Post on 22-Jan-2018
MU1.6 Introduction to Communication in Health and Social Care and Early years and Education
2nd November 2015
Time to Think………………….
• Scramble
• Unscramble the letters to find 6 words connected to Bonfire Night.
• 1. anrom lecand
• 2. ketroc
• 3. irebonf
• 4. gerban
• 5. klerspar
• 6. erinecath elwhe
Answers
• 1. roman candle
• 2. rocket
• 3. bonfire
• 4. banger
• 5. sparkler
• 6. catherine wheel
Aim: Know different methods of communication
Objectives:• Identify six ways to communicate• Identify types of communication difficulties• Design an effective visual schedule• Outline how to communicate with a person
who has a communication difficulty • Identify the importance of facial expressions• Demonstrate alternative methods of
communicating
Recap-Ways to communicate
List as many ways to communicate including the use of technology
Do this on your speech bubble hand-out
Timer
Communication difficulties
Discussion-Examples of communication difficulties that an individual might have:-
1. An adult wheelchair user
2. Cultural differences in using hand gestures
3. Loud, noisy room where it is difficult to hear what an individual might say.
Visual Schedules
• Visual schedules help people with Autism, Asperger Syndrome or other additional needs, to understand their world better.
• Just like adults need calendars, or to create lists and planners, to help them remember their important activities for the day, week or month. Individuals with ASD (Autism spectrum disorder) may need visual schedules to support their memory
Example of a visual schedule
Create a visual schedule
Please create a colourful, interesting and engaging visual schedule for an individual.
You can use one of mine below or create your own
• Using the toilet
• Brushing their teeth
• Getting ready for bed
• Getting dressed in the morning
• Making a sandwich
ICT
Have you met any lesson
objectives yet
Facial Expressions
Facial expressions help us understand how
a service user is feeling.
Facial expressions can help you understand a service user and discover emotions that sometimes words cannot express.
Faces of Emotion
Showing Emotions
• show one of the following emotions:
1. Worried
2. Bored
3. Surprised
4. Sad
5. Aggressive
6. Happy
Creative task
• Create an emotional face.
• What emotion is it showing?
Have you met any lesson
objectives yet
MU1.6 Introduction to Communication in Health and Social Care and Early years and Education
Tuesday 3rd November
Time to Think…………………
Words from the letters in
interpreters
Aim: Know barriers to communication
Objectives:
• Describe the features of Braille
• Outline at least five barriers to communication
• Demonstrate how to communicate when a barrier is affecting communication methods
Recap
• Why are facial expressions important in communication?
Lets learn Braille
Using the Braille alphabet that has been put on your desks, please write you name using the buttons/blue tac provided.
Extension – if you are confident with writing your name, choose someone on another table and write them a secret message.
Barriers to communication
What barriers to communication did you identify from the clip?
Failure to communicate
Group Task
It is important to communication effectively when in a care setting, to allow services users to be involved in discussion effecting their lives. They are unable to be involved in planning for their future, if they do not understand what is being said to them.
As a group what factors could effect positive communication.
There are many barriers that are split into sections
• Environmental barriers
• Physical barriers
• Language barriers
• Emotional Factors
• Use of Jargon
• Complex language
• Patronising communication
Small group activity give suggestions for each heading
Class Task
• Whole class split in half
• One half needs a writes a communication
barrier scenario on the speech bubble
provided.
• The other half of the class now needs to communicate with a person considering their needs
Have you met any lesson
objectives yet
Activity – Am I patronising?
Edward and Kathryn are both carers at St Mark’s care home. Edward always makes a point of talking to the service users and finds out what name they would like to be called by. However, Kathryn does not do this and calls everyone ‘dearie’ and ‘love’.
1. Who do you think is right?2. Give reasons for your choice3. How should carers address service users?
4. Explain how addressing service users in the way they prefer will help with patient and carer relationships.
Have you met any lesson
objectives yet
Reflect
How many alternative
ways of communicating
have you learnt?
MU1.6 Introduction to Communication in Health and Social Care and Early years and Education
6th November 2015
Braille starter
• Work out this secret message written in Braille
The Braille Story
Aim: Know barriers to communication
Objectives:• Demonstrate effective communication when sharing
books or stories
• Identify the symptoms of Aphasia
Describe activities to help someone with a communication disability.
Evaluate factors that can overcome communication barriers
Recap
• Name a barrier to communication
• Why is reading so important?
• How will having a good level of literacy help you in employment?
Reading is a form of communication
• Reading
Being unable to read can sometimes be a barrier
Story time
• Listen to the story
• Look at my communication methods
• How much of my communication was verbal/non verbal
• Did I use a good tone of voice
• Were there any barriers to my communication?
• Observe what I am doing because it is your turn next
Paired task
• Both practice reading stories to one another or share a story together.
• Paired/guided reading works well with small children learning to read – try that too!
Have you met any lesson
objectives yet
In small groups discuss this health and social care scenario.
Scenario
Learner 1
Dorothy lives in a residential care home. She has just received a letter that informs her that her friend
has died. In her upset state she drops the letter on the floor where she cannot reach it. She is very
distressed about the situation.
Learner 2
A care assistant has been asked to hand out the morning teas. She enters Dorothy’s room without
knocking, puts the tea on a table which Dorothy cannot reach, tells her to ‘cheer up, it may never
happen’ and then walks out.
Learner 3
Learner 3 is a care assistant who demonstrates compassion and understanding and through the use
of excellent verbal and non-verbal communication skills is able to calm Dorothy down and help her
deal with the situation.
Task
• Put together a poster of Top Ten Tips that will help you to have a better conversation with someone with a communication disability.
Have you met any lesson
objectives yet
Review-Make a cootie catcher
• Use your cootie catcher to ask questions about what you have learnt this week.
ICT Task
• Enrol onto :-
• https://www.disabilitymatters.org.uk/