Unit 8 powerpoint
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![Page 1: Unit 8 powerpoint](https://reader034.fdocuments.us/reader034/viewer/2022052523/55666d8dd8b42a3d3f8b50d1/html5/thumbnails/1.jpg)
Understand why effective communication is important in
the work setting
Unit 8Learning Outcome 1
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Objecti ves1. Identi fy at least fi ve
diff erent reasons why we communicate.
2. Explain how communicati on aff ects relati onships in the work setti ng
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Starter Activity
You have one minute to write down reasons
why we communicate on your graffiti board, add to
Another groups board.
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How many did your team get correct?
Socialise
Build relationships
Express feelings and
concernsReassure
Express needs
Share ideas and
information
Ask questions
Share experiences
Now complete 8.1.1 on your question sheets
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Lets see some theory
http://www.youtube.com/watch?v=D3petxmsfSg
Tuckmans theory of group interaction
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HOW CAN COMMUNICATIONAFFECT RELATIONSHIPS?
Lets play charadesGet into five groups
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Build trust
Aid understanding
negotiate
Resolve conflict
Prevent Mis-
understanding
Now think of examples to write about on your question sheet 8.1.2. Write about at least three examples that explain how communication can affect relationships
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Be able to meet the communication and language
needs, wishes and preferences of individuals
Unit 8Learning Outcome 2
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Communication
• Complete the activity and link communication styles and methods
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Lets check our answers
• Non verbal– Eye contact, touch, gestures, body language,
behaviour• Verbal– Vocabulary, tone, pitch, pace
• Others– Signing, symbols, music, drama, technological
aids
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Eye Contact
• Eyes express emotion• Before beginning conversations eye contact is
made to signal readiness to speak or listen• During conversation regular glances show
interest and friendliness• The stronger eye contact the closer people
are• People who don’t like each other avoid eye
contact
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Functions to Eye Contact
• Regulates flow of conversation–Decides who is going to speak–People who are talking tend to use less eye
contact than someone who is listening.• Controls intimacy–People with higher have longer gazing
patterns–Women use more eye contact than men
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Eye contact
• Provides feedback– Speakers notice listeners are bored/not
interested because they look away• Expresses emotion– We hold eye contact longer with people we like– People who are emotional seek more eye contact
• Informs speaker and listener of the relationship• Eye contact can express sincerity, empathy and
warning (about behaviour) to young children.
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Posture
• The way you hold your body is important.• Posture can signify– Status– Emotional level– Persuasion
• High status people tend to adopt relaxed posture while low status people tend to be more rigid and upright.
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Open and Closed Posture
• Open posture encourages communication while closed posture inhibits communication• People who are communicating
with each other often show ‘postural echo’
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Complete the communication gapped hand out
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Gestures
Look at the different gesturesWhat do you think they mean?
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What must we consider when communicating?
Type of communicationFormal
InformalSensitiveComplex
Write a list for your given type
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What must we consider when communicating?
Context of communicationOne to oneGroup
Who?Parents/Carers or service usersChildProfessionals
Any needs?culture, age, reasons, time, resources etc
ADD THESE TO YOUR ORIGINAL LIST
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Complete 8.2.2
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Responding
Be careful for cultural rulesh tt p : / /w w w . y o u t u b e . c o m / w a t c h ? v = U T E 0 G 9 a m Z N k
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Promoting Destroying
Open and welcoming body language
Sneering expressions
Closed body language
Continually putting down
Negative tone
Warm tone
Constant praise
Positive wordsRejecting body language
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Lets make a handout
GET INTO 4 GROUPSBabyChild
ParentProfessional
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8.2.1, 8.2.3 and 8.2.4 willAll be assessed at placement
Lets look at these standards
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Be able to overcome barriers to communication
Unit 8Learning Outcome 3
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WHAT BARRIERS ARE THERETO COMMUNICATION?
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LET DO SOME GAMES
CHINESE WHISPERSDRAW A PICTURE
BLINDFOLD ACTIVITY
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Did you identify the followingLANGUAGE
ENVIRONMENTEMOTIONAL
BEHAVIOURALIMPAIRMENTS/DISABILITIES
HEALTHALCOHOL/DRUGS
Lets complete 8.3.1
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OVERCOMING BARRIERS
Technological Aids
Human aids
Age appropriate vocab
Training
Environment
Reduce distractions
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Accessing support
INTERPRETATION SERVICETRANSLATION SERVICE
SPEECH AND LANGUAGEADVOCACY
ORGANISATIONS
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8.3.3, 8.3.4 and 8.4.2 willAll be assessed at placement
Lets look at these standards
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Be able to apply principles and practices relating to
confidentiality
Unit 8Learning Outcome 4
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What is confidentiality?
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“Confidential information is data of some sensitivity which is not already lawfully in the
public domain or readily available from another public source and has been shared in a
relationship where the person giving the information understood that it would not be
shared with others.”
North Yorkshire Safeguarding Board (2009) “Information sharing, confidentiality and consent” accessed athttp://www.safeguardingchildren.co.uk/section-3-procedures.html
Now complete 4.1
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EXCEPTIONS TO CONFIDENTIALITY• The decision should never be made as an individual, but with the
backup of managers– who can provide support, and – ensure protection.
• The three critical criteria for sharing information without consent are:
• • Where there is evidence that a child is suffering, or is at risk of suffering, significant harm.• Where there is reasonable cause to believe that a child may be suffering or at risk of suffering significant harm.• To prevent significant harm arising to children and young people or serious harm to adults, including the prevention, detection and prosecution of serious crime
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Tensions
Consent to shareInformation sharing policyNeed to know concept