AS Unit F911- Communication in care settings Coursework - 1

AS Unit F911- Communication in reverence settings - Coursework faceThis will include a detailed discussion of the reasons for using each skill. There will also be a discussion as to how premeditation values are applied and integrated with the appropriate use of communicating skills to show how service users are valued in the setting. In the previous report, it was commented that Meath (2006) cites Dozier from 1995 as saying the most effective means of discourse is a two-way model that includes give and take. But what happens when the individuals who are participating in the care nerve center activities are potentially frail, experiencing health problems, and may be unable to hear, see or truly communicate in response to a message disposed(p) to them? Further research shows four communication skills recommended for use by service users and care workers. These skills go well beyond the simple two-way communications rule cited by Meath (2006). The four communication skills are c ommunication competence and confidence, communication skills for dealing with individuals age 65 and over, skills dealing with those cognitively impaired, skills for dealing with those with Alzheimers or dementia, and general communication guidelines for clients in a facility as referenced by Schockley-Zabalak (2002) Tam, IP, & Chan (2000). First, both Schockley-Zalabak (2002) and Tam, IP, & Chan (2000) point out that each party in the communication process needs to be equipped with communication competency. ... If the care giver is more of a jump person and the client is more out-going, there may not be an issue. Conversely, if the client is shy and the care giver is out-going, there will be no issue. But if a quiet or shy client is teamed with a quiet or shy care giver or either party is lacking confidence in their own communication skills this can lead to frustration or anger. The client may not return to the care center. With awareness comes personal growth. Reviewing the provi ded information can assist the care giver with communications tips and pointers on the common methods to use with those that may be in attendance at the day center. Second, Meath (2006) and PHAC (2009) provide communications guidelines to ensure specialised steps are taken when communicating with seniors in care facilities of any type. This guide serves as an overall template for communicating with all clients. When in interrogative sentence as to the communications methods to use, or if there is no special health requirement or concern, this would be the method to follow Treat the client with respect and dignity. Involve the client in decisions as much as possible regarding activities. Do not talk about a client or family particle if that person is present even if they seem unable to generalise. Dialogue one-on-one with clients on a regular basis. If a client does not seem to understand what is happening or why, discuss the days activities in full as though they do. Provide op portunities for clients to give feedback and to ask questions. Listen to clients and repeat back to them your consciousness of what you think you heard them say to ensure message given and message received. The third