Unit 1 Developing effective communication in health and social care

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BTEC Level 3 National Health and Social Care Barriers to communication Unit 1 Developing effective communication in health and social care 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.’ © Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free. 3
Unit 1 Developing effective communication in health and social care Scenario 2: BTEC Level 3 National Health and Social Care 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. 4 © Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.
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