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Reasons for Communication Essay

The reasons why people communicate is to (a) express needs (b) to share ideas (c) to build relationship and socialise (d) to ask question and share experience

1.2HOW COMMUNICATION AFFECTS RELATIONSHIP IN THE WORK SETTING

communication affects relationship at work place e.g. with colleagues, people using services, children and their families, help to build trust, understanding of individual needs, communication is used to negotiate, to prevent or resolve conflict and prevent misunderstanding. Relevant theories e.g. tuck man stages of group interaction (forming, storming, norming and performing)

2.2 THE FACTORS TO CONSIDER WHEN PROMOTING EFFECTIVE COMMUNICATION

Argule’s stages of the communication cycle (ideas occur, message coded, message sent, message received, message decoded, message understood) type of communication for example complex, sensitive, normal or non-normal: context of communication e.g. one-one; group, with people using services, children or young people, with professional/colleagues; purpose of communication; cultural factors, needs to adapt communication; environment; time and resources available

3.1 HOW PEOPLE DIFFERENT BACKGROUND MAY USE AND/OR INTERPRET COMMUNICATION METHODS IN DIFFERENT WAYS

People from different backgrounds may use or interpret communication in different ways by looking at that ;an individual background can influence communication for example age, gender, culture, socio economic status: differences in verbal communication e.g. language, vocabulary, dialect, intonations, non-verbal e.g. facial expression, use of body language, eye contact, gesture etc

3.2 THE BARRIERS TO EFFECTIVE COMMUNICATION

The barriers to effective communication are: language e.g. dialect, use of jargons, sector specific vocabulary. Environment e.g. noise, poor lighting. Emotional and behavioural e.g. attitude, anxiety, lack of confidence, aggression, sensory impairment health or medical conditions learning disability, effect of alcohol or drugs

3.5 HOW TO ACCESS EXTRA SUPPORT OR SERVICES TO ENABLE INDIVIDUALS TO COMMUNICATE EFFECTIVELY

To access extra support and services, the use of interpreting services; translation services; speech and language services; advocacy services; third sector organisations example stroke association, royal institute for deaf people (RNID)

4.1 THE MEANING OF THE TERM CONFIDENTIALITY

The term confidentiality means one person receives personal or sensitive information from another person. This information should not be passed on to anyone else without the person from whom the personal or sensitive information was received: meaning of confidentiality as contained in principles of current legislation e.g. the data protection act of 1998

4.3THE POTENTIAL TENSIONS BETWEEN MAINTAINIG AN INDIVIDUAL’S CONFIDENTIALITY AND DISCLOSING CONCERNS

Maintaining confidentiality in day to day communication in different inter-personal situation e.g. adult receives personal or young person receives personal or sensitive information about other adults or colleagues, child or young person receives personal or sensitive information about an adult, following policies and procedures in own work place setting for example policies from sharing information, situations where unconditional confidentiality cannot be maintained, support and guidance regarding confidential information, role of manager or supervisor, referral, training types of information to the collection, recording and storage of different of information There is a potential tension caused by confidentiality and the need to disclose information when information; understanding when information may be shared without consent, concept of need to know, need for transparent policy and protocols in information sharing

Unit 2
1.1THE DUTIES AND RESPONSIBILITIES OF OWN WORK ROLE

the duties and responsibilities of own work role are: contractual responsibility e.g. hours, line of reporting, specific roles and responsibilities e.g. behavioural support, supporting children and young people with special educational needs, supporting bilingual children and young people: compliance with policies and procedures of work setting e.g. behaviour, children and young people protection,. Health and safety: keeping up to date with changes to procedures; keeping up to date with practice

1.2 THE EXPECTATIONS ABOUT OWN WORK ROLE AS EXPRESS IN RELEVANT STANDARDS

the expectations of own work role as express in relevant standards are example national occupational standards for children’s care, learning and development (NOS CCLD), national occupational standards for learning and development for support services (NOS LOSS) in relation to duties and responsibilities e.g. role to support children or young people with educational needs , expectation to meet standards

2.1 THE IMPORTANCE OF REFLECTIVE PRACTICE IN CONTINIOUSLY IMPROVING THE QUALITY OF SERVICES PROVIDED

The importance for reflective practice in continuously improving the quality of service provided and aiming to continually review progress to improve or change approaches, strategies, actions, benefits to children, young people. Setting and individual of improved performance e.g. enable learning to take place and practice to improve. Enables all relevant factors to be taken into account. Provides clarity, identification of learning cycle (KOLB)

2.3 HOW OWN VALUES, BELIEF SYSTEMS AND EXPERIENCE MAY AFFECT WORKING PRACTICE

Personal values, belief system and experience may affect working practice through self-awareness of values, beliefs experience affection approach to working practice example motivation, conformity, cooperation, consistency, respect fairness, creativity of previous experience of learning: ways of own values affect practice positively and negatively e.g. conflict between own values, beliefs and standards

4.1 THE SOURCES OF SUPPORT FOR PLANNING AND REVIEWING OWN DEVELOPMENT

The sources of support for planning and reviewing own development can be: sources of support e.g. mentor, supervisor, teacher, manager, local authority, training providers awarding organisation further and higher educational institutions, learning direct, teachers development agencies (TDA). Children’s workforce development council (CWDC)

5.1 THE EVALUATION OF HOW LEARNING ACTIVITIES HAVE AFFECTED PRACTICE

Learning activities such as formal lessons, training programmes/sessions research activities observing practice, practical activities can affect practice by applying newly learnt theories and using different approaches. How reflective practice leads to improved ways of working e.g. ways that continually challenging current behaviour has developed and enhanced own practice and skills: how monitoring own practice has enabled changes to take place

UNIT 3
1.1 WHAT IS MEANT BY THE TERMS DIVERSITY, EQUALITY AND INCLUSION

Diversity- differences between individuals and groups e.g. culture, nationality, ability ethnic origin, gender, age religion, beliefs, sexual orientation and social class Equality- this is the promotion of individual rights, giving choices and opportunity, respect and fairness, services in response to individual needs. Inclusion- individual at the centre of planning and support, valuing diversity

1.2 THE POTENTIAL EFFECTS OF DISCRIMINATIONS

The effect of discriminations is: direct discrimination, institutional discrimination etc. Individual being treated less favourably than others: lack of opportunities, prejudice and injustice.

1.2 HOW INCLUSIVE PRACTICE PROMOTES EQUALITY AND SUPPORT DIVERSITY

Promoting equality: policies and procedures in work place setting inclusive practice procedures: challenging discrimination, promoting rights, empowering, removing barriers e.g. physical access to effective communication, improving participation, promoting dignity and respect, individual at the centre of planning and delivery of services. Supporting diversity, valuing differences between using positive images of individual from diverse groups. Celebrating differences

2.1 HOW LEGISLATIONS AND CODES OF PRACTICE RELATING TO EQUALITY, DIVERSITY AND DISCRIMINATION APPLY TO OWN WORK ROLE

Legislation and codes of practice: codes of practice of sector, policies of work place settings, human rights act 1998, disability discrimination act 2005, special educational needs and disability act2001, race relation (amendment) act 2000,the equality act 2010, the European convention on human rights

3.3 HOW TO CHALLENGE DISCRIMINATION IN A WAY THAT PROMOTES CHANGE

In order to challenge discrimination to promote change, I will identify and challenge discrimination behaviour; recognised stereotypes in attitude or written materials; understand and adopt own belief attitude; know how to report concerns; review and develop policies and procedures

UNIT 4
1.1 WHAT IT MEANS TO HAVE A DUTY OF CARE IN OWN WORK ROLE

duty of care in own work role is accountability e.g. exercising authority, managing risk working, safe guarding children and young people, monitoring own behaviour and conduct, maintaining confidentiality, storing personal information appropriately, reporting concerns and allegations, making professional judgement, maintaining professional boundaries, avoiding favouritism, maintaining high standards for conduct outside the professional role

1.2 HOW DUTY OF CARE CONTRIBUTES TO SAFEGUARDING OR PROTECTION OF INDIVIDUALS

The contribution of duty of care to safeguarding and protection of individuals is safeguarding children and young people e.g. protection from sexual, physical or emotional harm, preserving respect and dignity. Engendering trust protecting children and young people e.g. safety in the environment, safe use of resources and equipment, prevention from intimidation or humiliation, protecting self e.g. ensuring against risk of allegation of misconduct or abuse. Avoiding risk of accusation of malpractice

2.1 THE POTENTIAL CONFLICT OR DILEMMA THAT MAY ARISE BETWEEN THE DUTY OF CARE AND THE INDIVIDUAL’S RIGHT

The potential conflict or dilemma and individual right that may arise between individual rights and duty of care are e.g. attitudes and unsafe behaviours such as drugs, alcohol, abuse, treating, staying out without permission aggression and violent, bulling and intimidation, vandalism. Individual rights for example respect for views and actions, safety and security, love and belonging, education equality

2.2 HOW TO MANAGE RISKS ASSOCIATED WITH CONFLICT OR DILEMMABETWEEN AN INDIVIDUAL RIGHT AND DUTY OF CARE

In order to manage risks associated with conflict or dilemma will be by e.g. implementing policies and codes of practice, acting in individual’s best interest, fostering culture of openness and support, being consistent, maintaining professional boundaries, following systems for raising concerns

2.3WHERE TO GET ADDITIONAL SUPPORT AND ADVICE ABOUT CONFLICT AND DILEMMA ADDITIONAL SUPPORT AND DILEMMA CAN BE GOT FROM: EG LINE MANAGEMENT, TRAINING AND PROFESSIONAL DEVELOPMENT, HEALTH PROFESSIONALS, SCHOOL/ college advices, counselling services, mediation and advocacy services 3.1 methods of responding to complaints

Ways in which we can respond to complaints are: e.g. listening to complaints, referring complaints to policy, suggesting that complaints be made in writing, reporting complaint to line manager 3.2 THE POINTS OF AGREED PROCEDURES FOR HANDLING COMPLAINTS The main points of agreed procedures for handling complaints are: e.g. acknowledgement of complaints, stages within procedures, report and recommendation, review and appeals

Unit 5
The aim of this assessment is to understand the national and local context of safeguarding and protection of vulnerable people from abuse. The assessment will take into account and how to understand ways to reduce the likelihood of abuse and finally knows how to respond and report unsafe practices. 3.1 THE NATIONAL POLICIES AND LOCAL SYSTEMS THAT RELATES TO SAFEGUARDING AND PROTECTION FROM ABUSE According to the codes of practice, all agencies and individuals involved with vulnerable adults have duty to protect them from abuse. The wishes of the vulnerable adults should be central to the use of the multi-agency policies and procedures for the protection of vulnerable adults from abuse. The policies and procedures respects an adult’s rights to live free from abuse in accordance with the principles of respect, dignity, autonomy, privacy, beliefs and equality. Services will be provided in a manner in which does not discriminate on grounds of racial or ethnic origin, religion or beliefs, disability, gender, age or sexual orientation

3.2 THE ROLES OF DIFFERENT AGENCIES IN SAFEGUARDING AND PROTECTING INDIVIDUALS FROM ABUSE It is the responsibility of everyone to seek to prevent and protect vulnerable people fro abuse. Suspected or actual abuse must be reported to social services or the police within 24 hours. An adult protection enquiry coordinator will be appointed by social services to coordinate the investigation and will a senior practitioner or first tier manager with appropriate skills, in most cases, an inter-agency strategy meeting, chaired by a senior manager at team manager level or above will be converted to determined the action plan 3.3 REPORTS INTO SERIOUS FAILURES TO PROTECT INDIVIDUALS FROM ABUSE Agencies have a duty of care to protect vulnerable adults from abuse and to recognised and take actions within the present legal framework, there will be occasions when vulnerable adults may choose to remain at risk in dangerous situations. Professional staff may find no statutory power in cases where the adult is judge to sufficient capacity to make his/her own choices and refuses the help or treatment which the staff or carer feels is needed and where public interest consideration do not apply. In this case, the decision of the vulnerable should be respected. At the same time, accurate record must be made of the situation

3.4 SOURCES OF INFORMATION AND ADVICE ABOUT OWN ROLE IN SAFEGUARDING AND PROTECTING INDIVIDUALS FROM ABUSE

Confidentiality must not be confused with secrecy. Staffs have clear duty to report any concerns they have relating to abuse or suspected abuse of vulnerable adults to their line manager at their earliest opportunity. Workers in all agencies owe a duty of confidentiality to vulnerable adults. A vulnerable adult has a right to expect that information about them and held on them in what ever form, will be treated with due regards to the principles of confidentiality. These principles are applicable to information sharing both within and between agencies in matters concerning abuse.


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