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Developing effective communication in health and social care Essay

Custom Student Mr. Teacher ENG 1001-04 3 October 2017

Developing effective communication in health and social care

To make my communication interactions with the service user’s in one-to one interaction and group interactions effective I did not use any slang or jargon with the service user’s because we were having a formal interaction therefore the use or jargon or slang was not suitable there. I had to use good communication skills to get my point across clearly and effectively just to make sure that each of them understood what I was talking about. I feel that there should always be a care worker-service user relationship between people in day care centre’s. Effective communications with the service users is related to positive outcomes.

Tone of voice is a type of verbal communication. I had to have an appropriate tone of voice as this would enable the service user to feel comfortable with me while the task was proceeding. I used a clear and calm tone of voice as this helps create a positive atmosphere and assists the service user’s to ask each other or me any questions they have and it helps them to understand what to do, whereas if my tone of voice was loud and aggressive then the service user’s would not felt comfortable with me and they would got scared of me, this may well have led them to getting upset and having to leave the interaction as soon as possible.

My tone of voice was normal because I could not speak quietly and slow because the service users would not have got the message but it was not loud either. My tone of voice was very clear and the students who participated in the interaction heard my voice clearly. This tone of voice enabled the interaction between me and the three other service user’s to flow nicely and the message that I was trying to put across was interpreted by the service users in a positive way.

I knew that they had received the message of what to do as they began to paint straight after my instruction before they had started the task. I was also being very talkative as when the service users would stop I would just talk to them during each stage of their painting and ask them how they are doing whether or not they are finding the task difficult, I was also making it fun and enjoyable for them to do because I was complementing their hard work and effort which they put in their paintings. Therefore their confidence would have increased enabling them in join in the interaction.

If they were having any problems I would help them solve them. If I had not done that then questions may have not been invited, some of the service user’s may not be able to interpret the information and some may not have heard or understood the messages clearly. I encouraged the students to use more eye-contact because when some of the students were talking, they were looking at other distractions like their peers playing or talking. The messages that I gave to the service users in my group were all given objectively and they were factual and informative.

I used signs such as thumbs up (meaning good) and open palm (meaning stop) during the interaction, as signs can often promote effective communication and reduce barriers to interactions. One-to-one communication- Reading a book with a service user With the one-to one and communication interaction that I had with Nicky out chairs were put opposite one another so that we were able to see and hear each other clearly. This enabled myself and Nicky to feel comfortable around each other has we had didn’t no each other well enough.

If we were to close to one another we may have felt uncomfortable or shy with each other which then would have led to Nicky having a negative experience with me. I used verbal communication when I explained to Nicky what he had to do for the task. There should also be a little proximity between us because if there was not much space between each other, then the atmosphere might have become too hot and unbearable which might have caused Nicky to get bored and tired easily with the reading.

Leaving enough proximity, between the both of us allowed us to sit and feel comfortable; this led us to talk properly to each other without anyone interrupting or distracting our conversation as we our personal space. I used good facial expressions and body language with Nicky so that he thinks I am a friendly person and so he becomes more comfortable with me. Most of the time, Each time he read correctly I would complement him on well he was doing and I also would put my thumb put and say “excellent” to boost his confidence a little more. This helped create more of a positive atmosphere to be in.

his tone on voice when he was reading showed me that he was trying his best and was really enjoying it. I used a lot of eye contact which actually showed Nicky that I was listening to him and that I understood what he was reading to me. I used appropriate eye-contact to enable him to listen and understand me properly. Eye-contact help a lot in a one-to-one basis because when listening to someone expressing their point of view, eye-contact is very essential and shows that the listener is listening and understanding what person actually speaking is saying.

At the end of the reading session I spoke to Nicky about the level of reading ability he is on and I also asked him to speak to me about any difficulties and anything he is uncertain about in the book, this helped me to him more confidence to speak up loud and it also empowered him. I had to use interpersonal skills when I was telling Nicky he had made a few mistakes during his reading time which is why it lead to him ignoring that and getting embarrassed and wrong -footed. Interpersonal skills are people interacting with each other. Interpersonal skills involve the ability to work with others around.

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