Understand why effective communication is important in

the work setting

Unit 8Learning Outcome 1

Objecti ves1. Identi fy at least fi ve

diff erent reasons why we communicate.

2. Explain how communicati on aff ects relati onships in the work setti ng

Starter Activity

You have one minute to write down reasons

why we communicate on your graffiti board, add to

Another groups board.

How many did your team get correct?

Socialise

Build relationships

Express feelings and

concernsReassure

Express needs

Share ideas and

information

Ask questions

Share experiences

Now complete 8.1.1 on your question sheets

Lets see some theory

http://www.youtube.com/watch?v=D3petxmsfSg

Tuckmans theory of group interaction

HOW CAN COMMUNICATIONAFFECT RELATIONSHIPS?

Lets play charadesGet into five groups

Build trust

Aid understanding

negotiate

Resolve conflict

Prevent Mis-

understanding

Now think of examples to write about on your question sheet 8.1.2. Write about at least three examples that explain how communication can affect relationships

Be able to meet the communication and language

needs, wishes and preferences of individuals

Unit 8Learning Outcome 2

Communication

• Complete the activity and link communication styles and methods

Lets check our answers

• Non verbal– Eye contact, touch, gestures, body language,

behaviour• Verbal– Vocabulary, tone, pitch, pace

• Others– Signing, symbols, music, drama, technological

aids

Eye Contact

• Eyes express emotion• Before beginning conversations eye contact is

made to signal readiness to speak or listen• During conversation regular glances show

interest and friendliness• The stronger eye contact the closer people

are• People who don’t like each other avoid eye

contact

Functions to Eye Contact

• Regulates flow of conversation–Decides who is going to speak–People who are talking tend to use less eye

contact than someone who is listening.• Controls intimacy–People with higher have longer gazing

patterns–Women use more eye contact than men

Eye contact

• Provides feedback– Speakers notice listeners are bored/not

interested because they look away• Expresses emotion– We hold eye contact longer with people we like– People who are emotional seek more eye contact

• Informs speaker and listener of the relationship• Eye contact can express sincerity, empathy and

warning (about behaviour) to young children.

Posture

• The way you hold your body is important.• Posture can signify– Status– Emotional level– Persuasion

• High status people tend to adopt relaxed posture while low status people tend to be more rigid and upright.

Open and Closed Posture

• Open posture encourages communication while closed posture inhibits communication• People who are communicating

with each other often show ‘postural echo’

Complete the communication gapped hand out

Gestures

Look at the different gesturesWhat do you think they mean?

What must we consider when communicating?

Type of communicationFormal

InformalSensitiveComplex

Write a list for your given type

What must we consider when communicating?

Context of communicationOne to oneGroup

Who?Parents/Carers or service usersChildProfessionals

Any needs?culture, age, reasons, time, resources etc

ADD THESE TO YOUR ORIGINAL LIST

Complete 8.2.2

Responding

Be careful for cultural rulesh tt p : / /w w w . y o u t u b e . c o m / w a t c h ? v = U T E 0 G 9 a m Z N k

Promoting Destroying

Open and welcoming body language

Sneering expressions

Closed body language

Continually putting down

Negative tone

Warm tone

Constant praise

Positive wordsRejecting body language

Lets make a handout

GET INTO 4 GROUPSBabyChild

ParentProfessional

8.2.1, 8.2.3 and 8.2.4 willAll be assessed at placement

Lets look at these standards

Be able to overcome barriers to communication

Unit 8Learning Outcome 3

WHAT BARRIERS ARE THERETO COMMUNICATION?

LET DO SOME GAMES

CHINESE WHISPERSDRAW A PICTURE

BLINDFOLD ACTIVITY

Did you identify the followingLANGUAGE

ENVIRONMENTEMOTIONAL

BEHAVIOURALIMPAIRMENTS/DISABILITIES

HEALTHALCOHOL/DRUGS

Lets complete 8.3.1

OVERCOMING BARRIERS

Technological Aids

Human aids

Age appropriate vocab

Training

Environment

Reduce distractions

Accessing support

INTERPRETATION SERVICETRANSLATION SERVICE

SPEECH AND LANGUAGEADVOCACY

ORGANISATIONS

8.3.3, 8.3.4 and 8.4.2 willAll be assessed at placement

Lets look at these standards

Be able to apply principles and practices relating to

confidentiality

Unit 8Learning Outcome 4

What is confidentiality?

“Confidential information is data of some sensitivity which is not already lawfully in the

public domain or readily available from another public source and has been shared in a

relationship where the person giving the information understood that it would not be

shared with others.”

North Yorkshire Safeguarding Board (2009) “Information sharing, confidentiality and consent” accessed athttp://www.safeguardingchildren.co.uk/section-3-procedures.html

Now complete 4.1

EXCEPTIONS TO CONFIDENTIALITY• The decision should never be made as an individual, but with the

backup of managers– who can provide support, and – ensure protection.

• The three critical criteria for sharing information without consent are:

• • Where there is evidence that a child is suffering, or is at risk of suffering, significant harm.• Where there is reasonable cause to believe that a child may be suffering or at risk of suffering significant harm.• To prevent significant harm arising to children and young people or serious harm to adults, including the prevention, detection and prosecution of serious crime

Tensions

Consent to shareInformation sharing policyNeed to know concept