Communication and values in care

Communication and values in care is a portfolio-tested unit. It requires students to apply the knowledge learned in the unit to one of four care settings – either health, early years (care and education), care of older people, or care of individuals with specific needs. The students will learn how people communicate in health and social care settings and the kinds of factors that influence the effectiveness of communication. They will learn about the care value base and why values matter in health and social care practice.

They will acquire an understanding of how health and social care practitioners use and communicate care values in their practice. To achieve a significant grade with their portfolios, students need to demonstrate a high level of knowledge and understanding of the material in the unit and be able to apply this knowledge effectively. They should also demonstrate an ability to carry out research and analysis, and an excellent ability to evaluate material. Students should demonstrate a high degree of independence in their work. Topic 1 Types of communication 44 Topic 2 Non-verbal communication 47 Topic 3 Listening and responding skills 50 Topic 4 Factors affecting communication 53 Topic 5 Understanding groups situations 56 Topic 6 Communicating in group situations 59 Topic 7 Values in care 62 Topic 8 Anti-discriminitory practice 65 Topic 9 Protecting confidentiality 68 Topic 10 Promoting rights and respect 71 Unit 2 Communication and values in care 2.1 Answers to Check your understanding questions on page 63 of the Collins textbook. Answers Unit 2 Communication and values in care 1 The main types of communication include verbal (spoken), non-verbal (bodily), written, and graphical communication. Communication and values in care

2 The communication cycle refers to the sending and receiving of messages. It is a two-way process in which one person gives a message and another person responds to it. It is a cycle because the process repeats itself. 3 A care practitioner needs to be an effective verbal communicator to: – respond to service users’ questions and distressed feelings – take a clinical history or ask assessment questions – make contributions to and run team meetings – provide support to a service user’s relatives or friends – communicate with children – communicate with people with hearing or speech impairment – overcome second-language problems – deal with problems and complaints about care. Communication and values in care

4 A care practitioner needs to develop effective reading and writing skills to: – write records, notes and statements about policy and procedure – communicate by email and letter between the staff of care organisations – plan and document the care that they provide – evaluate their plans – write reports and referral records. 44 Topic 1 Types of communication ✄ 2.1 These questions guide you through the topic. If you need help to answer them, look at pages 60 to 63 of the Collins textbook. shortquestionsandactivities 1 List the people a care practitioner is likely to have regular contact with during the course of their work. 2 Give two examples of when interaction will occur between a service user and a care practitioner. 3 List the different ways people communicate in a care setting. 4 Explain why a communication cycle has to involve a two-way process. 5 Identify factors that may disrupt the smooth flow of a communication cycle and act as barriers to effective communication. 6 What is the specialist form of communication for (a) someone who is blind and (b) someone who is deaf? 7 Explain how verbal communication may be affected by the speaker’s voice. 8 Give two ways in which practitioners can improve their written communication. H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.1 summaryworksheet T Y P E S O F C O M M U N I C AT I O N Communication may be one of four main types, written, verbal, non-verbal or graphic. Complete the table by writing written, verbal, non-verbal or graphical against the methods of communication. Type of communication speaking listening posters letters art Unit 2 Communication and values in care Method of communication 45

Topic 1 Types of communication signs body language policies singing drama symbols braille email H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.1 extensionactivitysheet E F F E C T I V E C O M M U N I C AT I O N I N C A R E S E T T I N G S Produce some training material for care practitioners. The material should give hints for effective communication, along with some brief explanations about why the hints are important for effective communication. Communication and values in care

Unit 2 Communication and values in care Use the material in topic 1 of unit 2 of the Collins textbook as a basis for your notes. Try to cover as many communication types and methods as possible, but be as concise as you can. Summarise your findings in a booklet or PowerPoint presentation for care practitioners. You should make the material as user-friendly and interesting as possible. 46 Topic 1 Types of communication H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.2 Answers to Check your understanding questions on page 68 of the Collins textbook. Answers People can use facial expressions, eye contact, gestures with their hands, posture and proximity to the other person. 2 People could be comforted non-verbally by a care practitioner smiling at them, making eye contact (in some cultures), by the care practitioner having their arms loose and leaning slightly towards them and making a judgement about how close to sit to the person. 3 Care practitioners use music, art and craft and drama-based activities to allow service users to express themselves and as a context for interaction and social mixing. This may be particularly useful for service users with mental health problems, learning difficulties or language difficulties. 4 In European cultures eye contact can be a way of showing interest in what someone is saying. However, in other cultures eye contact may be a sign of disrespect. Similarly, physical closeness may be interpreted differently by people of different cultures. People of Mediterranean countries, the Middle East and South America tend to touch more and need less personal space.

People from Western European and Scandinavian countries are more reserved and prefer only formal touching and plenty of personal space. Unit 2 Communication and values in care 1 47 ✄ These questions guide you through the topic. If you need help to answer them, look at pages 64 to 69 of the Collins textbook. shortquestionsandactivities 1 List some examples of non-verbal communication. 2 Explain why care practitioners may find non-verbal communication useful. 3 Give two examples of uncontrolled body language. 4 Create a table to summarise how we ‘read’ a person’s facial expression. 5 Explain how the way a person sits can give information about their attitude. 6 Give a definition of personal space. What personal space you are comfortable with in the company of different people? 7 Find out the role of an occupational therapist. 8 Give some examples of specialist forms of non-verbal ‘signing’ and say when they would be used. 9 Why is it important that care practitioners develop signing skills? H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 Topic 2 Non-verbal communication 2.2 2.2 summaryworksheet W H AT I S B E I N G C O M M U N I C AT E D N O N – V E R B A L LY ? Look at the pictures of care practitioners and care service users. What does the body language of the people in each picture tell you? Unit 2 Communication and values in care 48 Topic 2 Non-verbal communication H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.2 extensionactivitysheet A R T, D R A M A A N D M U S I C A S A T H E R A P E U T I C T O O L Carry out a short investigation into the use of art, drama and music as a therapeutic tool in a particular care setting.

Unit 2 Communication and values in care 49 Make up a questionnaire that would enable you to gather information about the use of art, drama and music as a therapeutic tool in your chosen care setting. You may know of a care setting near you and you might be able to get answers directly to your questions there. Alternatively, you could research a particular care setting on the Internet. Make up a questionnaire and get as many answers as possible from the secondary information you gather. b Present your findings in a short verbal presentation to the rest of the class. Think about your body language as you speak. c Note the body language of the other members in the class as they give their presentations. d After listening to your peers’ presentations, make a brief list of points that are essential for effective communication. H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 Topic 2 Non-verbal communication a 2.3 Answers to Check your understanding questions on page 75 of the Collins textbook. Answers Unit 2 Communication and values in care 50 1 Three elements of active listening are brief, subtle movements of the head, saying ‘Mm’ or ‘Yes’, and using brief sentences such as ‘Go on’. 2 A care practitioner could use SOLER behaviours to improve communication and listening: face the other person squarely, adopt an open position, lean towards the other person slightly, maintain good eye contact and try to be relaxed while paying attention. 3 To check understanding of what has been said, care practitioners may use reflection by repeating parts of what has been said.

They may also use paraphrasing or summarising what has been said. Both techniques help avoid making incorrect or inaccurate interpretations of what has been said. 4 Empathy-building statements are those that show the service user that you understand and appreciate what they are saying. These statements often paraphrase what the service user has said. They are useful as they allow the service user to correct any misinterpretation or misunderstanding. ✄ Topic 3 Listening and responding skills 2.3 These questions guide you through the topic. If you need help to answer them, look at pages 70 to 75 of the Collins textbook. shortquestionsandactivities 1 Describe the three things that active listening involves. 2 List the main reasons for talking to service users. 3 Look at the four occasions when care practitioners exchange information. For each occasion, indicate whether the care practitioner is giving information, receiving information, or both. 4 Explain the difference between public information and private information in a care practitioner’s work. 5 Outline some of the ways care practitioners may help people service users to talk. Choose one of these ways and explain why it should work. 6 Describe in your own words what is meant by an open question. Having done this, suggest what might be meant by a closed question. 7 Look at Figure 7 which shows how special needs affect communication (page 74 of the Collins textbook). Summarise the information in a twocolumn table with the headings ‘type of special need’ and ‘how communication may be affected’. 8 List the suggestions given at the end of the topic for facilitating interaction and improving communication with people who have particular communication difficulties. Communication and values in care

H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.3 summaryworksheet KEY TERMS ABOUT LISTENING AND RESPONDING SKILLS Here are some of the key terms associated with listening and responding skills: linguistic open questions paralinguistic active listening closed questions minimal prompts a The qualities and features of a person’s voice when speaking. b Direct questions that expect a short, restricted answer. c Language-based aspects of communication. d Process of listening closely to the verbal, paralinguistic and non-verbal aspects of a person’s communication. Unit 2 Communication and values in care Look at the definitions below and match them to the key terms. 51 Paralinguistic and non-verbal prompts that are used to encourage communication. f Questions that provide an opportunity for and encourage a broad ranging response. H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 Topic 3 Listening and responding skills e 2.3 extensionactivitysheet I M A G I N E W H AT I T I S L I K E T O B E H E A R I N G – I M PA I R E D O R V I S U A L LY- I M PA I R E D

nit 2 Communication and values in care 52 Topic 3 Listening and responding skills Work with a partner for this activity. Look at the information about communicating with service users who have special needs on pages 73 and 74 of the Collins textbook. a One of you will need to wear earplugs and imagine what it is like to be hearing impaired. Your partner should attempt to communicate with you (to find out what you did on your last holiday). Your partner should follow the advice given on page 74 for communicating with some who is hearing impaired. At the end of your communication, you and your partner should write down the difficulties you experienced. b Change over and repeat the exercise for someone who is visually impaired. One of you should wear a blindfold, while the other speaks. c Compare your findings with the rest of the class. Discuss whether you think it was more difficult to communicate with someone who is hearing impaired or someone who is visually impaired d Think of some occasions when it would be especially difficult to communicate with a visually impaired or blind person. H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.4 Answers to Check your understanding questions on page 81 of the Collins textbook. Answers Barriers to communication include: – language not understood – avoid jargon – inappropriate non-verbal conditions – smile more – adverse emotional factors – make the person feel less anxious or try to raise their spirits. Communication and values in care

2 The physical space relates to how close people sit, how the chairs are arranged, how comfortable people are, and how warm or cold they are. The lighting conditions are also important; it should not be too gloomy or glaring. 3 A care practitioner’s beliefs about issues such as diet, sleeping arrangements and health may not be the same as those of service users. If they are imposed, the service user’s identity and care needs may be neglected. This would result in interaction and communication being less effective. 4 Language barriers may be overcome by multicultural signposting, letters and leaflets translated into other languages, and access to interpreter services and multilingual care staff.

Unit 2 Communication and values in care 1 53 ✄ These questions guide you through the topic. If you need help to answer them, look at pages 76 to 81 of the Collins textbook. shortquestionsandactivities 1 What three general things can care practitioners do to overcome barriers to communication? 2 Why is it important that care practitioners dress appropriately? 3 What is a dress code? List the main points a dress code for health and social care practitioners would cover. 4 List the points for and against a care practitioner using touch as a nonverbal form of communication. 5 Summarise in a table the main points about background noise, lighting conditions and physical space that are important for effective communication. 6 List the four points that provide an effective emotional atmosphere for communication. 7 What does empathy in communication involve? 8 What is a stereotype? Give one advantage of having a stereotypical view and one disadvantage. H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 Topic 4 Factors affecting communication 2.4 2.4 summaryworksheet W H AT A F F E C T S C O M M U N I C AT I O N ? These are some of the factors that affect communication: • appearance • background noise • physical space Unit 2 Communication and values in care • cultural awareness • lighting conditions • language issues • non-verbal behaviour • labelling and stereotyping. a Which three of these factors are to do with the physical environment? 1 2 3 b Which factor is to do with body language? c Which factor may send out a message that the service user is not important? Communication and values in care

d Explain which factor may discriminate against someone with a visual impairment. e Explain which two factors should be considered if the service user is from an ethnic minority. 54 Topic 4 Factors affecting communication H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.4 extensionactivitysheet G U I D E T O E F F E C T I V E C O M M U N I C AT I O N a Imagine you are a care practitioner who has been asked to write guidelines for effective communication with teenagers. b Write some brief notes indicating how these guidelines could be adapted for: • service users in the later adulthood life stage • service users with a hearing impairment • service users with learning difficulties. Unit 2 Communication and values in care Using the material in this topic, prepare a set of guidelines that could be used to help train new care practitioners. These guidelines should be presented either in the form of a poster or booklet that is visually stimulating. 55 Topic 4 Factors affecting communication H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.5 Answers to Check your understanding questions on page 85 of the Collins textbook. Answer Unit 2 Communication and values in care 1 Care practitioners need to communicate in report or handover meetings between care team members, case conferences, various meetings with managerial staff, and service users and their relatives. 2 A primary care group involves a face-to-face situation in which members get to know each other. Examples include therapy groups and relatives’ meetings. A secondary care group may include members who may never meet each other. Examples include trade unions and health and social care practitioners’ professional groups such as social workers and physiotherapists. 3 Group situations may be considered preferable as they can improve members’ self-esteem, are an effective means of problem solving, enable decision-making and responsibility to be shared, tend to command more respect and have more power, and they provide multiple perspectives such as greater breadth of information. 4 Strangers recruited to work in a care setting will need to gain an understanding of group processes and patterns of group behaviour in order to interact and communicate well in various group situations. This involves understanding forming, storming, norming and performing. Communication and values in care

Alternatively, understanding inclusion, control and affection. 56 Topic 5 Understanding group situations ✄ 2.5 These questions guide you through the topic. If you need help to answer them, look at pages 82 to 85 of the Collins textbook. shortquestionsandactivities 1 Define the term ‘social group’. 2 In your own words, describe the difference between a primary group and a secondary group. 3 Name one primary group and one secondary group to which you belong. 4 List the group situations in a care setting. 5 Make a brief summary table listing the advantages and disadvantages of group interactions. 6 Describe Tuckman’s stages in group formation. 7 Describe Schultz’s stages in group formation. 8 Explain why a group is more than the ‘sum of its pa …