Standard 3 Communicate effectively -...

Standard 3

Communicate effectively

Your Name: Workplace:

Start Date: Completion Date:

Contents

1. Importance of effective communication in the work setting

2. Meeting the communication and language needs, wishes and preferences of individuals

3. Overcoming difficulties in promoting communication 4. Understand principles and practices relating to confidentiality

5. Questions

CIS Assessment Induction Workbook – Three

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Standard 3

Communicate effectively 1. Importance of effective communication in the work setting

1.1 Be aware of the different reasons why people communicate

What is communication? Communication is the giving and receiving of information. It is the foundation of what we do in everyday life. What we say, how we say it and what we do communicates a multitude of messages that are given and received consciously and subconsciously by using different communication methods. People communicate with you because they have something they want you to know or something they want you to tell them. We communicate to share information and ideas. The key point to remember is that everyone is different. We all think differently and communicate in different ways. The people you are supporting will communicate because they are motivated by what they need. Maslow’s Hierarchy of Needs Abraham Maslow explains behaviour by looking at people’s needs. These are his “hierarchy of needs” shown in the pyramid. Maslow said you have to satisfy the needs at the bottom before moving upwards to satisfy needs that are higher up. A person won’t really be motivated by needs at a high level until the ones at lower levels are all satisfied. Here is a simple example: It is no good trying to help someone achieve their lifelong ambition if they are worried that their house could be repossessed.

Observe individuals’ reactions when you are

communicating and think about how the way you

communicate with them makes them feel


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1.1 Understand how communication affects relationships in the work setting

People usually feel satisfied when they communicate well with individuals. Good communication enables individuals’ needs to be met and for care and support workers to feel they are not just doing the job but doing it in a way that allows individuals to have choice and control over their lives. Good communication will enable you to build strong professional relationships based on trust. It is essential that the individuals you support trust you as you are working very closely with them to improve their lives and if you are providing personal care, you will be carrying out intimate tasks. Where there are communication barriers or difficulties, you have a duty to find a way to overcome these. You can do this by learning about types of communication barriers and how these can be improved or overcome.

1.2 Know why it is important to observe an individual’s reactions when

communicating with them

By observing an individual’s reaction, you can ascertain if they are happy, satisfied, comfortable, sad, worried, agitated and many more… This tells you if everything is ok with the service you are providing and with the individual in general or if there might be a problem. As you get to know the individuals you support, you will know what their normal behaviour and reactions are. This means when their behaviour or reactions change or are different from normal, you will be able to notice that there is a change and you can find out whether there is a problem that needs to be sorted out.

It is important that care and support plans include written information about individuals’ normal behaviour so that people who don’t know them can more easily identify if something is wrong.

Body language is an important way for people to communicate when they cannot express themselves clearly using words. People may display different types challenging behaviours like using swear words, keeping silent, moving back and forth or moving away from you. Once you know what an individual’s normal behaviour is, you can identify whether a change in behaviour might be an indication that there is a problem. You must make sure that you are safe and that any change in behaviour does not put you or the individual themselves or anyone else at the risk of harm. If you have found yourself in a difficult or stressful situation at work, make sure you get support during and afterwards, even if it is just to discuss how you feel and how you managed the situation with your supervisor / manager.


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2. Meeting the communication and language needs, wishes and preference of individuals

2.1 Know how to establish an individual’s communication and language needs,

wishes and preferences

When you meet an individual for the first time, it is important to establish how you will communicate and how they, and you, would like to be addressed. A good way to start is to introduce yourself and explain why you are there using a few simple words. If the person clearly has use of their hands, you might also offer a handshake greeting. You should know the person’s name already and you should ask the person what they would like you to call them. You will be able to consider the individual’s reaction while you are doing this and see how they respond to your question. This will start to give you an idea of how you will need to communicate.

It is absolutely essential that you find the best way to communicate so that you can understand the wishes and preferences of the individual as well as identifying if there is a problem which could be something minor like wanting a different pair of shoes to something more serious like a safeguarding concern. By using good communication skills, you can support the individual to make choices about how you provide their care and support every time you work with them. This will make them feel valued and respected and in control of what happens to them.

2.2 Understand a range of communication methods and styles that could help meet an individual’s communication needs, wishes and preferences

There are lots of different ways to communicate. We use all of our five senses to communicate and receive information:

Visual – seeing

Auditory – hearing

Olfactory – smelling

Kinaesthetic – feeling

Gustatory - tasting

Communication methods can be split into two categories: Verbal and Non-verbal.

You should refer to individual’s care or support plans

which should provide useful information about how to

communicate with them


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Verbal communication

Vocabulary, words and different languages Tone of voice Pitch (for example, high or low)

Non-verbal communication

Eye contact

Signs, symbols or pictures

Writing

Using objects

Touch

Physical gestures

Body language and emotions

Lip reading

3. Meeting the communication and language needs, wishes and preference of

individuals

3.1 Recognise barriers to effective communication

Here are some of the different barriers to consider:

Sensory impairment (for example, deafness, blindness or both)

Culture (for example, speaking different languages or poor English)

Religion (for example, men not permitted to support females with personal care)

Health issues (for example, mental ill health like Dementia)

Background noise (for example, radio, television, other people, machines)

Emotions (for example, difficulty in being able to listen to others)

Stress (for example, failing to recognise what is happening)

Strong accents (for example, from a different part of England that you find difficult to understand)

Specialist communication techniques (for example, sign language is used)

Prejudice (for example, allowing your beliefs to pre judge a situation)

Consider all of these methods of communication. Make

sure you understand what they mean and how you

would use them.


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3.2 Be aware of ways to reduce barriers to effective communication

There are times when we need to adapt our communication style to meet the needs of individuals and use aids to help them enhance their communication. The important thing is to identify where there is a barrier, then you can work out how best to overcome it. A communication strategy should be implemented for each individual to support them and the people working with them. These are some of the barriers you might come across and strategies for reducing them: Hearing Loss Hearing loss is an invisible disability, so it can become a big communication barrier. Hearing impaired people have to concentrate very hard to pick up information in stages and written information. Aids that can help these people are hearing aids, sign language, lip reading, loop systems, interpreters. It is important to limit background noise to avoid distraction. You should always make sure they can see you clearly and particularly your face as they may be able to lip read. They may also use sign language which you may need to consider learning if you will be working together regularly. Loss of Sight This can make a person extremely disorientated if they are in a strange place or they lose their glasses. When supporting a person who is blind or has limited visibility, verbal communication increases in importance. Always ensure the individual can hear you clearly. It may be appropriate to use touch to reassure them of your presence. You might need to explain things in more detail because they are unable to see your expressions and body language. Language Barriers and Accents It can be difficult to communicate with a person who does not speak English, you may need to use picture boards, actions or an interpreter so you can communicate appropriately. Dementia and Confusion When supporting someone with Dementia be aware that even basic forms of communication may be difficult for them to understand and interpret. Use short sentences. Use names rather than he or she. Avoid open ended questions. Use closed questions, for example, rather than say “what would you like?” say “would you like this or that?”

Discuss with your supervisor / manager the individuals you will regularly work with and whether there are any known communication barriers. This will enable you to

consider your skills in this area and whether you need to undertake some training and development activities to

improve your skills in this area.


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Dysphasic These individuals have usually had a stroke and may get very frustrated when trying to communicate. A speech therapist may be involved with their support and may be able to suggest ways of making things easier. Physical Disabilities Individuals may have had accidents which have changed their abilities. Some people will have previously had no disabilities and others will have always had disabilities. Some people with physical disabilities may have difficulty speaking, for example, people who may have had strokes or conditions like cerebral palsy. Others with physical disabilities may be able to communicate perfectly well in speech. You should never make judgements about individual’s capabilities in any way and don’t forget everyone is different. Cultural Differences Commonly used gestures can sometimes have different meanings in other cultures. Familiarise yourself with the cultures of those you are caring for so you are able to treat them with respect. In some cultures, men and women are not allowed to speak to each other if they are not known to each other and this could present difficulties when trying to provide care and support. A female may not want a male carer and a male may not want a female carer. The Environment Consider the type of environment in which you are working. Is there lots of noise around you. Can the noise be reduced or removed altogether. Are other people making too much

noise and preventing you from communicating with an individual. In an individual’s home, you may find pets or other distractions like the television being on too loud. You should also make sure that people who have particular aids to help them communicate are using these, for example hearing aids and glasses. It can often be difficult to concentrate on a conversation if the individual needs to go to the toilet. Always check the individual is comfortable.

Confidence / Self Esteem If an individual lacks confidence and / or self esteem, they may find it difficult to express themselves. Lots of patience and encouragement is needed as well as regular praise to increase their confidence and the way they feel about themselves. Autism People with autism have difficulties with both verbal and non-verbal language. Many individuals have a very literal understanding of language and think people always mean exactly what they say. They can find it difficult to use or understand one or more of the following: Facial expressions or tone of voice

Jokes and sarcasm

Common phrases and sayings; an example might be the phrase 'It's cool', which people often say when they think that something is good, but strictly speaking, means that it's a bit cold.


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For people with autistic spectrum disorders 'body language' can appear just as foreign as if people were speaking a totally different language

Effective Communication for Autism can be achieved by these following rules:

Maintain Eye Contact

Open and receptive body language

Your position

Reduce distractions

Utilise other forms of communication

Use interpreter or sign language

Some people with autism may not speak or have fairly limited speech. They will usually understand what other people say to them, but prefer to use alternative means of communication themselves such as sign language or visual symbols. Others will have good language skills but they may still find it hard to understand the give and take nature of conversations, perhaps repeating what the other person has just said (this is known as echolalia) or talking at length about their own interests. It helps to speak in a clear, consistent way and give people with autism time to process what has been said to them.

3.3 Know how to check communication has been understood to minimise misunderstandings when communicating

It is easy to assume that everything is ok and that people are happy if they do not challenge or question what is happening but this may well be because they have not heard or understood what is happening or they simply do not want to make a fuss. Sometimes a simple “thumbs up” will help to check everything is ok. Consider this scenario. Miss D visits a man in his 80’s every day for an hour to support him to get up get dressed and have breakfast. The man is partially deaf and doesn’t talk very much. Miss D talks a lot and he listens. Miss D regularly asks him questions about what he wants to wear and what he wants to eat but he just nods so Miss D makes a good guess about what he will wear and eat. Miss D feels they have a good relationship. She thinks she does a good job and she always finishes the visit on time. In fact, the man doesn’t hear most of what Miss D says because she is busy moving around and the radio is on in the background. Miss D should make sure she stops what she is doing and is in front of the man so he can see her asking questions. If he doesn’t hear or understand, Miss D could hold up or point to different choices so the man can be involved in the decisions about what he eats and wears.


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3.4 Be aware of 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:

Translators

Interpreters, sign language and lip speakers

Speech and language specialists

Advocacy services

There are lots of voluntary organisation organisations who can provide these services. These are some tools for communication: Open Questions - This type of questioning is generally used because it encourages a full answer. Ask questions that cannot be answered with “yes” or “no”. Closed Questions - This type of questioning only requires a brief answer and is usually linked with factual questioning that requires a “yes” or “no” answer.

Listening - It is important to listen carefully so you can respond to what people say. Body Language - This is a very powerful form of non-verbal communication. It is shown by the way we stand, how we place our hands or arms, make gestures and facial expressions.

Touch - Touch is the most used non-verbal communication. An example is when we shake hands at a first meeting. The way we handle individuals can be a positive way of communicating. We communicate when we lift an individual’s leg or move them. Appropriate Silences - These are important so the other person has time to respond. Behaviour Patterns - Behaviour demonstrates how people react to a situation or person.

Sometimes touch is not appropriate especially if a person is distressed and backs away from you. In this situation you will need to give that

person their own space to regain their trust. It is important that you feel comfortable with this.

Ask your supervisor / manager, colleagues, trainers,

friends and family what communication support

services they are aware of


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These are some ways you can actively listen: Observing - Careful, non-evaluative attention and eye contact. This helps the speaker to express what they want to say. Reflecting Data - Like holding a mirror in front of the speaker, repeating back phrases as you hear them. It increases clarity and lets the speaker know that you are hearing them accurately. Summarising - When you feel you are grasping the ideas and thoughts, summarising to the speaker helps both to review and check clarity and mutual understanding of the message. Reflecting Feelings - It is important to understand how a person is feeling in order that you can support them. For example, an individual may feel angry that their visitor has not arrived and you may need to help them understand why this may have happened. Interpreting - Interpreting could be needed due to cultural / language barriers, sensory issues or due to the individual’s poor communication skills. It is the interpreter’s role to translate the communication rather than express their own opinion. 4. Meeting the communication and language needs, wishes and preference of

individuals

4.1 Understand what confidentiality means in your work role

It is your responsibility to adhere to your employer’s policy on confidentiality, so you should ask to see the policy and familiarise yourself with it. This policy should cover many aspects of your work, including disclosure of information to internal and external sources and the use of electronic computer systems. We covered the Data Protection Act in Standards 1. Outcome 4.3. This is the main piece of legislation that covers confidentiality. It is important that information is only shared with people “who need to know”. If you are uncertain whether a person has a right to access information and is requesting information from you, always check with your supervisor / manager.

4.2 Be aware of ways to maintain confidentiality in day to day communication

These are some ways you can avoid breaching confidentiality:

Do not leave personal information on individuals you support, like medical records, care / support plans or risk assessments, family contact details etc. unattended in an office working environment. Records should be locked safely away or kept in a safe, easy to access place in an individual’s room or home.


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These are some simple rules to avoid some of the most common breaches of confidentiality:

Do not leave computers on or allow other people to use your passwords.

Do not conduct conversations (including telephone conversations) about the individuals you support or any aspect of your work, in a public place or anywhere you can be overheard.

Do not disclose information to anyone unless you are sure that they have a right to

see the information. Always check with you supervisor / manager if you are unsure.

Do not name the individuals you work with in front of other people during training sessions when talking about examples.

Do not leave personal records or information unattended in public places.

4.3 Be aware of situations where information normally considered to be confidential might need to be passed on

You may have to breach confidentiality if an individual tells you something that puts them, you or someone else at the risk of harm. You should consult with the policies of your organisation regarding sharing of information and Safeguarding Adults before you are in that position. There are other situations whether information can be shared, for example, if it is requested for a court case, or if there is a threat to public safety, or the police have requested information relating to a criminal investigation. You should always refer these requests to your supervisor / manager.

4.4 Explain how, when and from whom to seek advice about confidentiality

You will form working friendships with the people you are supporting as well as with colleagues and carers. People will tell you personal things about themselves and because of confidentiality, you will have to decide whether to keep information to yourself or report to your line manager or a more senior manager. You have to take responsibility for your own practice and the people you are supporting. If you work for a large employer, you may have a Human Resources team or specialist or trainer who can give you advice.

Discuss confidentiality with your supervisor /

manager. Make sure you are aware of your

employer’s policies about confidentiality and

information sharing


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Questions: Communicate effectively

1.1 Be aware of the different reasons why people communicate

Explain why people communicate?

1.2 Understand how communication affects relationships in the work setting

How does communication affect relationships in the work setting?

1.3 Know why it is important to observe an individual’s reactions when communicating with them

Why is it important to observe an individual’s reactions when communicating with them?

2.1 Know how to establish an individual’s communication and language needs, wishes and preferences

What can you do to establish an individual’s communication and language needs, wishes and preferences?


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2.2 Understand a range of communication methods and styles that could help meet an individual’s communication needs, wishes and preferences

List the different ways that we communicate

3.1 Recognise barriers to effective communication

Name 3 barriers to effective communication and explain what they mean:

1.

2.

3.

3.2 Be aware of ways to reduce barriers to effective communication

Using the same 3 barriers you have identified above, what communication strategies can be used to reduce the barriers?

1.


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2.

3.

3.3 Know how to check communication has been understood to minimise misunderstandings when communicating

What can you do to check communication has been understood?

3.4 Be aware of sources of information and support or services to enable more effective communication

What support is available to enable more effective communication?

Name 3 tools that are available to you to enable more effective communication?

1.

2.


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3.

Describe 3 ways that you can actively listen:

1.

2.

3.

4.1 Understand what confidentiality means in your work role

What does confidentiality mean?


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4.2 Be aware of ways to maintain confidentiality in day to day communication

Describe 3 ways you can maintain confidentiality:

1.

2.

3.

4.3 Be aware of situations where information normally considered to be confidential might need to be passed on

When must you pass on information an individual has disclosed to you?

4.4 Explain how, when and from whom to seek advice about confidentiality

Who will you seek advice from about confidentiality?

When will you seek advice about confidentiality?


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Shall we find out what you have learnt? Now that you have completed this section you can have a go at the online assessment for Common Induction Standard 3. To do this you will need to visit www.cis-assessment.co.uk and log on by entering your username and password in the boxes provided. You will then be able to select Common Induction Standards then Standard 3. Don’t forget to read the instruction page before you start. Once you have completed this assessment and had a discussion about the results with your line manager, you may want to do a little more learning and / or return to your results and record additional evidence. You can also print out the results pages (which include any additional information you have added) for your Induction Folder and CPD Portfolio.

http://www.cis-assessment.co.uk

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deletions or additions to suit your circumstances. You can personalise the workbook(s) by

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for putting the workbook(s) together and providing them without charge. You cannot

copy, reproduce or use any part of the workbook(s) for financial gain or as part of

a training event that you are profiting from.

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