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You need to find the theory of Argyle, soler and schultz and describe it in your own words not cut and
paste from the internet to explain in your own words.
Use your own words and try to summarize the text using easy words and the text should not have the
same words and then use other simple words with the same meaning
Technological aids to communication
Information technology offers a wide range of facilities
to help with communication. It is possible to provide
enlarged visual displays or voice description for
people with visual impairment. Electronic aids – such
as the minicom for people with a hearing disability
or voice typing for people with dyslexia – can turn
speech into writing. Some electronic communication
systems can be activated by air pressure, so that a
person can communicate via an oral tube connected
to computerised equipment. At a simpler level, aids
such as fl ash cards or picture books can also improve
communication with people who do not use a spoken
or signed language. Text messaging, using a mobile
phone, provides an effective way of staying in touch for
many people. For people with a hearing disability, text
messaging may provide a major form of communication.
When you send text messages to friends, do you
use symbols and shortened words that would not be
acceptable in more formal academic work? If you send
emails, do you use abbreviations, symbols and special
terms or do you only use formal English? Do you think
it should be acceptable to use ‘texting’ symbols and
abbreviations for academic work? How formal should
English be?
Human aids to communication
Many people have specifi c communication needs. It
may be important to employ an interpreter if a person
uses a different language such as BSL. Some carers
learn to use communication systems, such as Makaton,
in order to help them communicate with people.
If you are communicating with a person with a hearing
impairment you should make sure that the person
can see your face clearly so that they can see your
expressions and the way your lips move. Sometimes
people use clues from facial expression and lip
movement to interpret what you might be saying. It
is also important to speak in a clear, normal voice. If
you raise your voice, your face and lips will become
distorted. A person with a hearing impairment may
realise that you are shouting and may assume that you
are angry! It is also important to try and speak in an
environment with little background noise.
If people have limited vision, it may be important
to use language to describe issues that a sighted
person might take for granted, such as non-verbal
communication or the context of certain comments.
Touch may be an important aspect of communication.
For instance, some registered blind people can work
out what you look like if they can touch your face in
order to build an understanding of your features.
It is always important to choose the right style of
language in order to communicate with people from
different language communities.
Variation between cultures
Skilled carers use a range of conversational techniques
when working with others. These include being
sensitive to variations in culture.
Culture means the history, customs and ways of
behaving that people learn as they grow up. People
from different regions of Britain use different
expressions. Non-verbal signs vary from culture to
culture. White middle-class people often expect
people to ‘look them in the eye’ while talking. If a
person looks down or away a lot, they think it is a sign
that the person may be dishonest, or perhaps sad
or depressed. In some other cultures – for example,
among some black communities – looking down or
away when talking is a sign of respect.
No one can learn every possible system of cultural
variation in non-verbal behaviour but it is possible
to learn about the ones that are used by the people
you are with! You can do this by first noticing and
remembering what others do – in other words, what
non-verbal messages they are sending. The next step
is to make a guess as to what messages the person is
trying to give you. Finally, check your understanding
(your guesses) with the person. This involves reflective
listening and thinking carefully about the person’s
responses. Care workers must be careful not to assume that
statements and signs always have the same meaning.
Cultural differences and different settings can alter
what things mean. A vast range of meanings can be
given to any type of eye contact, facial expression,
posture or gesture. Every culture, and even small
groups of people, can develop their own system of
meanings. Care workers have to respect differences
but it is impossible to learn all the possible meanings
that phrases, words and signs may have.
Use of signs and symbols
Gestures made with hands or arms, written symbols
or diagrams (such as traffic signs) all communicate
messages to people.
Pictures and objects of reference
Paintings, photographs, sculptures, architecture,
ornaments and other household objects can
communicate messages and emotions to people.
People often take photographs or buy souvenirs to
remind them of happy experiences and emotions.
Sometimes an object – such as a cuddly toy – can
symbolise important personal issues and provide a
source of meaning and comfort for an individual.
Objects can sometimes be used to communicate
with people who do not use much signed or spoken
language. A child or adult with a learning disability
might understand that a cup stands for ‘would you like
a drink’. An object like a spoon tied to a card might
communicate that it is time for dinner when the spoon
is presented. A person without language might use
a patch of cloth to communicate that they wish to
sit in a favourite chair covered in that type of cloth.
Sometimes a person might learn a symbol, perhaps
a symbol like a horseshoe that can be used to label
possessions or identify his or her room.
Text Messaging
explain in your own words text messaging is from the internet but you have to explain it in your own
words, no copy and icnollare from the internet, explains in your own words.
Tuckman’s stages of group interaction
Communication in groups can also be influenced by
the degree to which people feel they belong together.
When people first meet in a group they often go
through a process of group formation. Many groups
may experience some sort of struggle before people
unite and communicate effectively. One of the bestknown theorists to explain group formation stages is
Tuckman (1965). Tuckman suggested that most groups
go through a process involving four stages. These are:
1 forming
2 storming
3 norming
4 performing.
The first stage (forming) refers to people meeting for
the first time and sharing information. The second
stage (storming) involves tension, struggle and
sometimes arguments about the way the group might
function. The third stage (norming) sees the group
coming together and consciously or unconsciously
agreeing on their group values. Once they have
established common expectations and values, the
group will reach the fourth stage of being an effectively
performing group.