Promote Communication in Health, Social Care or Children’s and Young People’s Settings Essay

Different reason why people communicate Personal life: •Express felling •Building and maintaining relationship •Exchange info •Offer support •Feedback Settings children and young people: •Building and maintaining relationship •Offer support (transitions) •Building confidentiality •Meet child or young person need •Gain knowledge •Giving instruction children dunning activities •Inform parents and staff •Talk to children to encourage positive behaviour Adults and other professional: •Exchange info, sharing ideas •Feedback for other professional Learning / gaining knowledge •Request •Building and maintaining relationship •Work as a team •Negotiate and liaise SHC 31 1. 2 Communication is very important in the work place, it is major aspect of my work. When we are working with children or young all members of staff have to work as a team. Effective communication help to build and maintain positive communication with a lot of different people like other member of staff, other professional, parents or, and carrier and children. If there is lack of communication with any aspect of my work it may affect other filed of my work.

During settling period parent are passing a lot of information to the key person who help to understand and meet all children need. In this time we start building a relationship between parents and staff. In the same way that relationship turns in to friendship with a child. Because parent pass to us information what child like, dislike and strategies to support their behaviour it is easier for us to make child feel comfortable in the settings. If the child is happy, parents are feeling comfortable to leave child in the settings.

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Good communication should be maintained all the time to support the child and the parents during transitions and support holistic child development. All members of staff should pass each other necessary information about the children to provide best possible services. Lack of communication may affect children and young people needs. E. g. all staff should be familiarise themselves with code of practice to treat all children in the same way, to build relationship between children and the member of staff. It is also important to all staff know any health issues about the children to avoid any incident e. . child allergies, medication. In case when the staff can’t prevent incident because of the lack of information, parents can loose they trust to the person or even to the whole settings. Communication is a fundamental relationship-building skill in the workplace. If people don’t communicate well they limit their ability to connect on any meaningful level and, at the extreme, can create conflict. Positive communication skills like listening, open-ended questions, and calm tone of voice help bring people together because they are behaviours that lead to creating relationships.

Workplace relationships also become a lot stronger when people can clearly and effectively communicate what they need and allow others to do the same. Positive relationship between members of staff also depends of the communication. Passing information helps to work as a team, and avoid conflict on the work field. Colleagues may also share experience and knowledge. It may also interesting to show other collages satisfaction in the work place SHC 31 2. 2 To promote effective communication we have to look for the all aspect and consider of individual needs. We have to be aware to avoid any barriers.

We have to treat everybody very individual and try to meet all person need. Some people may have a problem with hearing so we have to make sure they are hear as, so is good to speak to them a bit lauder. For children it is good to use Makaton. For people how don’t have English as a first language, sometimes they need interpreter or someone who speak they home language to help them understand. For people who have visually impairment we have to make sure we speak directly to the person, remember that the person cannot see our expression or gestures. Some people use glasses, if it is a child; we have to make sure they are clean.

Provide a large print is also helpful. If necessary let a child sit closer. We allow children to touch the things to give them idea how they look. For blind people we provide material in Brile language. Environment is also very important factor. It is good to thing about location. When we talk to someone we have to make sure the place where we staying it quiet, noisy environment can affect good communication. It is good to provide neutral space where both sides will feel comfortable. Things like wall decoration, colour, lighting can affect people feeling, what can affect communication.

Place should be also free from any strong smell which may affect on the people. Children, young people should feel relaxed in the environment. They are also other factor, which are very important in face to face communication they are proximity, orientation and posture. Proximity is all about distance between me and the person I am about to communicate. Everyone needs personal body space. That personal space it s change varies with age. Babies and young children like to be very close, but we have to remember everybody is different and some children who are shy or they don’t know us may not like if we stay to close.

This is because anyone like being to close to people who don’t know. Some people may feel discomfort when we approach them to close, so it is good to keep distance when someone tries to move back. We also have to be aware of cultural differences. In different cultural personal body space may vary. Also eye contact may be different. Latin cultures tend to rely more on eye contact in communication than do non-Latin cultures. In the U. S. and in Arabic cultures, direct eye contact is often seen as a sign of honesty, whereas in some Asian, Middle-Eastern and Native-American cultures, it’s considered rude.

Body position, orientation may also affect communication. Our body sending different signal when we staying directly opposite when we saying on the side. When we working with children we have to make sure we talk to them directly to create cosier atmosphere. But during adult conversation we are stay slightly angle, this allow the communication style to be less direct and we don’t have to keep eye contact all the time. During conversation we have to look closely for the posture. Whatever we siting or standing it good to have positive body language.

Observing individual reaction can affect effective communication. By observing how people response by facial expression, body language and sometimes what they do not say. Sometimes people don’t feel so confident to express themselves but non-verbal communication help us to understand reaction. Face expression match with talk e. g. knit their eyebrows, then they puzzled. Body language can often indicate attitudes and emotions e. g. arms crossed tightly over their chest, may indicate anger or tension, but lean forward with separated arms and legs this can communicate warmth and friendliness.

SHC 31 3. 1 We all coming from the different background, different counties, cultures and families sometimes that can cause the problem in effective communication. Cultures provide people with ways of thinking–ways of seeing, hearing, and interpreting the world. Thus the same words can mean different things to people from different cultures, even when they talk the “same” language. People from the same country but from the different region may use different meaning of the words, or they may use dialect. In some counties people use more formal language, but some of them it more informal e. g. n Italia people use a lot body language and gestures. When the languages are different, and translation has to be used to communicate, the potential for misunderstandings increases Each culture has its own rules about proper behaviour, which affect verbal and nonverbal communication. Whether one looks the other person in the eye-or not; whether one says what one means overtly or talks around the issue; how close the people stand to each other when they are talking–all of these and many more are rules of politeness which differ from culture to culture. Different cultures regulate the display of emotion differently.

Some cultures get very emotional when they are debating an issue. They yell, they cry, they exhibit their anger, fear, frustration, and other feelings openly. Other cultures try to keep their emotions hidden, exhibiting or sharing only the “rational” or factual aspects of the situation. Some people may have lack of knowledge, poor education, so we have to use language appropriate for them. They may have problem to uncode the massage when we use jargon or professional language. Level of literacy may also affect, especially with formal communication like a letter.

Even the people reacive the letter and understand a massage, they may have problem to respond for this. This is also connected with ITC knowledge. Some people may have problem to sending and receiving email, and may feel uncomfortable with that media. Family background may also affect commutation. Each family have they on way how they communicate. Every home environment are different some of them are quiet, some more vibrant and noisy. In some families children are not allowed to speak when they want, in some parents pay full attention when the child want say something.

All of that aspect can affect how children will be communicate in the future. Some people are just better at communicating than others. They have a greater ability to encode and decode messages than others. This is because they have developed their communication skills based on their knowledge and experience of what works well. SHC 31 3. 2 Barrier to effective communication •English is not first language •Language in not appropriate for the group age •Health aspect like: hearing difficulty, learning difficulty, disability, autism •Stereotyped thinking •Distraction in conversation •Dominating the conversation, judging Lack of concentration, or attention •Environmental aspect, background (noise around, poor light) •Different in cultural background, beliefs •Family background •Confidence and self-esteem, some people have a problem to express themselves •Poor language and literacy skill •The use of jargon, over-complicated or unfamiliar terms •Blocking the other’s contribution •Overloud, to much information can cause problem •Joking at the someone expense SHC 31 3. 5 Some people have individual need. Some have problem with speak, sign or hearing difficulties or even learning difficulties to respond or/and receiving information.

It is good to provide extra support to that people to help them with communication. Some people need just a little help, like we need speak to them lauder and/or slower, or even repeat massage. Sometimes we can help using more non-verbal language and gestures. But for some of them we need to involve Language Services Professional. For children and young people who have English as a second language, setting very often can provide specialist teacher, who will help them with communication. They are providing special recourses like dual language languages. Many settings have translation and interpreting services on the side.

It very helpful to translate some document in English for people who don’t understand English at all or they language is too poor to understand everything. It is work in the other way, people may provide some documentation in they own language and translator have to translate this to English. Sometimes settings need additional support from the interpreter or professional signer in the spoken language. They have been trained to translate the massage, but not embellish or distort it. In the Early Years Settings very often child need additional help from the Speech and Language services.

Speech therapist help to diagnostic and assess what the problem is and find the solution how to communicate with the person who have difficulties with speech and language. They support the staff; they may provide suggestion and guidance how to use resources. Very often they use PECS (Picture Exchange Communication System) where children or young people need to point or give the picture with thing what they want. That system can be use for people who have speech difficulties; they have English as a second language and also for people who have an autistic spectrum disorder. The other way to promote communication is Makaton.

It is designed to support spoken language and the signs and symbols are used with speech, in spoken word order. Signs are used, with speech, in spoken word order. This helps provide extra clues about what someone is saying. Using signs can help people who have no speech or whose speech is unclear. Using symbols can help people who have limited speech and those who cannot, or prefer not to sign. Many people then drop the signs or symbols naturally at their own pace, as they develop speech. Makaton is extremely flexible as it can be personalised to an individual’s needs and used at a level suitable for them.

Advocacy services are special services to help people say what say what they want, secure their rights, represent their interest and obtain services they need. We have a duty under the United Nations Convention on the Right of the Child to ensure that children can consult about matters that are important to them. The use of advocates is essential for children or young people who are in local authority care or for people who have communication difficulties. Some local council have their own advocacy services. To find out if there are any in my area, I can contact my local council or check its website.

SHC 31 4. 1 Confidentiality is setup principles to respect people privacy, not sharing information about people without their knowledge and agreement in spoken ad written language. When we are working with children we have access to lots of information. Some of them have to be confidential, and we not allow passing them to anyone who is not involved in the case. We have to respect child and the child’s family privacy. Confidentiality is also about storage information, and the way that we share this information if it is necessary.

Some information must be share with the whole staff to secure child wellbeing, good sample can be allergies, medical condition or who will pick up the child. But a lot of personal information about the child, young person or they families need to stay confidential. Under the law Data Protection Act 1998 they are eight principles, which we have to follow. They saying that data must be: •Secure •Fairly and lawfully processed •Accurate •Adequate, relevant and not excessive •Not keep longer than necessary •Processed in accordance with the data subject’s •Not transferred to the other countries without adequate protection

They are some cases when we need share information. Usually these things happened if we think child can be in danger, neglected or abuse. So in that case we need to share this information to the line manager, or special services. Similar things happed when the child o young person need to have support form the specialist. SHC 32 4. 3 As a practitioner I have duty to keep information confidential. But sometimes are some cases I may need to break confidentiality. Breaching confidentiality is a very serious matter and we do that in case if the child or young person may be abuse, neglect or is a crime has been comminited.

All settings should have a designated person to deal with child protection issues. If I have concerns that a child is being abused it is my job to disclose this information to the designated/manager of the setting unless you think by disclosing the information will put the child or young person in further danger. Information should be passed quickly and correctly directly to the person or organization, which will deal with the case. But it is important to remember not pass information unnecessary to people who not really need to know about this, e. g.

I can inform class teacher, but not necessary other member of staff or other parents. When a child or young person discloses information to me. I don’t need to promise to keep a secret. If the child or young person confides in us we cannot promise to keep it a secret because we will have to disclose the information given and this will make the child think that they cannot trust that person anymore, they trusted you in the first place to disclose the information. Also a main feature of sexual abuse is that the abuser asks the child to keep this a secret between them.