coffee?”

Dementia and Confusion


Communication

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Dysphasia is the inability to communicate resulting from a brain injury,

such as a stroke. It can be partial or complete impairment.

Individuals who are dysphasic may get very

frustrated when trying to communicate. A

speech therapist might be involved with

their support and may be able to suggest

ways of making things easier.

Dysphasic

Individuals may have had an accident

or illness which has changed their

physical abilities. Some individuals will

have always had disabilities. Some

people with physical disabilities may

also have difficulty speaking, for

example, for those who have suffered

a stroke or have a condition such as like

cerebral palsy.

Of course, others with physical disabilities may be able to communicate

perfectly well. You should never make judgements about an

individual’s capabilities and remember that everyone is different.

Physical Disabilities


Communication

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If an individual lacks confidence and / or

self-esteem, they may find it difficult to

express themselves. Lots of patience and

encouragement is needed as well as

regular praise to increase their confidence

and the way they feel about themselves.

Confidence and Self-esteem

Consider the type of environment in

which you are working. Is there lots of

noise around you? Can the noise be

reduced or removed altogether? Are

other people making too much noise and

preventing you from communicating

with an individual? Is it too light or too

dark?

In an individual’s home, you may find pets or other distractions like

the television being on too loud. You should also make sure that

people who have particular aids to help them communicate are using

these, for example hearing aids and glasses. It can often be difficult to

concentrate on a conversation if the individual needs to go to the

toilet. Always check the individual is comfortable.

The Environment


Communication

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People with autism can have difficulties with both verbal and non-

verbal language. Many individuals have a very literal understanding of

language and think people always mean exactly what they say. They can

find it difficult to use or understand one or more of the following:

• Facial expressions or tone of voice

• Jokes and sarcasm

• Common phrases and sayings; an

example might be the phrase “It's cool”,

which people often say when they think

that something is good, but strictly

speaking, means that it's a bit cold.

Autism

Effective Communication for Autism can be achieved by:

Open and receptive body language

Your position

Reduce distractions

Utilising other forms of communication

Using interpreters or sign language

Autism continued…


Communication

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Some people with autism may not speak or may have fairly limited

speech. They may understand what other people say to them, but

prefer to use alternative means of communication themselves such as

sign language or visual symbols.

Others will have good language skills but

they may still find it hard to understand the

‘give and take’ nature of conversations,

perhaps repeating what the other person

has just said (this is known as echolalia) or

talking at length about their own interests.

It helps to speak in a clear, consistent way and give people with

autism time to process what has been said to them.

Autism continued…


Communication

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Think about any concerns you may have

about any barriers to effective

communication with the individuals

you support

Discuss any concerns you may have

about barriers to effective

communication with your manager and

discuss how you are going to improve

your skills

Ask…


Communication

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Describe how to check whether they (the HCSW/ASCW) have been understood

It is easy to assume that everything

is ok and that people are happy if

they do not challenge or question

what is happening. However this

may well be because they have not

heard or understood what is

happening or they simply do not

want to make a fuss.

Sometimes a simple ‘thumbs up’

will help to check everything is ok.

6.3c


Communication

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Dawn visits a man in his 80’s every day for an hour to support him to get

up get dressed and have breakfast. The man is partially deaf and

doesn’t talk very much. Dawn talks a lot and he listens. Dawn regularly

asks him questions about what he wants to wear and what he wants to

eat but he just nods so Dawn makes a good guess about what he will

wear and eat. Dawn feels they have a good relationship. She thinks she

does a good job and she always finishes the visit on time.

In fact, the man doesn’t hear most of what Dawn says because she is

busy moving around and the radio is on in the background. Dawn

should make sure she stops what she is doing and is in front of the man

so he can see her asking questions. If he doesn’t hear or understand,

Dawn could hold up or point to different choices so the man can be

involved in the decisions about what he eats and wears. The important

point here is to check their understanding.

Scenario


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Question Asking questions to confirm your understanding

Paraphrase Repeating back what the person is saying in your own words to clarify meaning or to make sure you understand

Be aware Be aware of the persons bodsy language, eyes, tone of voice, posture and pace of speech

Don't interrupt

When you do not interrupt it gives the person the oppotunity to speak freely

Resist You need to ensure that you hear the individual's words, feelings, assumptions, values, wishes and fears. Don't be resistant to accepting these things. Use your instincts toconsider if this individual means what they say

Be alert Be alert to how language or body language can project feelings

Trust Developing trust with an individual is important because it will allow them to feel comfortable enough to speak openly

Show interest

By showing interest in what an inidivudal has to say, it will encourage them to talk to you

Safety Providing a safe environment for the individual to speak will put them at ease

Active listening ensures that everything the individual is saying has been

understood and received by the listener. Good listening skills can help you

determine what the individual has said and the nature of the intervention

needed. It can support you to address any concerns that an individual may have

or are telling you.

Active listening involves:


Communication

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Open Question

Closed Question

Listen

Body Language

Appropriate Silences

Behaviour

Here are some tools for communication:

Use of ‘open questions’ encourages a full answer. Ask questions that

cannot be answered with “yes” or “no”. The question will start with

‘Who, What, Why, When, How’.

This type of questioning only requires a brief answer and is usually

linked with factual questioning that requires a “yes” or “no” answer.

For example: “Did you like your dinner?”

It is important to listen carefully so you can respond effectively. This

means allowing the person time and not interrupting. See

‘Appropriate Silences’ below.

This is a very powerful form of non-verbal communication. It is shown

by the way we stand, how we place our hands or arms, make gestures

and facial expressions.

These are important so the other person has time to respond.

Behaviour demonstrates how people react to a situation or person.


Communication

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Summarise

Touch

Phrasing questions

Depend on the situation. They either ask questions to provide a

detailed response (open questions), or questions which only require a

‘yes’ or ‘no’ (closed questions).

Is when you repeat back to the main points of the conversation that

you have understaood. This will help to check both your

understanding and theirs.

Touch is the most used non-verbal communication. An example is

when we shake hands at a first meeting. The way we handle people

can be a positive way of communicating. Be careful of cultural

differences as this may cause offence or be frowned upon by some.


Communication

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Observing

Careful, non-judgemental attention and eye contact. This lets the speaker know you are paying attention and are interested.

Relfecting Data

Like holding a mirror in front of the speaker, repeating back phrases as you hear them. It increases clarity and lets the speaker know that you are hearing them accurately.

Summarising

When you feel you are grasping their ideas and thoughts, summarising to the speaker helps both to review and check clarirty and mutual understanding of the message.

Reflecting Feelings

It is important to understand how a person is feeling in order to support them effectively. For example, an inidividual may feel angry that their visitor has not arrived and you may need to help them understand why this may have happened.

Interpreting

Interpreting needed due to cultural or language barriers, sensory issues or due to the individual's poor communication skills. It is the interpreter's role to translate the communication rather than express their own opinion.

Sometimes touch is not appropriate especially if a person is distressed and

backs away from you. In this situation you will need to give that person their

own space.

It is important that you feel comfortable with this.

These are some ways you can actively listen:

Check that people have understood

what you have said!


Communication

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Describe where to find information and support or services, to help

them communicate more effectively

There will be lots of different types of support and services that can help you

and the individuals you support to improve your communication skills. Some of

these services are:

There are lots of voluntary organisations who can provide these services.

6.3d

Translators

Interpreters, Sign Language and

Lip Readers,

Speech and Language Specialists

Speech and language therapists (SALT)

Advocacy Services

Clinical Psychologist and Counsellors

Web Forums, Service Groups in Local Area


Communication

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Understand the principles and practices relating to confidentiality

6.4


Communication

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Describe what confidentiality means in relation to their role

In health and social care, confidentiality forms the basis of agreed ways of

working and codes of practice. It is essential that an individual feels confident

that their personal information is treated with confidentially.

It is your responsibility to adhere to your employer’s policy on confidentiality, so

as part of your induction you should see the policy and familiarise yourself with

it. This policy should cover many aspects of your work, including disclosure of

information to internal and external sources and the use of electronic computer

systems.

Confidential information is only shared with people ‘who

need to know’. If you are uncertain whether a person has

a right to access information and is requesting information

from you, always check with your manager.

Information should only be disclosed with informed consent. This means

the individual has agreed to share their information.

The main piece of legislation that

covers confidentiality is the….

6.4a


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List any legislation and agreed ways of working to maintain confidentiality in day-to-day communication

No Act of Parliament specifically covers confidentiality between you and the

people you are supporting.

Your employer will have agreed ways of working on confidentiality and it is

important that you are aware of these and work within them.

6.4b

The Common Law Duty of Confidentiality…

States that if a worker wishes to disclose an individual’s personal

information to anyone outside of the team providing care, they

should first seek the consent of that individual.

The Data Protection Act 1998

Governs what may and what may not

be done with personal information.

The Human Rights Act 1998…

Determines the basic rights for any

citizen of the UK. For example: the

right to respect for private and family

life, home and correspondence.


Communication

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These are some simple rules to avoid some of the most common breaches of

confidentiality:

Do not leave computers on or allow other

people to use your passwords.

Do not conduct conversations (including

telephone conversations) about the

individuals you support or any aspect of

your work, in a public place or anywhere

you can be overheard.

Do not name the individuals you work with

in front of other people during training

sessions when talking about examples.

Do not leave personal

records or information

unattended in public

places.


Communication

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Describe situations where information, normally considered to be confidential, might need to be passed on

You may have to breach confidentiality if a

person you support tells you something

that puts them, you, or someone else at

the risk of harm.

If you are put in that position, you should

consult your organisation’s policies

regarding sharing information and

safeguarding (See Standards 10 and 11).

There are other situations where

information can be shared, for example, if

it is requested for a court case, or if there

is a threat to public safety, or the police

have requested information relating to a

criminal investigation. You should always

refer these requests to your manager.

6.4c


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Describe who they should ask for advice and support about confidentiality

You will form working relationships with the people you are supporting as well

as with your colleagues.

People may tell you things about themselves and

because of confidentiality, you will have to decide

whether to keep information to yourself or report it to

your manager. You have to take responsibility for your

own practice and the people you are supporting.

If you work for a large employer, you

may have a Human Resources team,

a specialist or a trainer who can give

you advice.

6.4d

Discuss confidentiality with your

manager. Make sure you are aware of

your employer’s policies about

confidentiality and information sharing.

Ask…


Communication

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Use appropriate verbal and non-verbal communication

6.5


Communication

46

Demonstrate the use appropriate verbal and non-verbal communication

Verbal…

Speak clearly. Your tone and volume will vary depending on the situation:

your tone and how loud you speak can indicate your feelings, sarcasm, anger,

affection, understanding and confidence.

Pay attention to your timing and pace.

6.5a

The following are examples of appropriate use of

verbal communication.

“Slow down!” Spoken loudly to indicate warning.

“Be quiet” Spoken quietly and softly to a colleague while an individual sleeps.

“Would you like sugar in your tea?” Spoken in your normal tone, volume at a steady pace to an individual who is alert and can communicate well.

Example

Volume Tone


Communication

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Non-verbal…

Position/Proximity

Eye Contact

Body Language

Touch

Signs Writing

Symbols/ Pictures

Objects of reference


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The following are examples of appropriate use of non-verbal

communication.

• Position/ proximity Sitting opposite each other to discuss an issue, respecting each other’s personal space. Stand close to someone who is talking to you in a crowded room.

• Eye contact Maintaining eye contact when a person is talking to you. This shows you are listening and interested in what they are saying.

• Body language Smiling when you see a person indicates you are pleased to see them!

• Touch Touching a person’s arm to show empathy when they are upset (if this is acceptable to the individual). People with visual impairments often use their sense of touch to read documents written in Braille.

Example


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• Signs Pointing to an object when describing it to clarify what you are talking about. Signposts giving instructions.

• Symbols and pictures Can be used to aid communication with a person who may struggle to understand or hear verbal communications.

• Writing Written communication is the same as oral communication except that it is written as opposed to being spoken. It is used to convey a message, information and data.

• Objects of reference Refers to the use of symbols and objects used to communicate with individuals who may have complex needs. Items are often chosen because of their multi-sensory properties or because an object has a particular meaning associated with it; for example, a fork may be the object of reference for dinner.

Example continued…


Communication

50

Even when you're silent, you're still communicating non-verbally!

For someone who is using non-verbal communication, you should interpret and

repeat verbally what the person is trying to say to demonstrate understanding.

Repeat• the message a person is making verbally

Contradict• do not contradict a message the individual is trying to convey

Subsitute• a verbal message with a physical gesture, for example, a pat

on the back to say "well done"

Compelement• a verbal message, for example banging the table to get your

point across that it is important

Emphasise• or underline a verbal message with actions, for example,

slamming a door


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Support the use of appropriate communication aids or technologies

6.6


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The NHS recommends that a carer follows this advice when

supporting a person with their hearing aid:

Every morning: Switch the hearing aid on and check that it whistles

when you cup it in your hands. This shows that the aid works.

If the hearing aid does not whistle:

o Change the battery

o Check that the ear-mould is not blocked with wax

If it still doesn't work after these checks, make an appointment to go to an

Audiology repair clinic.

At night:

Switch the hearing aid off.

Give the ear-mould a wipe and clean any wax stuck in the ear-mould

Place in the hearing aid box so everyone knows where to find it

Weekly: On the same day each week change the battery. Record that this has

been done so that everyone is aware.

Example

Ensure that any communication aids or technologies are; clean, are working properly and are in good repair

It is important that communication aids and technologies are kept clean, work

properly and are in good repair. A communication aid is anything that helps an

individual communicate more effectively with those around them.

http://www.nhs.uk/Conditions/Hearing-impairment/Pages/Treatment.aspx

6.6a

http://www.nhs.uk/Conditions/Hearing-impairment/Pages/Treatment.aspx


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The following basic guidelines can support the use of appropriate

communication aids and technologies:

Clean aids before and after use

Check aids work before and after use

Change batteries or charge as per the

manufacturer’s guidelines

Report broken or damaged aids

Raise concerns if an aid is no longer

meeting the needs of the individual

Store appropriately between use


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If a communication aid or technology has broken, is damaged, no

longer meets the needs of the individual, needs replacing, or you

have any other concerns regarding the aid / technology, you must

report your concerns to a senior member of staff, the individual’s

carer or a family member.

It is important to report your concerns promptly as communication

aids are important and the person may not be able to communicate

without them. The impact of not reporting may affect the

individual’s wellbeing and quality of life.

Report

Report any concerns about the communication aid or technology to the appropriate person

This could include:

Senior member of staff

Carer

Family member

6.6b


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Your checklist….

Outcome Symbol Description Tick

6.2b

Consider all of these methods of

communication. Make sure you

understand what they mean and

how you would use them to meet a

person’s communication needs

wishes and preferences.

Think about any concerns you

may have about any barriers to

effective communication with the

individuals you support

6.3b

Check that people have

understood what you have said!

6.3c

Discuss any concerns you may

have about barriers to effective

communication with your

manager and discuss how you are

going to improve your skills

Discuss confidentiality with your

manager. Make sure you are

aware of your employer’s policies

about confidentiality and

information sharing.

6.4d

Ask…

Ask…

Demonstrate the use appropriate

verbal and non-verbal

communication

6.5a


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Well done! You have completed this workbook. What’s next…..

An essential part of the Care Certificate is to assess, evidence and record what

you have learnt. You may be entitled to use our assessment and evidence

recording system. Your manager is responsible for supporting you with this,

observing your practice and ensuring you are competent in your workplace, with

the people you support.

Checking your knowledge, competence and practice will be a regular part of your

ongoing Continuous Professional Development.

By taking an assessment first, you may find you already have some, most, or

all of the knowledge required and you can save time by avoiding repeating

subjects and courses unnecessarily.

More information about our resources can be found at

http://ageuktraining.carecertificate.co.uk/.

Important Copyright Note:

This workbook is provided free of charge by Age UK to people providing health and social care to

support a blended learning approach towards learning and achieving competence. It is subject to the

following criteria:

You cannot copy, reproduce or use any part of this workbook for financial gain or as part of a training

event that you are charging for or profiting from. You cannot use this workbook to create eLearning.

You cannot copy any of the images in this workbook as they are used under a license agreement.

We strongly recommend that you use it electronically to save paper.

If you pay to (or are funded to) use our online assessment system, you are welcome to have a free

Microsoft Word version of this workbook so you can make changes, personalise it, add your

organisation’s details and logo, provided Age UK is credited for providing the workbook (in partnership

with The Grey Matter Group) and the Age UK logo remains on each page. For more info email:

[email protected].

Every effort has been made to ensure the information contained in this workbook is accurate. We

cannot guarantee completeness or accuracy for all work settings. If you download an electronic

version from our website, these will be kept updated as appropriate. We are not responsible for

keeping any versions you have previously downloaded and amended up to date.

http://ageuktraining.carecertificate.co.uk/

mailto:[email protected]


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