Hold one another and be held accountable. Receive social support and encouragement to take risks. Develop new approaches to resolving differences. Establish a shared identity with other group members.
To understand the different reasons why people communicate, we need to comprehend what communication actually is. Communication is about making contact with others and being understood-exchanging this type of information can be done either verbally via words and speaking aloud or in written form, non- verbally including body language and eye contact and tone of voice, we all need to communicate consistently by sending and receiving messages.
There are various reasons to why people communicate; here are some of the following: Maybe more smiles are given when talking to a child rather than to a boss figure. Having a good understanding of effective communication in the work place, can help avoid misinterpretation and misunderstandings especially important in ensuing a safe work place.
Talking and listening to work colleagues, children and parents builds professional and personal relationships, helping establish trust between all parties. Effective communication skills are also needed to encourage children and young people to talk about what they have learnt, say what they think or to express them imaginatively.
Giving and receiving support Children and young people often seek reassurance from practitioners as a way of developing their self confidence as well as self esteem. Some care settings also use support groups, staff meetings and appraisals as ways of providing early years practitioners with support and reassurance about their work performance.
Expressing feelings, wishes, needs and preferences Early years practitioners need to find ways of encouraging children and the people to express their feelings and to talk about how they wish to be treated, as well as to say what they like and dislike.
Children and young people will communicate in this way if they trust and have a secure relationship with a practitioner.
If the service user for example looks confused then the social care worker must then adapt their communication and re-phrase the question or statement. In this way communication will be effective.
If a service user cannot verbalise what they want or prefer, then observing their reactions will give the social care worker the information they need. Be able to meet the communication and language need, wishes and preferences of individuals.
This can be done by: Asking parents whether their children have particular language or communication needs. Observing the children and adults who use in the setting to see how they use their communication and language skills.
How confident the child is in communicating with an adult. Demonstrate communication methods that meet the individuals needs wishes and preferences could include using a louder pitch in voice when talking to someone who has hard of hearing and ensuring there is no background distractive noise.
If someone has difficulty reading, audio books can help. If an individual has dyslexia, then reading the information out loud to them, can help them better understand.
A child having difficulty in remembering may find a tape or video recorder a great assistive technology aid. TV, cup of tea, book, food or toilet.
In the case of a foreign language being spoken, the help of a translator or interpretation service can assist. You can show how and when to seek advice about communication if you feel unsure about something, maybe a physical incident may have taken place which worried you, maybe something was thrown at you.
A line manager or supervisor can help advise on specialist organisations who offer expert advice and services, as it is best not to think or second guess that you can manage the situation by yourself especially if you do not have the necessary skill set to deal with certain communication problems.
Professional duty to ensure individuals receive the very best care and support is essential to provide the best service you can for them. Be able to reduce barriers to communication. There are many barriers to communicate both visible and invisible. One of the most common starts with oneself.
One must make sure that the language used is one that the individual can understand.
Individuals may not clearly understand what you are saying to them if those terms are used.an explanation of the concepts of equality, diversity and rights in relation to health and social care a description of discriminatory practice in health and social care a description of the potential effects of discriminatory practice on service users of health or social care.
Whatever the benefits in terms of teaching, instructors should take care only to assign as group work tasks that truly fulfill the learning objectives of the course and lend themselves to collaboration.
Its tasks include the assessment of existing and the identification of new health risks, the drawing up of recommendations on risk reduction, and the communication of this process.
Health professionals tend to work autonomously, even though they may speak of being part of a team. 29 Efforts to improve health care safety and quality are often jeopardized by the communication and collaboration barriers that exist between clinical staff.
Although every organization is unique, the barriers to effective communication that. Some of the variation in how health communication planning is approached is based on whether an organization is at the macro st age, developing a communication strategy, or .
Below is an essay on "Shc 31 Promote Communication Assignment" from Anti Essays, your source for research papers, essays, and term paper examples.
Assessment Task: SHC 31 Promote Communication in health and social care or children’s and young people’s settings.