SHC 31 Communication Essay

1.1
People communicate in order to give and receive information and instructions. Communication helps to establish and maintain relationships with others. People communicate to socialise with others, to share opinions, knowledge, feelings, emotions, to give encouragement and to show others that they are valued. People communicate to express their needs and to help others.

1.2
In order to work effectively with children, young people and their families, and so that we can plan for and meet their needs, it is essential to establish good relationshhip and communication skills with a rnge of people. Relationships and communication skills go hand in hand. Practitioners who have good communication skills are likely to have strong relationships with children, parents and other adults. This is because relationships are influenced by the body language, facial expressions and the ways in which others listen and talk to you. That is the way they communicate. Communating with everyone in the workplace is influenced by having good relationships, they impact on how we are able to share and gain information, help with settling in, to reassure children and parents, support children’s play and learning, help transitions go smoothly, work effectively as a team. For the childrens best interests there must be communication in the workplace. Managers, practitioners, children and parents/carers should maintain a healthy relationship that effectively communicate with each other. If communication betweem these groups were to break down it would have an adverse affect on the childrens development.

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2.2
When promoting effective communication there are factors to consider. You need to take into account the age of the child and the kind of language they understand, whether english is their first language, to promote effective communication. You should go down to their level and maintain eye contact. If you are communicating with an adult you also need to know whether english is their first language. If they are unable to understand they might find gestures with the hand frightening or threatening. Disabilities such as hearing loss, impaired vision, mobility problems or speech impairment can affect te effective communication.

Proper communication method should be knownand pre-aware of before communicating with people with a disability or different health issues. Communication differences can result from differences in culture. In some cultures, children are not allowed to speak infront of adults and some kinds of body gestures, eye contact, facial expressions and touch are inappropriate. Environment is one of the most important factors to consider as well. Ensure the lights, air, temperature, noise, crows, safety and comfortability is in the correct measure before establishing effective communication.

3.1
Communication can be slightly different when using it with other people from different backgrounds. Communication can be interpreted in different ways by different people, this is because they may not speak english, they may be from a different country, or they may not understand you. This is also a barrier to communication. Other people may think that if they’re being listened to, they will express heir beliefs and their opinions about life. Different people from other backgrounds may use verbal communication to express what they think, however thay could also use verbal communication to express what they think, however they could also use non-verbal communication to put their point across. Parent/carer of a child may have other preferences for their child to other parents/carers. Practitioners will have to respect these. Communication can be used in many ways by using different methods. Children from different backgrounds can communicate by doing what they like best.

Children could use body language and facial expressions to express their needs or what they want to do in the workplace. practitioners may use gestures and body language to show the parents/carers that they are always friendly and can be relied on. Different backgrounds of different people can cause misunderstandings when using communication. However, they will be able to interpret the communication they’re using by using hand gestures, facial expressions or maybe body language. The personality can also affect the way an individual communicates. For example, if a person is shy he/she may not want to speak clearly and may use a little bit of verbal communication.

3.2
There are many reasons why interpersonal communications may fail. In many communications, the message (what is said) may not be received exactly the way the sender intended. It is, therefore, important that the communicator seeks feedback to check their message is clearly understood. Common barriers to effective communication include:

· The use of jargon – over complicated unfamiliar and/or technical terms. · Emotional barriers and taboos – some people may find it difficult to express their emotions and some topics may be completely ‘off-limits’ or taboo. · Lack of attention, lack of interest, there could be distractions or the ‘message; may be irrelevant to the receiver. · Differences in perception and viewpoint.

· Physical disbilities such as hearing problems or speech difficulties. · Physical barriers to non-verbal communication. Not being able to see non-verbal cues, gestures, posture and general body language can make communication less effective. · Language differences and the difficulty in understanding unfamilar accents. · Expectations and prejudices which may lead to false assumptions or stereotyping. People often hear what they expect to hear rather than what is actually said and jump to incorrect conclusions. · Cultural differences – the norms of social interaction vary greatly in different cultures, as do the way in which emotions are expressed. For example, the concept of personal space varies between cultures and between different social settings.

3.4
Clarifying misunderstandings is important especially if it is involving work colleagues, children or parents/carers. Firstly you should tell them that you believe they misinterpreted what you said and restste your statement. If you are the one who is not understanding then let it be known by asking the person to clarify their statement or just tell them that you are
isunderstanding what they are saying and paraphrase what you heard. If after you restate your statement and they still dont understand then try re-wording using a more indepth explanation. Keep eye contact and maintain calmness as this is most likely going to help the other person feel unthreatened.

3.5
There are a number of services that can be accessed to support communiction. These include: · Interpreters
· Translaters
· Signers
· Advocators
There is also a range of specialist equipment. These include: · Induction loops
· Braille embosses and printers
· Makaton
Each local government body should provide Language Support Services, which will include British Sign Language interpreters, deaf/blind interpreters, lip speakers/readers and note takers. These services can be utilised by educational health services through a booking system. Each local authority educational department also has access to a team of support specialists including speech and language therapists. Support can also be found on the internet by use of a search engine or through various specialist websites including: · The british deaf society

· The National Blind Children’s Society
· Local health clinics and libraries will also provide information on how to access help and support

Within my role at placement there is a clear line of communication ad procedures to follow in order to access these services. If I identify a child I fell is in need of extra support, I will refer them to my class teacher. Having explained my concern the teacher may choose to observe the child herself. We would then refer the child to the appropriate body, who would make notes of our concerns and will independently assess the child. If
she feels it is neccessary, she would book any support services that may be required, such as speech and language.

4.1
Confidentiality is a set of rules or a promise that limits access or places restrictions on certain types of information. Confidentiality is about respecting other people’s rights to privacy and keeping safe the information they have provided. When working with children and young people there will be times when parents, colleagues or even children themselves will give us information that is not intended to be shared around. Sometimes this information may be of a personal nature or simply not relelvant to other people. Information of this kind is called “confidential” and as professionals we are expected to recognise situations when information is not passed on to others. Most settings have a confidentiality policy that you must read and follow.

4.2
When you work in a childcare facility, you find out a lot of information about the children and their families. You may hear about divorces, affairs, illnesses, money problems, drug addictions, abuse, as well as other pieces of personal and sensitive information. All of this information needs to be handled very carefully. Keep yourself informed of the laws and regulations regarding the handling of personal information. Mak sure you follow the data protection amd confidentiality policies always. Do not share information with people who don’t need it. Information should only be given to authorized people who need it to make decisions regarding the care of a specific child. Keep written information safe, it should not be left laying around for other parents or staff members to see. Keep information about the children in a safe place out of the way of prying eyes. Do not gossip. Share the information in a concise and informative manner with the people who need to be informed. For example, say “Billy’s mum wanted me to let you know she is getting a divorce and she would like it if we could give him some extra attention and patience as this will be a difficult time for his family.” It is unprofessional and inappropriate to gossip about a child or his family. Don’t say, “Did you hear Billy’s mum is getting a divorce? What
do you think happened?”

4.3
The tension is in knowing the information that you have e.g. is it gossip, is it a relevant update, is it about harm, could it cause harm, is it personal. Whistleblowing creates tension – To share concerns or not. Safeguarding, child protection and the practitioners legal obligation towards their duty of care causes tensions – When to share information/concerns and when not to, will it be lawful or unlawful, will it upset someone, will it protect someone, do you feel disclosure could damage or build trust. What are appropriate places for disclosing information – at a pub after work or in privacy with a senior or designated officer e.g. manager or safeguarding coordinator.

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