-many different ways in which people communicate with one another (language, body language, signs and symbols, written communication art, music, recorded information) Language: -enables communication -allows the basis for concepts to be developed Concepts: influence thinking, allows experiences to be grouped together, allows us to predict the future Body language: -facial expressions, body posture, muscle tone -show what we are feeling and thinking Signs and symbols: -gestures -written symbols Signed languages: -signing systems e.g. British Sign Language Visual, electronic and written communication: -books, email, text message, films, videos, tapes Braille: -a system raised by marks that can be felt -a form of written communication Arts and crafts: -paintings, photographs, sculptures, architecture -communicates messages and feelings -experiences Music: -expressing emotion
Listening skills and communication cycle: -when we communicate with people we are involved in a cycle of expressing out thought and interpreting others -its a two way cycle The communication cycle: expressing our thoughts > watching the other persons non-verbal response> interpreting the other persons body language>listening to the persons response > trying to make sense of the response >expressing new ideas to clarify our ideas and understanding Active listening - involves more than hearing - we must use the communication cycle to demonstrate what we have understood when listening to others Active listening involves: being interested and ready to listen, hearing what is said, remembering what has been said, checking understanding with that person
The importance of cultural variation: -spoken and non-verbal communication are influenced by culture -variation in meaning -must respect other peoples cultures -carers need to try and understand different ways people use non-verbal messages -important to notice what others around you do - to pick up on cultural variation Skilled interpersonal interaction involves: watching others, remembering, guessing what words and actions mean, checking your guesses, never rely on your own guesses as these can lead to assumptions - this can lead to discrimination
Body language: the face, voice tone, body movement, posture, muscle tension, gestures, touch, proximity and personal space, face-to-face positions
Structuring a conversation: -greeting the person -beginning, middle and end -creating the right kind of atmosphere -when ending a conversation we leave the person The conversation sandwich: 1) starting a conversation (creating the right emotions, being friendly, relaxed and interested) 2) listening, expressing and understanding 3) ending the conversation and leaving the right emotions behind
Questions - open and closed questions -used open questions to get service users to talk and open up Silence -silence is ok, as long as non-verbal messages still show respect and interest Probes and prompts -probe is a very short question - usually follows on from an answers - used to dig deeper -prompts are questions you offer in order to prompt them to answer
Professional relationships: -regarded as different from social relationships or friendships -professionals must work within a framework of values -involves a duty of care -establishing appropriate boundaries
Barriers to effective communication: Communication becomes blocked when: a person cant see, hear or receive the message, a person misunderstands, a person cant make sense of the message examples where people may not be able to make sense of a message: use of different language or terms within a language Reasons for misunderstanding a message: cultural influences, assumptions, labelling or stereotyping, social context, time, emotional barriers *Maslow's Hierarchy of needs! (key when thinking about emotional differences in regards to barriers of effective communication)
Overcoming barriers to communication: Visual disability > use language to describe things/assist people to touch things/technological aids/check glasses Hearing disability > don't shout, show pictures, written messages, learn to sign Environmental constraints > check and improve lighting/reduce noise/ move to a quitter room/move to smaller groups/seating arrangements Language differences > communicate using diagrams, use translator, do not assume or stereotype, increase your knowledge of jargon, re-word messages Intellectual disabilities > increase own knowledge of disabilities, use pictures, be patient, ensure the person doesn't become isolated, use advocates Cultural differences > increase knowledge of cultures, avoid assumptions, active listening techniques, be sensitive, look out for interpretations, calm environment
Emotional barriers to communication: -tired -stressed -react with negative emotions -makes assumptions/label/stereotype
Communication in groups: Process of group formation: 1) forming - introductory stage 2) Storming -power struggles here/sub-groups 3) Norming - common beliefs and values made 4) Performing - sharing the same values and norms means the group can perform effectively
Pedagogy: -as a starter to the topic, as pupils to have a conversation with one another in pairs and analyse the strengths and weaknesses of the conversation -in groups research into one area of communication and present to class in any way they wish -get students to learn some sign language -watch clips of conversation and make note which types of communications are being practiced - open and closed questions (Ask students to work within someone they don't usually work with. They are told to create 5 closed questions to ask their partner to find out about them. When finished they feed back to the class. Then ask pupils to create 5 open ended questions, that ask similar ideas to the closed and ask pupils to feed back. Which form of questioning created the most response?) -barriers to effective communication > role play > set up a number of scenarios and assess the barriers -case studies on each table - assess what the barriers are to communication - incorporate the silence task, where students can only communicate themselves through writing ideas down (carrousel around the tables in groups) -overcoming barriers to communication - reassess the case studies and suggest how to overcome them -Homework task > list the different barriers and suggest ways to overcome each