| ||L.O |Ass | Performance evidence || |criteria | || | |Date : 29/5/2012 Location : || |1.1 |Identify different reasons why people communicate. || | | || | |Making relationship. || | |Trust building. || | |Gather and share information.
|| | |Expressing thoughts and ideas. || | |Giving and receiving support || | |Expressing feelings, wishes, needs and preferences. || | | || | | || | |Making relationship. || | |Develop positive verbal and non-verbal communication skills, such as being courteous to help make a good impression and || | |to build rapport with service user. || | | || | |Trust building. || | |Maintain a friendly approach with service user, colleagues and relatives. By being interested of how they feel and are || | |doing. This enable them to feel comfortable, secure and trust us with their care.
|| | | || | |Gather and share information. || | |We need to obtain information on and about the service user to make sure the right care and support is being given, and || | |to pass on information to colleagues and other care professionals if there are any changes in care provided. || | | || | |Expressing thoughts and ideas. || | |Share thoughts about care issues and aspects of practice with other colleagues.
Encourage service user to communicate || | |with us and let us know how they feel about care provided to them and prompt them to express their thoughts. || | | || | | || | | || | | || | | || | | || | | || | |Giving and receiving support. || | |This applies for both service users and carers. Service user is being given support in a way to build up their || | |self-confidence and seek reassurance. We carers get support from the team leader and manager in the form of one to one || | |supervision, staff meeting and appraisals to reassure us about our work performances.
|| | | || | |Expressing feelings, wishes, needs and preferences. || | |To enable service user to communicate to us and raise any issues that they may have, express their feeling and talk || | |about how they wish to be treated and what are their likes and dislikes. || | | || | | || | |Explain how effective communication affects all aspects of own work. || | | || | |This is divided in two parts: || | |Communication with service users and relatives. || | |Communication with colleagues and other care professionals.
|| | | || |1.2 |Communication with service users and relatives. || | |When communicating with service user and relative always use a consistent, professional and respectful approach, this || | |will enable service user and relative to trust and respect you. They need to be confident that you value them as a || | |person and are able to communicate with them about any needs, wishes and preferences relating to their or their || | |relatives care. || | | || | |Establish a good rapport with each individual. || | | || | |Speak directly and positively.
|| | | || | |Respect confidentiality by communicating personal and sensitive information in an appropriate private area. || | | || | |Always show respect to service users and relatives by using Mr, Miss or Mrs unless they prefer to use their first name. || | | || | |Adapt communication skills to meet needs of service users for those who have hearing or visual impairment and those || | |whose first language is not English. || | | || | | || | | || | | || | | || | | || | | || | | || | |Communication with colleagues and other care professionals. || | |This is based on establishing a friendly but yet professional working relationship where we can give and receive || | |information and support. Communication with colleagues should be around the share goal of promoting health and wellbeing|| | |of service users you care and support for. || | | || | |Talk to colleagues directly and concisely.
Give them time to absorb what you are saying and use positive body language. || | | || | |Always listen to others point of view and always be polite and constructive when you disagree. || | | || | |Clarify any points and questions when you are not sure what you have been told or asked to do.
|| | | || | | || | |Explain why it is important to observe an individual??™s reactions when communicating with them. || | | || | |By observing an individual reaction you can ascertain: || | | || | |Whether they understood the message you were trying to pass on. || | |If they are happy, satisfied, comfortable, worried, sad, agitated etc. || | |Whether the right method of communication has been used. || | |As you get to know the service user you will be able to identify what their normal behaviour and reactions are.
This || | |will allow you to monitor for any changes in behaviour and find out the source of the problem and sort it accordingly. || | |With people that are not well enough to speak or are not confident enough, non-verbal feedback is very important. || | |Non-verbal communication includes: eye contact, facial expressions, body language, touch??¦ || | | || | | || | |Find out an individual??™s communication and language needs, wishes and preferences. || |1.3 | || | |To find out about an individual communication and language need we need to gather information from the relatives and || | |refer to the service user care plan where information will be provided by other care professionals || | |This will give us information on speech and language issues, learning difficulties, any disabilities or physical || | |condition that may affect their ability communicate. || | |This will enable us to use the right method of communication. || | |By finding the right method of communication, this will allow us to understand the wishes and preferences of the service|| | |user, as well as identifying if there is a problem and support them making choices about how care and support is being || | |provided to them.
This will make them feel respected, valued and in control of what happen to them. || | | || | |Identify barriers to effective communication || | | || | |Barriers to communication are things that interfere with a person ability to send, receive or understand a message. || | | || | |Environmental Factor- this includes noise impairs, listening and concentration, poor lighting, environment that are too || | |hot or cold and cause discomfort.
Lack of privacy that discourages service users from expressing their feeling and || | |wishes. || | | || |2.1 |Developmental stage ??“ a person??™s developmental stage could limit their ability to communicate and may be a barrier to || | |effective communication if you don??™t take this into account when choosing your words or way of talking to them. Don??™t || | |use long sentences, complex words or unusual phrases.
|| | | || | |Sensory deprivation and disability ??“ visual impairment may reduce a person??™s ability to see faces or read written signs || | |and leaflets. Hearing impairment may limit conversation. Conditions such as cerebral palsy, stroke, cleft palate, Down??™s|| | |syndrome and autism tend to limit a person??™s ability to communicate verbally and non-verbally; difficulties interpreting|| | |non-verbal communication are typical of autism. || | | || | |Language and cultural differences ??“ the UK is a multicultural country with a mix of different ethnic groups and language|| | |communities. English may be a second or even third language for some service users, and may not be spoken or understood || | |at all by others. Communication in written and spoken English may not be easy or even possible for people in this || | |situation. Similarly, people from different cultural groups may interpret non-verbal behaviour in different ways, || | |misunderstanding messages.
|| | | || |3.1 |Distress, emotional difficulties and health problems ??“ some conditions, depression and stroke for example, may affect an|| | |individual??™s ability to send and receive messages effectively. Illness and injuries can also cause people to withdraw || | |from communication situations.
Similarly, when a person is angry, aggressive or upset they may find it difficult to || | |communicate; their own communication may be misunderstood by others. || | | || | |Identify sources of information and support or services to enable more effective communication. || | | || | |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: || | |Your supervisor, line manager or mentor || | |Senior and experienced colleagues || | |A service user??™s relatives || | |Specialist practitioners, such as speech and language therapists, psychologists or special needs teachers || | | || | |Interpreting services and organisations which work with recent immigrants and asylum-seeking families where use of || | |English is a barrier to effective communication || | |Specialist organisations which provide support for people who have sensory impairments, disabilities and language || | |problems. || | | || | |Explain the term ???confidentiality??™ || | | || | | || | |Confidentiality is about protecting an individual??™s right to privacy. You may obtain private, personal information from || | |service users, their relatives or from other practitioners as part of your work role. || | |As a carer we have a duty to: || | |Keep personal information about service users private || | |Only share information about service users with those who have a right to know or when a person has given their || | |permission to disclose information about them.
|| | | || | | || | |Describe situations where information normally considered to be confidential might need to be passed on. || | | || | |There may also be times when you have to reveal what you have been told, or have seen, to a more senior person at work || | |or to an external organisation. A service user??™s, family member??™s or colleague??™s request that you maintain || | |confidentiality can be overridden if: || | | || | |What they say suggests that the service user may be at risk of harm.
|| |3.4 |They reveal information that can be used to protect another person from harm. || | |A court or a statutory organisation, such as a Mental Health Act tribunal, asks for specific information about a person.
|| | | || | | || | | || | |Explain how and when to seek advice about confidentiality. || | | || | |We can seek advice about confidentiality by referring to the workplace policies and procedures on confidentiality or || | |speak to the team leader or directly to the home manager. || | | || | |If one of the service user told you something in confidence and you are concern that this may affect their safeguarding || | |and welfare, you should report it to your supervisor immediately. || | | || | | || | | || | | || | | || | | || |4.1 | || | | || | | || | | || | | || | | || | | || | | || | | || | | || | | || | | || | | || |4.3 | || | | || | | || | | || | | || | | || | | || | | || | | || | | || | | || | | || | | || | | || | | || | | || |4.4 | |———————–Evidence Ref:Unit Numbers: