Unit 1 Developing effective communication in health and social care

BTEC Level 3 National Health and Social Care 

Unit 1 Developing effective 

communication in health and 

social care 

Unit overview Credits: 10 

This mandatory unit enables learners to understand effective communication within health or social care 

settings, some of the many barriers to effective communication and ways to overcome them. Learners will gain 

the necessary interpersonal skills to communicate with a range of people within the sector and will have the 

opportunity to identify and analyse the effectiveness of their own communication skills. 

This is a 10-credit unit and can be taught in 60 guided learning hours, with learners also expected to complete 

non-supervised individual study time. This is a mandatory unit for all qualifications. 

On completion of this unit, learners should: 

LO1 Understand effective communication and interpersonal interaction in health and social care 

LO2 Understand factors that influence communication and interpersonal interaction in health and social care 

environments 

LO3 Understand ways to overcome barriers in a health and social care environment 

LO4 Be able to communicate and interact effectively in a health or social care environment 

Unit contents 

The scheme of work for this unit (page 13) links to the following resources to help you deliver Unit 1. 

Lesson plan LP 

Activity sheet AS1, AS2, AS3, AS4 AS5, AS6, AS7, 

AS8, AS9 

Stretch and support AS1, AS2, AS3, AS4 AS6, AS8, AS9 

LO1 LO2 LO3 LO4 

AS10, AS11, AS12 

Presentation PPT 

Video V5 V5 

All of these resources, including an editable version of the scheme of work, can be found on the accompanying 

CD-ROM, as well as answers to the activity sheets and Just checking questions in the Student Books. 

Assessment 

This unit is assessed through learners presenting evidence that demonstrates they can meet all the learning 

outcomes for the unit. Assignments may be in a number of parts and will include reports of learners’ own 

communication work in the role of health or social care worker. Learners must show their understanding of 

communication in practice and include an analysis of their own interpersonal skills. Assignments need to include 

one-to-one interaction as well as group interaction, both of which should be analysed, evaluated and linked to 

theories. Learners must show evidence of effective interaction in a health and social care environment. This 

could involve witness testimony and learners’ own reflections, but it is important to ensure that personal 

information about individuals or staff is not used. 

Links to other units 

This unit has links with Unit 6 Personal and professional development in health and social care, as the skills 

involved in developing and assessing communication skills will be best learnt during a period of work 

experience. 

© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free. 1

Unit 1 Developing effective communication in health 

and social care 

How to deliver the unit 


Tutors can introduce learners to this unit through an overview of communication skills required and the contexts 

in which they occur. Learners can then work in groups to identify these contexts. Extracts of interpersonal 

interactions could be presented on DVD/video and learners can identify the various forms of communication 

being demonstrated. Extracts could be purpose-made or simply recorded from TV programmes, such as 

Doctors, Casualty, Holby City, House or Trauma. Reality programmes such as Jeremy Kyle can be useful for 

examples of miscommunication. 

Guest speakers can enhance learning significantly by allowing learners to experience the various forms of 

communication and to practise their own skills (AS2, AS4). Guests could include signers or Makaton users, 

therapists, people from different cultures and people with visual or hearing impairments. 

In small groups learners can research each form of communication and present their findings as a presentation. 

Learners could carry out a similar research project to help them appreciate the positive and negative effects of 

communication and barriers, as in AS8 and AS9. Tutors should encourage learners to produce posters or 

leaflets to be displayed as a reminder of the importance of good communication skills. 

The unit should be presented in an interactive way, with learners taking part in as much role play and discussion 

as possible – activities some learners find easier than others. Tutors should offer support wherever needed, 

encouraging quiet or less confident learners to participate in group discussions. The more vocal members of the 

group will need support to allow others to be heard. This may be particularly relevant when role playing 

‘assertiveness’ and tutors should be prepared to challenge ‘aggressive’ responses. Recording or videoing 

discussions will provide learners with useful feedback in order to evaluate their own skills. 

Useful resources 

Books 

Bateman, N. (2000) Advocacy Skills for Health and Social Care Professionals, London, Jessica Kingsley. 

Burnard, P. (1992) Communicate! Communication Skills Guide for Health Care Workers, London, Hodder 

Arnold. 

Moss, B. (2007) Communication Skills for Health and Social Care, London, Sage Publications. 

Stretch, B. and Whitehouse, M. (2010) BTEC National Health and Social Care Book 2, Oxford, Pearson. 

Websites 

East Anglia Communications Skills Cascade 

Resources to promote and support the teaching of communication skills in health care 

http://www.skillscascade.com/ 

National Institute for Health and Clinical Excellence 

Provides guidance on promoting good health and preventing and treating ill health 

http://www.nice.org/uk/ 

British Sign Language 

http://www.britishsignlanguage.com 

The Makaton Charity 

http://www.makaton.org/ 

2 © Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.

© Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free. 

1 

Scheme of work 

Unit 1 Developing effective communication in health and social care 

Broad aim: To understand effective communication, barriers to this and ways to overcome these. 

Tutor(s): 

PPT= Presentation 

SB1/2 = Student Book 1 or 2 

AS = Activity sheet 

V = Video 

NS = Non-supervised individual study time 

R = Research 

Academic year: 

Number of weeks: 20 

Duration of session: 3 hour blocks* 

Guided learning hours: 60 hours 

Credits: 10 

*3 hour blocks may be delivered over 3 sessions 

Week Outcome/topic Tutor activity Learner activity Resources Assessment and 

PLTS and Functional 

Skills 

1 LO1: 

Understand 

effective 

communication 

and 

interpersonal 

interaction in 

health and 


2 LO1: Forms of 


3 LO1: Types of 


interaction 

Introduce specification and lead 

discussions about contexts 

Support individual learners where 

necessary 

Focus learners on the ways they 

communicate 

Arrange guest speakers, e.g. 

signers or practitioners in art or 

music therapy 

Lead discussions and activities 

Lesson plan included 

Read through the specification and 

identify different forms of 

communication and their contexts 

Small group discussion and 

feedback: the role of 

communication including impact on 

individuals 

SB activities and case studies 

SB Activity 

NS – Learners carry out workrelated 

observation/research into 

forms of communication 

Learners complete AS1, AS2 and 

AS3 

SB case studies 

Group activities 

V5 – Tina talks to Mary 

SB1 Amber p.7, Karen p.8, 

Daniel, p.3 

English: Speaking and 

listening 

SB1 p.9 IE, SM 



AS1 Types of interpersonal 


AS2 Assessing your own 

skills 

AS3 Non-verbal 

communication: Personal 

space 

SB1 p.10 

IE, CT, RL 



Stretch and 

support 

Peer support in 

mixed ability groups 

Mixed ability groups 

for peer support 

Stretch – AS1, AS2 

and AS3 stretch 

sections 

Peer support for less 

able learners 

BTEC Level 3 National Health and Social Care Unit 1 Developing effective communication in health 

and social care

2 




Skills 

4 LO1: 

Communication 

and language 

needs and 

preferences 

5 Preparation for 

assignment 

6 Assignment 1: 

The role of 







7 LO2: 


factors that 

influence 







environments 

Theories of 


8 LO2: 

Environment 

Arrange for taster session with 

professional 

Encourage discussion around 

individual preferences 

Introduce learners to selfassessment/evaluation 

of skills 

Provide sensitive feedback to 

learners’ own assessments 

Ensure learners have planned and 

discussed their interaction with 

workplace supervisor 

Ensure learners understand and 

follow the guidelines for the 

assessment task 

Introduce learners to the 

communication cycle and 

theory/stages of group interaction 

Lead the role play; encourage 

reflection and links to theories 

Lead whole group discussions 

Prepare recording sheets 

Ensure groupings are balanced 

R – Identify methods of 

communication such as British Sign 

Language (BSL), Makaton, etc. 

SB Activity 

Learners complete AS4 to assess 

non-verbal skills 

NS – Learners communicate in the 

workplace and link this to the 

theory, e.g. through a log with 

examples of communication and 

interpersonal interactions 

Learners complete AS5, AS6 and 

AS7 

Learners carry out role 

play/reflections with reference to 

stages of communication 

Presentations to group 

SB activity and case study 

V Workspace case study and video 

NS – Observations in the 

workplace 

Learners discuss contexts for 

group interaction and participate in 

different types of group interaction: 

recording, reflecting and feedback 

SB activity 

A taster session for British 

Sign Language and/or 

Makaton may encourage 

learners to develop these 

skills further. 

SB1 p.14 

AS4 Assess your own nonverbal 

skills 

IE, RL 

ICT: Bring together 

information to suit 

content and purpose 



RL 



Template to prepare log P1, M1 

IE, SM 



AS5 Factors that influence 

communication and 

interpersonal interaction 

AS6 Factors that influence 


AS7 The communication 

cycle 

SB1 p.19 

V5 

Recording sheets 

SB1 p.21 

IE 



IE, CT 


listening, Writing 


support 

Individual support as 

necessary to carry 

out research 

Stretch – AS4 

stretch section 

Careful guidance 

needed to protect 

vulnerable learners 

Stretch – AS6 

stretch section 

Support may be 

needed to protect 

more vulnerable 

learners during role 

play 




BTEC Level 3 National Health and Social Care


3 



Skills 

9 LO2: Barriers Introduce a range of factors that 

affect communication 

Invite a suitable guest speaker to 

provide insight into cultural 

variations in verbal and non-verbal 


10 Putting LO2 into 

practice 

Review learning 


Understanding 

effective 




skills 

12 LO3: 


ways to 

overcome 

barriers in a 



environment 

Communication 




13 LO3: Aids to 


Provide a summary to 

communication barriers, ways to 

overcome these and skills required 

Lead role plays 

Introduce the assignment and 

ensure learners are familiar with 

the assessment criteria 

Discuss assertive, aggressive and 

submissive behaviour 

Introduce complex issues/coping 

skills 

Provide a variety of aids to 

communication for learners to 

explore 

Lead role play 

R – Learners carry out group 

research into positive and negative 

factors affecting communication 

NS – Learners create a poster of 

barriers to communication 

SB case studies 

Learners complete AS8 and AS9 

Learners use role play and 

feedback to practise 

communication using a counselling 

skills training format 

Learners cover one-to-one and 

group communication and 

interpersonal interaction, including 

factors and strategies used to 

assist effective interactions 

SB activities 

Learners practise assertiveness 

skills through role play and 

complete AS10 and AS11 

SB activities and case studies 

Learners role play human aids, e.g. 

the part of an advocate 

SB Activity and case studies 

SB1 p.23, 25, 27 IE, CT 




information 

AS8 Barriers to 


AS9 Overcoming 

communication barriers 

Internet access 

IE, CT 



SB1 p.21, 28, 39 P2, P3, P4, M2, D1 

IE, CT 



ICT: Recording 

AS10 Assertiveness 

AS11 Assertive behaviour 

SB1 p.30 

Technological aids 

SB1 p.37 

IE, CT 



IE, RL 




information 


support 

Mixed ability groups; 

The more able could 

research cultural 

variations 

Stretch – AS8 and 

AS9 stretch sections 

Encourage less 

assertive learners 

and guide more 

aggressive learners 

to support others 


to support each 

other on research 



4 




Skills 


One-to-one 


interaction and 

review 

Ensure learners have planned and 

discussed their interaction with a 

workplace supervisor 

Ensure learners understand and 

follow the guidelines for the 

assessment task 

15 Review Go through the presentation and 

the theory hidden underneath the 

pictures (The Communication 

Cycle) 

16 LO4: Be able to 

communicate 

and interact 

effectively in a 

health or social 

care 

environment 

17 LO4: 

Communication 

skills 

18 LO4: 

Effectiveness 


Group 

interaction and 

reflection 

20 LO1, LO2, LO3, 

LO4 

Provide opportunities for learners 

to practise their skills 

Ensure arrangements for 

interactions within the workplace 

are discussed and agreed with 

tutor and supervisors 

Provide support and feedback to 

improve learners’ skills in 

preparation for assessment 

Provide support to improve 

learners’ skills in interaction and 

writing up evidence 

Provide time and support for 

learners to complete their 

assignments 

Learners provide evidence of 

interaction with an individual in a 

health and social care context 

SB Assessment activity 1.5 

PPT 

Learners work in groups to answer 

questions on PPT and guess the 

hidden theory 

Learners use AS12 for revision 

Learners can practise their 

communication and personal 

interactive skills in preparation for 

assessed interactions 

SB Activity 

NS – Finish chapter 1 of SB1 

NS – Learners carry out 

interactions and record the 

outcomes 

NS – Learners can record 

interactions to support the 

reviewing process and receive 

feedback from peers and tutors 

Learners provide evidence of group 

interaction in a health and social 

care context as a review of skills 

SB: Assessment activity 1.6 

Learners complete and check 

assignments against the 

assessment criteria 

SB1 p.41 

Log/witness form 

AS12 Key terms 

PPT 

P5 (part M3 and part 

D2) 

CT, RL, SM 






SB1 p.38 IE, SM 



SB1 for reference IE, SM 




SB1 for reference IE, SM 




SB1 p.42 P6, M3, D2 

CT, RL, SM 


listening. 


SB for reference English: Speaking and 




support 


Support learners as 

necessary through 

sensitive feedback 

Support may be 

needed for less able 

learners 

Support individual 

learners as needed 

Individual support as 

necessary to 

encourage highest 

attainment 





1 

Lesson plan – Week 3 

Aim 

To introduce learners to different types of interpersonal interaction, e.g. speech, language (first language, dialect, slang, jargon), non-verbal communication (posture, facial expression, 

touch, silence, proximity, reflective listening) 

SB1/2 = Student Book 1 or 2 

PPT = Presentation 

AS = Activity sheet 

V = Video 

This is a 60-minute lesson. 

Learning objectives 

● All learners will understand effective communication and interpersonal interaction by participating in activities 

● All learners will describe each term 

● All learners will reflect upon their own communication skills and make adaptations as necessary 

● Most learners will read the relative chapter in SB1 and make notes on the different types of interpersonal interaction 

● Some learners will research further into areas such as non-verbal communication 

Timing/ 

content 

5 min 

Welcome 

Tutor activity Learner activity Resources Individualised activity/ 

differentiation 

Welcome to the session and 

aims of the lesson written on 

the board 

Health and safety check 

Every Child Matters check 

Register 

5 min Hand out packs of cards and 

explain the task; each card 

should contain a symbol that 

learners will not instantly 

recognise 

5 min Lead feedback and discussion; 

record responses on board 

5 min Introduce the importance of 

listening and the case study 

Learners settle and read aims Whiteboard/interactive 

whiteboard/pen 

PC 

Learners work in pairs, sitting 

back to back, and take it turns 

to pull out a card and describe 

the picture to their partner, who 

draws the picture 

Learners discuss the difficulties 

involved in the previous 

exercise 

Is speech alone enough to 

communicate? What else is 

involved? 

Learners read SB case study 

and answer questions on page 

14 

Packs of 6+ cards in envelopes 

Paper and pens/individual 

whiteboards and pens 

Whiteboard/interactive 

whiteboard/pen 

SB1 p.14 

Learner pairs may be 

deliberately balanced or 

arranged according to stretch 

and support needs 

Quiet learners persuaded to 

communicate ideas 

PLTS Functional 

Skills 

IE, CT 

RL English: 

Speaking and 




2 


Timing/ 

content 

Tutor activity Learner activity Resources Individualised activity/ 

differentiation 

10 min Give out AS1 Types of 

interpersonal interaction 

10 min Direct learners to SB1 case 

study: Professional jargon 

5 min Explain the ‘proximity exercise’ 

and ask students to complete 

the exercise 

After 2 minutes take feedback: 

differences between friends or 

learners who do not know each 

other well 

10 min Hand out AS2 Assessing your 

own skills 

5 min 

Plenary 

Consider using individual 

questioning to check 

understanding 

Encourage learners to read the 

whole of Chapter 1 in SB1 and 

make notes 

Learners complete activity sheet AS1 Types of interpersonal 


Learners read and answer 

questions 

Learners work in pairs. One 

approaches the other until they 

say stop (when they feel 

uncomfortable). Measure toe to 

toe distance. Swap round to 

include same/different genders, 

sizes or ages. 

PLTS Functional 

Skills 

Stretch – AS1 stretch section IE, SM English: 



SB1 p.10 More able learners can check 

the use of jargon in a health and 

social care setting 

Tape measure 

Paper and pen 

IE, CT 

IE, CT, SM 

Learners complete activity sheet AS2 Assessing your own skills Stretch – AS2 stretch section IE, CT, SM English: 



Learners read SB and make 

notes to check understanding of 

terms 

Whiteboard or PPT of all the 

terms used in this section 







Types of interpersonal interaction 

Test your communication skills. Look at the faces below and decide what each character is feeling. Compare 

your answers to those given by other members of the group. Do you agree? 

Mirroring, or reflective listening, is an effective way to show people that you are really listening. 

With a partner or friend practise reflective listening. One person speaks and the other must mirror their actions 

and their words. Do not make it obvious that you are doing this. You can say things like: 

‘So are you saying that…?’ 

‘Have I heard you correctly? Did you say…?’ 

‘You’re looking very sad. Do you feel sad?’ 

Ask your partner for feedback. Were you being too obvious? Did you put your partner at ease? 

Did they feel that they wanted to open up and share more with you? 

Slang is language outside conventional usage. Use the table below to decide the meaning of each of the words 

and then compare your answers to your friend’s answers. 

Slang word Your interpretation Your friend’s interpretation 

Sad 

Cushy 

Ace 

Sick 

Savvy 

1. Think of a word or two of your own and ask your partner for their interpretation of it. 

2. Did you both agree on all the words? If not, why do you think you had different answers? 

3. Why do you think it is important not to use slang within health and social care settings? 

4. Ask parents for their interpretation of the above words. Why do you think the meaning of some words 

changes over time? 

Stretch 

AS1 

Visit the website below and test your ability to read emotions in people’s eyes. 

http://glennrowe.net/BaronCohen/Faces/EyesTest.aspx 




Assessing your own skills 


In groups of three carry out a one-to-one discussion about the course content and thoughts on what you will 

learn. The third member of the group observes the interaction, records the communication skills of one of the 

participants and then gives feedback to that participant in preparation for interactions within the workplace. 

Rotate the roles until everyone has observed and been assessed. 

Communication skills Notes 

Listening 

Responding 

Tone 

Pace 

Language 

Appropriate environment 

Proximity 

Clarifying or repeating 

Questioning 

Responding to difficult 

situations 

Stretch 

AS2 

You may also wish to video your interaction and assess your own skills. 



Non-verbal communication: 

Personal space 

There are different expectations about personal space. 

Fill in the chart below by considering who you would allow to enter each area. 

In small groups discuss your answers to the following questions: 

1. If an elderly client was feeling upset, would you give them a hug? 



2. You are in a meeting with your team leader and a client you support. Where would you sit in relation to each 

other? 

3. A young child you are looking after falls over and scrapes their knee. How would you respond? 

4. An adult with learning difficulties slaps your hand away as you try to help them fasten their coat. How would 

you respond? 

5. An elderly client has soiled himself but is refusing your help to clean him up. What would you do? 

Stretch 

AS3 

Personal space 

Close relationships 

Personal space with friends 

Public space 

Research the work of Edward Hall (1966) into personal space. You may also want to look at research into 

gender differences (e.g. Fisher and Byrne, 1975) and cultural differences (e.g. Smith, 1979). 





Assess your own non-verbal skills 

Read the table below before you begin. 

Plan a short conversation with a partner. While you are talking check your own non-verbal communication by 

using the table. Then team up into groups of four and assess each other’s skills. 

Eye contact 

Facial 

expression 

Posture 

Touch 

Silence 

Proximity 

Gestures and body language 

How often do you make eye contact with the person you are talking to? Do you stare at them or do 

you avoid looking into their eyes? How do you feel when the person looks at you? 

Does your face reflect what you are saying? Are you too inexpressive, showing little emotion? Are you 

over-exaggerating or feigning your interest? 

Does your body look too relaxed? Are you too still and rigid? Are your arms or legs crossed? What are 

you doing with your hands? Are you facing the person you are talking to? 

Do you touch the person you are talking to? Why do you touch them? Could this be interpreted 

differently by the other person? 

Are you talking non-stop? Are you allowing enough time for the other person to respond? Are you 

waiting too long before giving your own response? 

Are you standing/sitting too close or too far away? 

The following are mixed up. Draw a line from each non-verbal cue to its correct explanation. 

Hands on hips Open and relaxed 

Sitting with legs crossed Authoritative 

Sitting with legs apart Lack of self-confidence 

Arms crossed on chest Defensive 

Hand on cheek Openness, sincerity 

Touch or rubbing the nose Boredom or defensive 

Rubbing the eye/s Disbelief, doubtful 

Open palm/s Lying, doubtful 

Touching hair Thinking, evaluating 

Steepled fingers Aggression or readiness 

Stretch 

AS4 

Next time you watch a TV programme practise identifying what people are really saying through their body 

language. 



AS5 



Factors that influence 

communication and interpersonal 


Fill in the boxes with your ideas of factors that could influence communication and interpersonal interaction 

within a health and social care setting. 

Communication is 

influenced by ... 




Factors that influence 



Using the table below consider which factors may enhance (improve) communication and which factors may 

inhibit (hinder) communication. Some factors have been included to get you started. 

Factors Enhancing factors Inhibiting factors 

Physical environment Distractions 

Emotional factors Openness 

Social factors Lack of understanding of cultural 

differences 

Communication skills Active listening 

Individual needs Using sign language 

Self-esteem is how you value or feel about yourself. Think of ways in which you can increase another person’s 

self-esteem and make a list below. Try presenting your ideas as a spider diagram. 

● 

● 

● 

● 

● 

● 

● 

Stretch 

AS6 

Research a number of cultural variations in non-verbal behaviour. Make a poster or a presentation to show your 

findings to the rest of the class. 



The communication cycle 

Unit 1 Developing effective communication in 

health and social care 

For each stage of the communication cycle give an example using the beginning of the case study in Student 

Book 1, page 19 where Karen is talking to Jasmin, whose partner has died. Imagine you are Karen and you 

need to respond. Once you have finished, check how your responses compare to Karen’s responses. 

Idea: 

Message coded: 

Message sent: 

Message perceived: 

Message decoded: 

Message understood: 

For each stage of the scenario above, consider ways in which communication could be hindered. 

Idea: 

AS7 

Message coded: 

Message sent: 

Message 

understood 

Message decoded 

Message perceived: 

Message decoded: 

Message understood: 

Ideas occur 

The 


cycle 

Message received 

Message coded 

Message sent 




Barriers to communication 

There are different types of barriers that can block effective communication. 

● Information may not be received. 

● Information may be received but not ‘decoded’ correctly. 

● Information gets through but what you understand is distorted by perception. 

1. Fill in the brick wall below with your own ideas about how these barriers might occur. 


E.g. Using slang or 

jargon 

2. For each of the following, give a definition and state how it may overcome barriers to communication. 

Open questions: 

Probes: 

Prompts: 

Stretch 

AS8 

Research the work of Martin Seligman (1967) into ‘learned helplessness’. Produce a poster to explain the 

concepts to your classmates. 





Overcoming communication barriers 

For each of the barriers listed, consider possible strategies for overcoming it. 

Type of barrier Possible strategies 

Communication that involves difficult, 

complex or sensitive issues 

Unmet language needs or preferences 

Sensory impairment 

Disability 

Personality or self-esteem needs 

Anxiety or depression 

Aggression/submissiveness 

Assumptions, values or beliefs 

Jargon 

Cultural variations 

Abuse of power 

Alcohol or drugs 

Stretch 

AS9 

Use the internet to carry out further research into the use of sign language. Make a poster to display either in 

your classroom or workplace. 




Assertiveness 

1. Write a short summary of each of the following behaviours. 

Aggressive: 

Assertive: 

AS10 

Submissive: 


2. Read the following scenarios and decide on responses that would be aggressive, assertive and submissive. 

Scenario 1 

A colleague rings you up while you are talking to a new client. Your colleague wants to talk about a meeting set 

up for next week about another client and is quite insistent. 

Aggressive response: 

Assertive response: 

Submissive response: 

Scenario 2 

Your boss has criticised your communication skills, stating that a number of clients have complained that you 

have been rude to them. You disagree with this and believe your boss is being unfair. 

Aggressive response: 

Assertive response: 

Submissive response: 



AS11 

Assertive behaviour 

For each scenario below place the correct letter next to the response. 

A = Aggressive, S = Submissive, V = Assertive 



1. A colleague promises to call you with some important information concerning a client. He doesn’t call. 

a. You feel hurt but don’t say anything about it, thinking he’s probably really busy. 

b. Ring him up and say, ‘I don’t like it when you tell me you’ll do something and you don’t. I wish you 

would call me when you say you will.’ 

c. Ring him and say, ‘You are so unprofessional! You never do what you say you’ll do.’ Hang up 

before he can give any explanation. 

2. You want permission from your boss to change your work day so that you can attend your sister’s wedding. 

a. Just swap with a friend and say that you didn’t think he would mind. 

b. Tell yourself ‘There’s no point even asking. I never get what I want.’ 

c. Say, ‘There’s a family wedding coming up that I would really like to attend. Can I change my 

working day next week?’ 

3. Your client has just been diagnosed with a sexually transmitted infection (STI) and asks you to find some 

information for her. You visit the library looking for books on STIs, and you cannot find any. 

a. Say loudly, ‘This place is ridiculous! You can’t find anything here!’ 

b. Ask the librarian, ‘Could you show me where to find a book about STIs?’ 

c. Wander around, not wanting to ask because you are afraid you will look stupid. 

4. You are just leaving the office after an eight-hour shift when your boss enters and asks you to stay on for an 

extra hour or two as he needs to attend an emergency meeting. You are due to catch the last train home. 

a. Say, ‘No way! I’ve done my shift. You’ve got no right to ask me to do more.’ 

b. Say, ‘I am due to catch the last train home so I’m afraid I can’t help out. I’ll give you the number of 

my colleague who has agreed to be on call today.’ 

c. Say, ‘Well, I have been here all day and I do have a train to catch but if you really want me to I 

suppose I can.’ 

Practise your assertive behaviour. 

In pairs, role-play the scenarios below. Respond in an assertive manner. Be aware of your non-verbal behaviour 

as well as your verbal response. 

A. Your boss has given you a task to complete, but you are still busy on a task she set you earlier that day. 

B. You are out shopping with a client who uses a wheelchair. A small group of youths say some rude things as 

you pass them. 

C. You are at your first team meeting in a new job and a number of your colleagues are continually using 

jargon that you do not understand. 

D. You have been working in a residential home for six months but feel you are still not being given enough 

responsibility. You decide to discuss it with your team leader. 




Key terms 


Rearrange the jumbled letters to find the key terms associated with developing effective communication. 

Anagram Key term Anagram Key term 

gulganae 

citymumon 

grojan 

AS12 

sorseny timinaremp 

mumcatinoonic 

sibidaity 

letacid sumatisnop 

angls saluve 

stirf gulganae wormtenpeme 

rutalluc travionia wrope 


clecy 

elfibe stemssy 

pugor slauve tenasrios 


rirerab 

sensellsheps 

gracin esencepr fles-smeete 

maphety catodave 

Give a definition of the following: 

Group values: 

Reflective listening: 

Assertiveness: 

Self-esteem: 

Caring presence: 

Stereotyping: 


BTEC Level 2 First Health and Social Care 

VC5 

Tina talks to Mary 

Video activity sheets 

1. While watching the video clip, make notes on the communication skills Tina is demonstrating. What does 

Tina say or do to demonstrate each of the skills listed? 

2. After watching the video clip, work in pairs and compare your notes, watching the clip again if necessary. 

Communication 

skills 

Listening 

Responding 

Tone 

Pace 

Language 

Appropriate 

environment 

Proximity 

Clarifying or 

repeating 

Questioning 

Responding to 

difficult situations 

Notes 



Activity sheet answers 

AS1 

Types of interpersonal interaction 



There are no set answers. Learners are encouraged to consider their own skills and express their own views. 

Think about making a contract with learners concerning confidentiality within the class and develop a sense of 

safety before beginning. 

AS2 

Assessing your own skills 

There are no set answers. Learners are encouraged to assess their own skills and those of their peers. As with 

AS1 Types of interpersonal interaction, consider safety issues and encourage constructive feedback between 

learners. 

AS3 

Non-verbal communication: Personal space 

Using the figure on page 13 of the Student Book 1, learners can put theory into practice by considering how 

each of the personal space issues affects them personally. 

Small group discussions: Learners can be encouraged to consider the needs of the client in each scenario 

and how this may sometimes clash with their duty of care. 

AS4 

Assess your own non-verbal skills 

Hands on hips Aggression or readiness 

Sitting with legs crossed Boredom or defensive 

Sitting with legs apart Open and relaxed 

Arms crossed on chest Defensive 

Hand on cheek Thinking, evaluating 

Touch or rubbing the nose Lying, doubtful 

Rubbing the eye/s Disbelief, doubtful 

Open palm/s Openness, sincerity 

Touching hair Lack of self-confidence 

Steepled fingers Authoritative 

AS5 

Factors that influence communication and interpersonal 


Accept any suitable answers, including: type of communication (written, verbal, sign language, electronic); 

cultural differences, different languages spoken; the environment where the communication takes place, 

attitudes, ability to respond, disability; content of communication, sensitive issues, emotional needs, selfesteem. 




AS6 


Factors that influence communication and interpersonal 


There are a number of correct responses. The following are given as examples. 

Factors Enhancing factors Inhibiting factors 

Physical environment Calm 

Quiet 

Well lit 

Emotional factors Openness 

Own self-esteem 

Distractions 

Noise 

Poor lighting 

Aggression 

Dominance 

Social factors Understanding Lack of understanding of cultural differences 

Communication skills Active listening 

Checking understanding 

Individual needs Using sign language, technological 

aids, interpreters 

Invasion of personal space 

Inappropriate non-verbal behaviour 

Use of jargon etc. 

Generalising and stereotyping 

Ignoring individual needs 

Self-esteem: There are many appropriate responses here. These are given as examples. 

Help build social networks; Listen actively; Help find sources of help and support; Focus on positive 

achievements; Take individual needs into account; Give compliments and positive feedback; Encourage selfnurturing; 

Challenge irrational or distorted thinking. 

AS7 

The communication cycle 

There are no correct answers here. Suggested responses could be: 

Idea: I want to help Jasmin feel better by letting her know that I understand 

Message coded: I will put this into words 

Message sent: I will say ‘You feel you can’t cope without your husband?’ 

Message perceived: Jasmin hears the message 

Message decoded: Jasmin interprets what you said as you wanting to check how she feels 

Message understood: Jasmin understands that you are showing empathy for her situation. 

Idea: Not knowing what to do 

Message coded: Put the message into wrong language or sign or using slang 

Message sent: Unclear speaking or signing; not looking at Jasmin as you speak; negative body language 

Message perceived: Jasmin does not hear or see the message 

Message decoded: Jasmin misinterprets the message, e.g. thinks you have not heard her properly or you didn’t 

understand what she said 

Message understood: Jasmin does not understand what you are saying or doing. 



Barriers to communication 



Some suggestions include: Using slang or jargon; Speaking to a hearing impaired person; Noisy or dark 

environment; Making assumptions; Negative body language; Invasion of personal space. 

Open questions: Require more than a yes/no response, e.g. ‘Tell me how you feel about...’ 

Probes: Short questions to investigate further, e.g. ‘Tell me more.’ 

Prompts: Short questions in order to prompt someone to answer, e.g. ‘Would you do it again?’ 

Overcoming communication barriers 

Type of barrier Possible strategies 

Communication that involves difficult, 

complex or sensitive issues 

Being a caring presence 

Unmet language needs or preferences Use of advocates or interpreters 

Sensory impairment 

Disability 

Personality or self-esteem needs, or anxiety 

or depression 

Aggression/submissiveness Be assertive yourself 

Assumptions, values or beliefs 

Jargon 

AS8 

AS9 

Cultural variations 

Abuse of power 

Alcohol or drugs 

AS10 

Assertiveness 

Accept any suitable responses, for example: 

Aggressive: Angry insistence on being right 

Assertive: Being able to negotiate a solution to a problem 

Submissive: Frightened and accepting you will lose or be put down. 

Scenario 1: 

Make use of other senses, e.g. visual impairment will require more 

use of language skills 

Communicate in a manner that the person understands; find out their 

preferred method of communication 

Verbal skills such as open questions, probes and prompts 

Do not make assumptions; learn about the beliefs and values of other 

people 

Do not use jargon unless the person you are talking to clearly 

understands it 

Do not make assumptions; check your understanding; learn about the 

culture 

Do not abuse your position of power; empower people you work with 

by helping them take control of their life 

Communication will be impaired; it is best to wait until the effects are 

no longer present 

Aggressive response: ‘Why do you always ring me up when I’m in the middle of speaking to a client? You are so 

rude.’ Assertive response: ‘I’m in the middle of something at the moment. Can I ring you back later?’ Submissive 

response: ‘I’m talking to a client at the moment but I will stop to talk to you.’ 




Scenario 2: 


Aggressive response: ‘That’s not true! They’re the ones who are rude and you just want an excuse to pick on 

me.’ Assertive response: ‘Well, I disagree with you. Perhaps you could give me an example of when I have been 

rude.’ Submissive response: ‘Okay, you’re right. I’m not very good at this job.’ 

AS11 

Assertive behaviour 

1. a S, b V, c A; 2. a A, b S, c V; 3. a A, b V, c S; 4. a A, b V, c S 

AS12 

Key terms 

Anagram Key term Anagram Key term 

gulganae citymumon language community sorseny timinaremp sensory impairment 

grojan jargon mumcatinoonic sibidaity communication disability 

letacid dialect sumatisnop assumption 

angls slang saluve values 

stirf gulganae first language wormtenpeme empowerment 

rutalluc travionia cultural variation wrope power 

mumcatinoonic clecy communication cycle elfibe stemssy belief systems 

pugor slauve group values tenasrios assertion 

mumcatinoonic rirerab communication barrier sensellsheps helplessness 

gracin esencepr caring presence fles-smeete self-esteem 

maphety empathy catodave advocate 

Group values: Group members share a common system of beliefs or values in order for the group to 

communicate and perform effectively 

Reflective listening: Reflecting back to the person what you think they said in order to check your 

understanding 

Assertiveness: Being able to negotiate a solution to a problem 

Self-esteem: How you value or feel about yourself 

Caring presence: Being open to the experience of another through a ‘two-way’ encounter with that person 

Stereotyping: A fixed way of thinking involving generalisations and expectations about an issue or group. 



Student Book 1 Answers 

Just checking questions, p. 44 

1. Why is tone of voice categorised as a non-verbal rather than a verbal issue? 



Verbal communication is communicated in words; non-verbal communication is communicated without 

words. Tone of voice is distinct from the words that are spoken, and can convey meanings beyond these 

words, so it is classed as non-verbal communication. 

2. Is it true that effective, caring communication can be defined as ‘clear, concise transmission of 

information between people’? 

No. Effective, caring communication must take emotional issues into consideration and will often involve 

‘small talk’ or greetings/farewells that do not involve clear and concise transmission of information. Building 

an understanding of another person’s views will also require reflective listening skills. 

3. What is reflective listening and why is it important? 

Reflective listening involves checking that you have understood what was said to you; this will allow you to 

build an understanding of another person’s thoughts and feelings and may provide a basis for the 

development of empathy. 

4. Rachel says, ‘I never let anyone else win an argument with me – I always get my own way!’ Is it 

correct to describe Rachel’s attitude as being assertive? 

No. Assertiveness involves a willingness to negotiate – a ‘win–win’ attitude rather than ‘I win–you lose’. 

Rachel’s attitude should be described as aggressive. 

5. If you met a person who said, ‘I can’t hear you, I need to put my glasses on,’ what sense could you 

make of this communication? 

Someone with a hearing disability may watch your lip movements to help them guess the words you are 

saying. If such a person cannot see your face clearly, they will not be able to interpret what you are saying – 

so they will need their glasses in order to hear you! 

6. Is it possible for a person who has no knowledge of the English language to be able to sign using 

British Sign Language? 

Yes. BSL is not spoken English communicated by signs – it is an independent language. Some people in 

the deaf community only communicate using BSL and do not know any English at all. 

7. What problems might arise if a relative (with the necessary language skills) acts in place of a 

professional translator? 

Answers could include the following: 

● A relative may have difficulty understanding technical issues. 

● There may be difficulties in discussing personal issues. 

● There may be problems with confidentiality. 

● A relative may find it difficult to provide non-judgemental support. 

● A relative may become emotionally involved with the issues being discussed.

Unit 1 Developing effective communication in health and social care

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