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downloadfile.pdf who helps me do the summary of these texts use simple words sum up the lyrics, try to summarize and use terms easy thanks. must make the summary of all responses written answer.


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Communication and values in care is a portfolio-tested unit. It requires students to apply the knowledge learned in the unit to one of four care settings – either health, early years (care and education), care of older people, or care of individuals with specific needs. The students will learn how people communicate in health and social care settings and the kinds of factors that influence the effectiveness of communication. They will learn about the care value base and why values matter in health and social care practice. They will acquire an understanding of how health and social care practitioners use and communicate care values in their practice. To achieve a significant grade with their portfolios, students need to demonstrate a high level of knowledge and understanding of the material in the unit and be able to apply this knowledge effectively. They should also demonstrate an ability to carry out research and analysis, and an excellent ability to evaluate material. Students should demonstrate a high degree of independence in their work. Topic 1 Types of communication 44 Topic 2 Non-verbal communication 47 Topic 3 Listening and responding skills 50 Topic 4 Factors affecting communication 53 Topic 5 Understanding groups situations 56 Topic 6 Communicating in group situations 59 Topic 7 Values in care 62 Topic 8 Anti-discriminitory practice 65 Topic 9 Protecting confidentiality 68 Topic 10 Promoting rights and respect 71 Unit 2 Communication and values in care 2.1 Answers to Check your understanding questions on page 63 of the Collins textbook. Answers Unit 2 Communication and values in care 1 The main types of communication include verbal (spoken), non-verbal (bodily), written, and graphical communication. 2 The communication cycle refers to the sending and receiving of messages. It is a two-way process in which one person gives a message and another person responds to it. It is a cycle because the process repeats itself. 3 A care practitioner needs to be an effective verbal communicator to: – respond to service users’ questions and distressed feelings – take a clinical history or ask assessment questions – make contributions to and run team meetings – provide support to a service user’s relatives or friends – communicate with children – communicate with people with hearing or speech impairment – overcome second-language problems – deal with problems and complaints about care. 4 A care practitioner needs to develop effective reading and writing skills to: – write records, notes and statements about policy and procedure – communicate by email and letter between the staff of care organisations – plan and document the care that they provide – evaluate their plans – write reports and referral records. 44 Topic 1 Types of communication ✄ 2.1 These questions guide you through the topic. If you need help to answer them, look at pages 60 to 63 of the Collins textbook. shortquestionsandactivities 1 List the people a care practitioner is likely to have regular contact with during the course of their work. 2 Give two examples of when interaction will occur between a service user and a care practitioner. 3 List the different ways people communicate in a care setting. 4 Explain why a communication cycle has to involve a two-way process. 5 Identify factors that may disrupt the smooth flow of a communication cycle and act as barriers to effective communication. 6 What is the specialist form of communication for (a) someone who is blind and (b) someone who is deaf? 7 Explain how verbal communication may be affected by the speaker’s voice. 8 Give two ways in which practitioners can improve their written communication. H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.1 summaryworksheet T Y P E S O F C O M M U N I C AT I O N Communication may be one of four main types, written, verbal, non-verbal or graphic. Complete the table by writing written, verbal, non-verbal or graphical against the methods of communication. Type of communication speaking listening posters letters art Unit 2 Communication and values in care Method of communication 45 Topic 1 Types of communication signs body language policies singing drama symbols braille email H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.1 extensionactivitysheet E F F E C T I V E C O M M U N I C AT I O N I N C A R E S E T T I N G S Produce some training material for care practitioners. The material should give hints for effective communication, along with some brief explanations about why the hints are important for effective communication. Unit 2 Communication and values in care Use the material in topic 1 of unit 2 of the Collins textbook as a basis for your notes. Try to cover as many communication types and methods as possible, but be as concise as you can. Summarise your findings in a booklet or PowerPoint presentation for care practitioners. You should make the material as user-friendly and interesting as possible. 46 Topic 1 Types of communication H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.2 Answers to Check your understanding questions on page 68 of the Collins textbook. Answers People can use facial expressions, eye contact, gestures with their hands, posture and proximity to the other person. 2 People could be comforted non-verbally by a care practitioner smiling at them, making eye contact (in some cultures), by the care practitioner having their arms loose and leaning slightly towards them and making a judgement about how close to sit to the person. 3 Care practitioners use music, art and craft and drama-based activities to allow service users to express themselves and as a context for interaction and social mixing. This may be particularly useful for service users with mental health problems, learning difficulties or language difficulties. 4 In European cultures eye contact can be a way of showing interest in what someone is saying. However, in other cultures eye contact may be a sign of disrespect. Similarly, physical closeness may be interpreted differently by people of different cultures. People of Mediterranean countries, the Middle East and South America tend to touch more and need less personal space. People from Western European and Scandinavian countries are more reserved and prefer only formal touching and plenty of personal space. Unit 2 Communication and values in care 1 47 ✄ These questions guide you through the topic. If you need help to answer them, look at pages 64 to 69 of the Collins textbook. shortquestionsandactivities 1 List some examples of non-verbal communication. 2 Explain why care practitioners may find non-verbal communication useful. 3 Give two examples of uncontrolled body language. 4 Create a table to summarise how we ‘read’ a person’s facial expression. 5 Explain how the way a person sits can give information about their attitude. 6 Give a definition of personal space. What personal space you are comfortable with in the company of different people? 7 Find out the role of an occupational therapist. 8 Give some examples of specialist forms of non-verbal ‘signing’ and say when they would be used. 9 Why is it important that care practitioners develop signing skills? H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 Topic 2 Non-verbal communication 2.2 2.2 summaryworksheet W H AT I S B E I N G C O M M U N I C AT E D N O N - V E R B A L LY ? Look at the pictures of care practitioners and care service users. What does the body language of the people in each picture tell you? Unit 2 Communication and values in care 48 Topic 2 Non-verbal communication H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.2 extensionactivitysheet A R T, D R A M A A N D M U S I C A S A T H E R A P E U T I C T O O L Carry out a short investigation into the use of art, drama and music as a therapeutic tool in a particular care setting. Unit 2 Communication and values in care 49 Make up a questionnaire that would enable you to gather information about the use of art, drama and music as a therapeutic tool in your chosen care setting. You may know of a care setting near you and you might be able to get answers directly to your questions there. Alternatively, you could research a particular care setting on the Internet. Make up a questionnaire and get as many answers as possible from the secondary information you gather. b Present your findings in a short verbal presentation to the rest of the class. Think about your body language as you speak. c Note the body language of the other members in the class as they give their presentations. d After listening to your peers’ presentations, make a brief list of points that are essential for effective communication. H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 Topic 2 Non-verbal communication a 2.3 Answers to Check your understanding questions on page 75 of the Collins textbook. Answers Unit 2 Communication and values in care 50 1 Three elements of active listening are brief, subtle movements of the head, saying ‘Mm’ or ‘Yes’, and using brief sentences such as ‘Go on’. 2 A care practitioner could use SOLER behaviours to improve communication and listening: face the other person squarely, adopt an open position, lean towards the other person slightly, maintain good eye contact and try to be relaxed while paying attention. 3 To check understanding of what has been said, care practitioners may use reflection by repeating parts of what has been said. They may also use paraphrasing or summarising what has been said. Both techniques help avoid making incorrect or inaccurate interpretations of what has been said. 4 Empathy-building statements are those that show the service user that you understand and appreciate what they are saying. These statements often paraphrase what the service user has said. They are useful as they allow the service user to correct any misinterpretation or misunderstanding. ✄ Topic 3 Listening and responding skills 2.3 These questions guide you through the topic. If you need help to answer them, look at pages 70 to 75 of the Collins textbook. shortquestionsandactivities 1 Describe the three things that active listening involves. 2 List the main reasons for talking to service users. 3 Look at the four occasions when care practitioners exchange information. For each occasion, indicate whether the care practitioner is giving information, receiving information, or both. 4 Explain the difference between public information and private information in a care practitioner’s work. 5 Outline some of the ways care practitioners may help people service users to talk. Choose one of these ways and explain why it should work. 6 Describe in your own words what is meant by an open question. Having done this, suggest what might be meant by a closed question. 7 Look at Figure 7 which shows how special needs affect communication (page 74 of the Collins textbook). Summarise the information in a twocolumn table with the headings ‘type of special need’ and ‘how communication may be affected’. 8 List the suggestions given at the end of the topic for facilitating interaction and improving communication with people who have particular communication difficulties. H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.3 summaryworksheet KEY TERMS ABOUT LISTENING AND RESPONDING SKILLS Here are some of the key terms associated with listening and responding skills: linguistic open questions paralinguistic active listening closed questions minimal prompts a The qualities and features of a person’s voice when speaking. b Direct questions that expect a short, restricted answer. c Language-based aspects of communication. d Process of listening closely to the verbal, paralinguistic and non-verbal aspects of a person’s communication. Unit 2 Communication and values in care Look at the definitions below and match them to the key terms. 51 Paralinguistic and non-verbal prompts that are used to encourage communication. f Questions that provide an opportunity for and encourage a broad ranging response. H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 Topic 3 Listening and responding skills e 2.3 extensionactivitysheet I M A G I N E W H AT I T I S L I K E T O B E H E A R I N G - I M PA I R E D O R V I S U A L LY- I M PA I R E D Unit 2 Communication and values in care 52 Topic 3 Listening and responding skills Work with a partner for this activity. Look at the information about communicating with service users who have special needs on pages 73 and 74 of the Collins textbook. a One of you will need to wear earplugs and imagine what it is like to be hearing impaired. Your partner should attempt to communicate with you (to find out what you did on your last holiday). Your partner should follow the advice given on page 74 for communicating with some who is hearing impaired. At the end of your communication, you and your partner should write down the difficulties you experienced. b Change over and repeat the exercise for someone who is visually impaired. One of you should wear a blindfold, while the other speaks. c Compare your findings with the rest of the class. Discuss whether you think it was more difficult to communicate with someone who is hearing impaired or someone who is visually impaired d Think of some occasions when it would be especially difficult to communicate with a visually impaired or blind person. H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.4 Answers to Check your understanding questions on page 81 of the Collins textbook. Answers Barriers to communication include: – language not understood – avoid jargon – inappropriate non-verbal conditions – smile more – adverse emotional factors – make the person feel less anxious or try to raise their spirits. 2 The physical space relates to how close people sit, how the chairs are arranged, how comfortable people are, and how warm or cold they are. The lighting conditions are also important; it should not be too gloomy or glaring. 3 A care practitioner’s beliefs about issues such as diet, sleeping arrangements and health may not be the same as those of service users. If they are imposed, the service user’s identity and care needs may be neglected. This would result in interaction and communication being less effective. 4 Language barriers may be overcome by multicultural signposting, letters and leaflets translated into other languages, and access to interpreter services and multilingual care staff. Unit 2 Communication and values in care 1 53 ✄ These questions guide you through the topic. If you need help to answer them, look at pages 76 to 81 of the Collins textbook. shortquestionsandactivities 1 What three general things can care practitioners do to overcome barriers to communication? 2 Why is it important that care practitioners dress appropriately? 3 What is a dress code? List the main points a dress code for health and social care practitioners would cover. 4 List the points for and against a care practitioner using touch as a nonverbal form of communication. 5 Summarise in a table the main points about background noise, lighting conditions and physical space that are important for effective communication. 6 List the four points that provide an effective emotional atmosphere for communication. 7 What does empathy in communication involve? 8 What is a stereotype? Give one advantage of having a stereotypical view and one disadvantage. H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 Topic 4 Factors affecting communication 2.4 2.4 summaryworksheet W H AT A F F E C T S C O M M U N I C AT I O N ? These are some of the factors that affect communication: • appearance • background noise • physical space Unit 2 Communication and values in care • cultural awareness • lighting conditions • language issues • non-verbal behaviour • labelling and stereotyping. a Which three of these factors are to do with the physical environment? 1 2 3 b Which factor is to do with body language? c Which factor may send out a message that the service user is not important? d Explain which factor may discriminate against someone with a visual impairment. e Explain which two factors should be considered if the service user is from an ethnic minority. 54 Topic 4 Factors affecting communication H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.4 extensionactivitysheet G U I D E T O E F F E C T I V E C O M M U N I C AT I O N a Imagine you are a care practitioner who has been asked to write guidelines for effective communication with teenagers. b Write some brief notes indicating how these guidelines could be adapted for: • service users in the later adulthood life stage • service users with a hearing impairment • service users with learning difficulties. Unit 2 Communication and values in care Using the material in this topic, prepare a set of guidelines that could be used to help train new care practitioners. These guidelines should be presented either in the form of a poster or booklet that is visually stimulating. 55 Topic 4 Factors affecting communication H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.5 Answers to Check your understanding questions on page 85 of the Collins textbook. Answer Unit 2 Communication and values in care 1 Care practitioners need to communicate in report or handover meetings between care team members, case conferences, various meetings with managerial staff, and service users and their relatives. 2 A primary care group involves a face-to-face situation in which members get to know each other. Examples include therapy groups and relatives’ meetings. A secondary care group may include members who may never meet each other. Examples include trade unions and health and social care practitioners’ professional groups such as social workers and physiotherapists. 3 Group situations may be considered preferable as they can improve members’ self-esteem, are an effective means of problem solving, enable decision-making and responsibility to be shared, tend to command more respect and have more power, and they provide multiple perspectives such as greater breadth of information. 4 Strangers recruited to work in a care setting will need to gain an understanding of group processes and patterns of group behaviour in order to interact and communicate well in various group situations. This involves understanding forming, storming, norming and performing. Alternatively, understanding inclusion, control and affection. 56 Topic 5 Understanding group situations ✄ 2.5 These questions guide you through the topic. If you need help to answer them, look at pages 82 to 85 of the Collins textbook. shortquestionsandactivities 1 Define the term ‘social group’. 2 In your own words, describe the difference between a primary group and a secondary group. 3 Name one primary group and one secondary group to which you belong. 4 List the group situations in a care setting. 5 Make a brief summary table listing the advantages and disadvantages of group interactions. 6 Describe Tuckman’s stages in group formation. 7 Describe Schultz’s stages in group formation. 8 Explain why a group is more than the ‘sum of its participants’. H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.5 summaryworksheet ALL ABOUT GROUPS a Fill in the missing words or phrases. A group situation in which members have direct, face-to-face contact is called a and recognised through shared interests or shared status, but whose members rarely meet is called a group. A group which helps participants to address and resolve their problems is called a group. A meeting attended by a range of care practitioners, often the service and his or her personal supporters, at which an individual service ’s case is discussed in detail is called a Tuckman described group formation in four stages. 57 • norming Topic 5 Understanding group situations b . Unit 2 Communication and values in care group. A group whose membership is often achieved • forming • performing • storming i Write down the stages in the correct order: ii Which stage involves conflict? iii In which stage does a group’s identity develop? H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.5 extensionactivitysheet G R O U P F O R M AT I O N a There are two different models of group formation in this topic: Tuckman’s model and Schultz’s model. Unit 2 Communication and values in care i Describe one similarity between the two models. ii Describe one difference between the two models. iii Think of a situation when you first joined a group Explain which model best describes the formation of that group. 58 Topic 5 Understanding group situations b Choose two care settings, either health, early years (care and education), care of older people, or individuals with specific needs. Describe two situations in which group interaction of the care practitioners would differ in the two care settings you have chosen. H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.6 Answers to Check your understanding questions on page 90 of the Collins textbook. Answers Three positive behaviours are proposing, building and supporting. Proposing offers new ideas and should open up more discussion. Building extends ideas already mentioned by other members of the group and should also open up more discussion. Supporting what other people have to say will encourage those people to speak more. 2 Three negative behaviours are dominating, attacking and blocking. 3 In a hierarchical group structure the people at the top and the bottom have little opportunity to interact. In a circular group structure the service user is in the middle and has access to all other members of the group. In fact, all members of the group have the opportunity to interact with each other. 4 You could ensure that all participants are introduced to each other and know why each person is there. You might also encourage each person to contribute to or participate in the activities. Unit 2 Communication and values in care 1 ✄ 59 These questions guide you through the topic. If you need help to answer them, look at pages 86 to 91 of the Collins textbook. shortquestionsandactivities 1 Why might some people behave differently to others in group situations? 2 List the different types of group communication behaviour. For each behaviour, write short sentences in your own words to describe the behaviour. 3 Suggest a reason why the hierarchical group structure is shaped like a pyramid. 4 Look at the circular group structure in Figure 13 (page 89 of the Collins textbook). List as many different interactions as you can. 5 Define the word ‘clique’ and explain how a clique may affect effective communication. 6 List the seven rules, identified by Burnard, that effective group members follow. 7 List those factors that need to be considered when setting up a group. 8 What aims should you try to achieve once your group meetings are set up? 9 Explain what is meant by the ‘dynamics’ of a group. H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 Topic 6 Communicating in group situations 2.6 2.6 summaryworksheet UNSCRAMBLE THE KEY WORDS a There are key terms of the Communicating in group situations topic on page 86 of the Collins textbook. i Unit 2 Communication and values in care 60 Unscramble these anagrams to find the key terms. (Do not look at the book unless you really are stuck.) rich he hay le quic no pope rug I fling a tic at Duc prose log Many do rug pics ii b Write a definition for each of the key words. Some types of group communication are positive in supporting effective communication in groups, while other types of group communication are more negative in supporting effective communication in groups. Topic 6 Communicating in group situations Complete the table by writing positive or negative alongside each type of group communication. Type of group communication Positive or negative in supporting effective communication Proposing Dominating Summarising Pairing Inclusive behaviours H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.6 extensionactivitysheet G R O U P C O M M U N I C AT I O N PAT T E R N S There are three group communication patterns mentioned in topic 6: • hierarchical • circular • clique. Social worker Service user Occupational therapist Consultant Manager Senior registrar Senior nurse Junior doctor Staff nurse Patient Care assistant Staff nurse Consultant 61 Care practitioners Explain to what extent you agree or disagree with the following statement. Hierarchical and circular group communication patterns have a place in health and social care settings, whereas the clique group structure does not. ©HarperCollinsPublishers 2005 Topic 6 Communicating in group situations Service users H E A LT H & S O C I A L C A R E A S F O R E D E X C E L Unit 2 Communication and values in care GP (family doctor) 2.7 Answers to Check your understanding questions on page 95 of the Collins textbook. Answers Unit 2 Communication and values in care 62 1 Care values are important because no two service users are the same and nobody has exactly the same care needs as anybody else. Each service user should be treated equally and fairly, while at the same time their differences and particular needs should be considered. 2 Care principles are put into practice through legislation, professional codes of conduct, charters and guidelines, and through policies and procedures. 3 Care values are fundamental beliefs about the right or correct way of treating service users whereas care principles are the ‘rules’ that guide the way that care practitioners behave in order to express, or put into practice, care values. 4 A code of practice is a document that guides the way members of different professional bodies should work. For example, in health and social care practice, it embodies the care principles that are necessary for putting into practice the care values. These care values are moral beliefs that are thought to be important when treating service users. Topic 7 Values in care ✄ 2.7 These questions guide you through the topic. If you need help to answer them, look at pages 92 to 95 of the Collins textbook. shortquestionsandactivities 1 Give a simple definition of the care value base. 2 List the five main areas of practice that the care value base covers. 3 Why might some registered care practitioners not recognise the term ‘care value base’ although they put its values into practice? What term or terms might these people use instead? 4 Why might the term ‘value bases of care’ be better than the term ‘care value base’? 5 Describe, in your own words, Millar’s two main care values at the heart of care practice. 6 What are the six key principles through which the fundamental care values can be put into practice? 7 List the sources of care values and explain why they are arranged in a particular order (see Figure 16 on page 94 of the Collins textbook). 8 List the different ways that care values may be expressed in practice. H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.7 summaryworksheet W H AT ’ S I N A N A M E ? The key terms in this topic can be quite confusing. The list shows some of the terms and definitions. • Care value base • Care principles • Rules for putting into practice a care value • Beliefs about the correct way of treating service users • A collection of care values and principles. a Complete the table by matching up the terms with their definitions. Term Definition Unit 2 Communication and values in care • Care values 63 What is the difficult goal that care workers achieve by applying care values? H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 Topic 7 Values in care b 2.7 extensionactivitysheet a ne Legislation ational g nd n uid sa r e e tional p a s i rt oli li an g c r y fp O es o ractic d o cedure ro Care practice s s P C e Unit 2 Communication and values in care The principles that constitute the care value base find their way into care practice through a number of different sources or routes. These may be seen in the diagram shown here. Ch a PUTTING CARE PRINCIPLES INTO PRACTICE i Give an example of a piece of legislation that grants and protects the rights of service users. ii Who issues charters and guidelines, and what is their purpose? 64 Topic 7 Values in care iii Give an example of an organisation policy and its purpose. b Find out the meaning of the word ‘empowerment’ and describe how it might apply to the following groups of people: • teenagers with physical disabilities • prisoners with drug problems • older people living in a residential home • people admitted to a mental health unit. H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.8 Answers to Check your understanding questions on page 99 of the Collins textbook. Answers Examples of prejudice are racism, sexism, homophobia, ageism and disablism. 2 Unfair discrimination on the basis of age mainly affects older and middleaged people, especially in terms of employment prospects. This may lead to depression and mental health problems. It can also affect children and young people if their views are not sought and taken seriously. 3 An anti-discriminatory approach to care practice services is one that promotes equality in the care setting. 4 Care practitioners can adopt an anti-discriminatory approach within their care practice by addressing their own prejudices and tackling unfair discrimination where they see it occurring. Unit 2 Communication and values in care 1 ✄ 65 These questions guide you through the topic. If you need help to answer them, look at pages 96 to 99 of the Collins textbook. shortquestionsandactivities 1 Write in your own words what you understand by unfair discrimination. 2 What does the phrase ‘social inequality’ mean? 3 List the factors that affect social inequality and give one consequence of social inequality. 4 What is the basis of racism? 5 What does sexism stem from? 6 What does ‘coming out’ mean? 7 Describe how the language used in the past to describe people with mental, physical and sensory impairments has expressed prejudices. 8 Summarise, in your own words, the guidelines that help guard against unfair discrimination in a care setting. 9 Explain the advantage in recognising that there are differences between people. H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 Topic 8 Anti-discriminatory practice 2.8 2.8 summaryworksheet WHICH FORM OF PREJUDICE MIGHT ARISE? These pictures show situations where prejudice might arise in our society. Unit 2 Communication and values in care 66 Topic 8 Anti-discriminatory practice a Look at the pictures and identify which form of prejudice that might arise. b Describe one way in which our society could promote anti-discriminatory practice in each of the situations shown in the pictures. H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.8 extensionactivitysheet C A S E S T U D Y: P R E J U D I C E Read the following case study and answer the questions that follow. a Identify the potential forms of prejudice in the case study. b Describe, in your own words, the example of discriminatory practice taking place in the residential home. Explain Asha’s dilemma in dealing with the discriminatory practice. d Discuss how Asha should respond to the unfair discriminatory practice she is aware of. H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 67 Topic 8 Anti-discriminatory practice c Unit 2 Communication and values in care Asha works as a care assistant in a residential home for older people with mental health problems. The residential home is in a large city and has many people from different ethnic minorities. Asha lives with her long-term partner, Maria, but she feels she cannot discuss her personal circumstances with anyone at work. Recently, the residential home has appointed a new assistant manager called Robert. Asha has heard Robert call an elderly Asian resident names because he was unable to understand what he was saying to him. Asha is frightened of Robert because he is friendly with Maria’s brother. 2.9 Answers to Check your understanding questions on page 104 of the Collins textbook. Answers Unit 2 Communication and values in care 68 1 It is important that care workers follow the principle of confidentiality, as this is important in establishing and maintaining the trust on which effective care relationships depend. 2 Service users give confidential information to care practitioners such as psychological information and medical information. They should be treated as confidential because the information is extremely personal. 3 The Data Protection Act sets out rules for the processing of personal data or information. The Caldecott Principles are guidelines on the way that patient-identifiable information is managed in the NHS. Both state that information which can be used to identify a particular patient or service user must be protected and should not be revealed to people who do not need to know about it. 4 ‘Keeping secret’ is not telling something to anyone. ‘Maintaining confidentiality’ is not identifying a particular patient or service user unless it is absolutely necessary that someone needs to know about them for the service user’s own good. ✄ Topic 9 Protecting confidentiality 2.9 These questions guide you through the topic. If you need help to answer them, look at pages 100 to 105 of the Collins textbook. shortquestionsandactivities 1 To what does confidentiality refer? 2 Identify the four types of information users of health and social care services generally give care practitioners. 3 What are the two essential elements of the confidentiality contract that exists between care practitioners and service users? 4 What does the common law duty of confidence principle state? 5 List the eight main principles of the Data Protection Act? 6 What was the recommendation of the Caldecott Committee? 7 Re-write the six Caldecott Principles in your own words, as briefly as possible. 8 Identify the five occasions when the principle of confidentiality may be broken. 9 When might a care practitioner be brought to court for not revealing confidential information? 10 When should the standard of confidentiality that care practitioners are able to provide be communicated to service users? H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.9 summaryworksheet W H AT T Y P E O F I N F O R M AT I O N I S T H I S ? The users of health and social care services generally give care practitioners four types of information. These are: • identification • medical • social. Complete the table by writing in identification, medical, psychological or social alongside each of the examples of information. Example of information Type of information name stress levels details and extent of disease housing medical history 69 Topic 9 Protecting confidentiality emotions family situation treatment address sexual problems mental state details of job address marital status H E A LT H & S O C I A L C A R E A S F O R E D E X C E L Unit 2 Communication and values in care • psychological ©HarperCollinsPublishers 2005 2.9 extensionactivitysheet LIMITS TO CONFIDENTIALITY Unit 2 Communication and values in care Imagine you are an experienced care practitioner involved in training new care practitioners. You have been asked to produce a booklet explaining when it is appropriate to disclose confidential information about a service user. Your booklet should be brief and interesting, yet it should contain enough explanation to justify when disclosure is appropriate. 70 Topic 9 Protecting confidentiality H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.10 Answers to Check your understanding questions on page 109 of the Collins textbook. Answers Examples of stereotypes that can affect how older people are treated in care settings are referring to them as ‘the elderly’ or ‘geriatrics’. 2 Acknowledging and respecting diversity in care settings could be done by providing language and translation support, and using preferred names, for example. 3 In order to provide appropriate care for users, it is important to promote the service user’s autonomy and opportunity to make decisions and allow choices in their care setting. 4 Care practitioners can promote service users’ rights by: – identifying, acknowledging and addressing their own beliefs and prejudices – challenging discriminatory behaviour – using language appropriately – observing confidentiality – accepting diversity and difference – respecting and treating service users as individuals. Unit 2 Communication and values in care 1 ✄ These questions guide you through the topic. If you need help to answer them, look at pages 106 to 109 of the Collins textbook. shortquestionsandactivities 1 Write down what stereotyping means to you. Give an example of stereotyping. 2 What problems may stereotyping lead to? 3 What does diversity mean when applied to people? 4 List the seven ways in which diversity may be acknowledged and respected. 5 What word means ‘self-government’? Explain in your own words what selfgovernment means. 6 What does the paternalistic approach of a care practitioner towards a service user fail to address? 7 List the areas of choice a service user should be consulted over. 8 How can service users be helped to make decisions that express their own preferences? 9 Describe the two ways that you believe care practitioners may best promote service users’ rights. H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 Topic 10 Promoting rights and respect 2.10 71 2.10 summaryworksheet M AT C H T H E K E Y T E R M S W I T H T H E I R D E F I N I T I O N S This topic contains some challenging key words. These are: • autonomy • diversity • empowerment Unit 2 Communication and values in care • individuality • stereotyping. Look at the definitions below and match them to the correct key words. a The process of making standardised assumptions about individuals and failing to acknowledge or respect diversity and individual differences. b The process of enabling or authorising a person to gain control. c The existence of a range of differences, or the quality of being different. d Someone who can make their own decisions and is in control of their own life is carrying out this process. e The principle of living your own life in your own way. It also incorporates expressing your own personal beliefs and sense of identity. 72 Topic 10 Promoting rights and respect H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.10 extensionactivitysheet EVERYONE IS DIFFERENT! The diagram shows the different ways that diversity of service users may be acknowledged and respected by care practitioners. Respecting beliefs and views Developing awareness of religious and cultural needs Giving and respecting service users’ choices of food, clothes, and routines Ways of acknowledging and respecting diversity Adapting behaviour and the environment Using preferred names Enabling religious worship H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 73 Topic 10 Promoting rights and respect For each of the ways of acknowledging and respecting diversity shown in the diagram, write a short case study containing a service user for whom the approach would be appropriate. Unit 2 Communication and values in care Providing language and translation support Communication and values in care is a portfolio-tested unit. It requires students to apply the knowledge learned in the unit to one of four care settings – either health, early years (care and education), care of older people, or care of individuals with specific needs. The students will learn how people communicate in health and social care settings and the kinds of factors that influence the effectiveness of communication. They will learn about the care value base and why values matter in health and social care practice. They will acquire an understanding of how health and social care practitioners use and communicate care values in their practice. To achieve a significant grade with their portfolios, students need to demonstrate a high level of knowledge and understanding of the material in the unit and be able to apply this knowledge effectively. They should also demonstrate an ability to carry out research and analysis, and an excellent ability to evaluate material. Students should demonstrate a high degree of independence in their work. Topic 1 Types of communication 44 Topic 2 Non-verbal communication 47 Topic 3 Listening and responding skills 50 Topic 4 Factors affecting communication 53 Topic 5 Understanding groups situations 56 Topic 6 Communicating in group situations 59 Topic 7 Values in care 62 Topic 8 Anti-discriminitory practice 65 Topic 9 Protecting confidentiality 68 Topic 10 Promoting rights and respect 71 Unit 2 Communication and values in care 2.1 Answers to Check your understanding questions on page 63 of the Collins textbook. Answers Unit 2 Communication and values in care 1 The main types of communication include verbal (spoken), non-verbal (bodily), written, and graphical communication. 2 The communication cycle refers to the sending and receiving of messages. It is a two-way process in which one person gives a message and another person responds to it. It is a cycle because the process repeats itself. 3 A care practitioner needs to be an effective verbal communicator to: – respond to service users’ questions and distressed feelings – take a clinical history or ask assessment questions – make contributions to and run team meetings – provide support to a service user’s relatives or friends – communicate with children – communicate with people with hearing or speech impairment – overcome second-language problems – deal with problems and complaints about care. 4 A care practitioner needs to develop effective reading and writing skills to: – write records, notes and statements about policy and procedure – communicate by email and letter between the staff of care organisations – plan and document the care that they provide – evaluate their plans – write reports and referral records. 44 Topic 1 Types of communication ✄ 2.1 These questions guide you through the topic. If you need help to answer them, look at pages 60 to 63 of the Collins textbook. shortquestionsandactivities 1 List the people a care practitioner is likely to have regular contact with during the course of their work. 2 Give two examples of when interaction will occur between a service user and a care practitioner. 3 List the different ways people communicate in a care setting. 4 Explain why a communication cycle has to involve a two-way process. 5 Identify factors that may disrupt the smooth flow of a communication cycle and act as barriers to effective communication. 6 What is the specialist form of communication for (a) someone who is blind and (b) someone who is deaf? 7 Explain how verbal communication may be affected by the speaker’s voice. 8 Give two ways in which practitioners can improve their written communication. H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.1 summaryworksheet T Y P E S O F C O M M U N I C AT I O N Communication may be one of four main types, written, verbal, non-verbal or graphic. Complete the table by writing written, verbal, non-verbal or graphical against the methods of communication. Type of communication speaking listening posters letters art Unit 2 Communication and values in care Method of communication 45 Topic 1 Types of communication signs body language policies singing drama symbols braille email H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.1 extensionactivitysheet E F F E C T I V E C O M M U N I C AT I O N I N C A R E S E T T I N G S Produce some training material for care practitioners. The material should give hints for effective communication, along with some brief explanations about why the hints are important for effective communication. Unit 2 Communication and values in care Use the material in topic 1 of unit 2 of the Collins textbook as a basis for your notes. Try to cover as many communication types and methods as possible, but be as concise as you can. Summarise your findings in a booklet or PowerPoint presentation for care practitioners. You should make the material as user-friendly and interesting as possible. 46 Topic 1 Types of communication H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.2 Answers to Check your understanding questions on page 68 of the Collins textbook. Answers People can use facial expressions, eye contact, gestures with their hands, posture and proximity to the other person. 2 People could be comforted non-verbally by a care practitioner smiling at them, making eye contact (in some cultures), by the care practitioner having their arms loose and leaning slightly towards them and making a judgement about how close to sit to the person. 3 Care practitioners use music, art and craft and drama-based activities to allow service users to express themselves and as a context for interaction and social mixing. This may be particularly useful for service users with mental health problems, learning difficulties or language difficulties. 4 In European cultures eye contact can be a way of showing interest in what someone is saying. However, in other cultures eye contact may be a sign of disrespect. Similarly, physical closeness may be interpreted differently by people of different cultures. People of Mediterranean countries, the Middle East and South America tend to touch more and need less personal space. People from Western European and Scandinavian countries are more reserved and prefer only formal touching and plenty of personal space. Unit 2 Communication and values in care 1 47 ✄ These questions guide you through the topic. If you need help to answer them, look at pages 64 to 69 of the Collins textbook. shortquestionsandactivities 1 List some examples of non-verbal communication. 2 Explain why care practitioners may find non-verbal communication useful. 3 Give two examples of uncontrolled body language. 4 Create a table to summarise how we ‘read’ a person’s facial expression. 5 Explain how the way a person sits can give information about their attitude. 6 Give a definition of personal space. What personal space you are comfortable with in the company of different people? 7 Find out the role of an occupational therapist. 8 Give some examples of specialist forms of non-verbal ‘signing’ and say when they would be used. 9 Why is it important that care practitioners develop signing skills? H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 Topic 2 Non-verbal communication 2.2 2.2 summaryworksheet W H AT I S B E I N G C O M M U N I C AT E D N O N - V E R B A L LY ? Look at the pictures of care practitioners and care service users. What does the body language of the people in each picture tell you? Unit 2 Communication and values in care 48 Topic 2 Non-verbal communication H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.2 extensionactivitysheet A R T, D R A M A A N D M U S I C A S A T H E R A P E U T I C T O O L Carry out a short investigation into the use of art, drama and music as a therapeutic tool in a particular care setting. Unit 2 Communication and values in care 49 Make up a questionnaire that would enable you to gather information about the use of art, drama and music as a therapeutic tool in your chosen care setting. You may know of a care setting near you and you might be able to get answers directly to your questions there. Alternatively, you could research a particular care setting on the Internet. Make up a questionnaire and get as many answers as possible from the secondary information you gather. b Present your findings in a short verbal presentation to the rest of the class. Think about your body language as you speak. c Note the body language of the other members in the class as they give their presentations. d After listening to your peers’ presentations, make a brief list of points that are essential for effective communication. H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 Topic 2 Non-verbal communication a 2.3 Answers to Check your understanding questions on page 75 of the Collins textbook. Answers Unit 2 Communication and values in care 50 1 Three elements of active listening are brief, subtle movements of the head, saying ‘Mm’ or ‘Yes’, and using brief sentences such as ‘Go on’. 2 A care practitioner could use SOLER behaviours to improve communication and listening: face the other person squarely, adopt an open position, lean towards the other person slightly, maintain good eye contact and try to be relaxed while paying attention. 3 To check understanding of what has been said, care practitioners may use reflection by repeating parts of what has been said. They may also use paraphrasing or summarising what has been said. Both techniques help avoid making incorrect or inaccurate interpretations of what has been said. 4 Empathy-building statements are those that show the service user that you understand and appreciate what they are saying. These statements often paraphrase what the service user has said. They are useful as they allow the service user to correct any misinterpretation or misunderstanding. ✄ Topic 3 Listening and responding skills 2.3 These questions guide you through the topic. If you need help to answer them, look at pages 70 to 75 of the Collins textbook. shortquestionsandactivities 1 Describe the three things that active listening involves. 2 List the main reasons for talking to service users. 3 Look at the four occasions when care practitioners exchange information. For each occasion, indicate whether the care practitioner is giving information, receiving information, or both. 4 Explain the difference between public information and private information in a care practitioner’s work. 5 Outline some of the ways care practitioners may help people service users to talk. Choose one of these ways and explain why it should work. 6 Describe in your own words what is meant by an open question. Having done this, suggest what might be meant by a closed question. 7 Look at Figure 7 which shows how special needs affect communication (page 74 of the Collins textbook). Summarise the information in a twocolumn table with the headings ‘type of special need’ and ‘how communication may be affected’. 8 List the suggestions given at the end of the topic for facilitating interaction and improving communication with people who have particular communication difficulties. H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.3 summaryworksheet KEY TERMS ABOUT LISTENING AND RESPONDING SKILLS Here are some of the key terms associated with listening and responding skills: linguistic open questions paralinguistic active listening closed questions minimal prompts a The qualities and features of a person’s voice when speaking. b Direct questions that expect a short, restricted answer. c Language-based aspects of communication. d Process of listening closely to the verbal, paralinguistic and non-verbal aspects of a person’s communication. Unit 2 Communication and values in care Look at the definitions below and match them to the key terms. 51 Paralinguistic and non-verbal prompts that are used to encourage communication. f Questions that provide an opportunity for and encourage a broad ranging response. H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 Topic 3 Listening and responding skills e 2.3 extensionactivitysheet I M A G I N E W H AT I T I S L I K E T O B E H E A R I N G - I M PA I R E D O R V I S U A L LY- I M PA I R E D Unit 2 Communication and values in care 52 Topic 3 Listening and responding skills Work with a partner for this activity. Look at the information about communicating with service users who have special needs on pages 73 and 74 of the Collins textbook. a One of you will need to wear earplugs and imagine what it is like to be hearing impaired. Your partner should attempt to communicate with you (to find out what you did on your last holiday). Your partner should follow the advice given on page 74 for communicating with some who is hearing impaired. At the end of your communication, you and your partner should write down the difficulties you experienced. b Change over and repeat the exercise for someone who is visually impaired. One of you should wear a blindfold, while the other speaks. c Compare your findings with the rest of the class. Discuss whether you think it was more difficult to communicate with someone who is hearing impaired or someone who is visually impaired d Think of some occasions when it would be especially difficult to communicate with a visually impaired or blind person. H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.4 Answers to Check your understanding questions on page 81 of the Collins textbook. Answers Barriers to communication include: – language not understood – avoid jargon – inappropriate non-verbal conditions – smile more – adverse emotional factors – make the person feel less anxious or try to raise their spirits. 2 The physical space relates to how close people sit, how the chairs are arranged, how comfortable people are, and how warm or cold they are. The lighting conditions are also important; it should not be too gloomy or glaring. 3 A care practitioner’s beliefs about issues such as diet, sleeping arrangements and health may not be the same as those of service users. If they are imposed, the service user’s identity and care needs may be neglected. This would result in interaction and communication being less effective. 4 Language barriers may be overcome by multicultural signposting, letters and leaflets translated into other languages, and access to interpreter services and multilingual care staff. Unit 2 Communication and values in care 1 53 ✄ These questions guide you through the topic. If you need help to answer them, look at pages 76 to 81 of the Collins textbook. shortquestionsandactivities 1 What three general things can care practitioners do to overcome barriers to communication? 2 Why is it important that care practitioners dress appropriately? 3 What is a dress code? List the main points a dress code for health and social care practitioners would cover. 4 List the points for and against a care practitioner using touch as a nonverbal form of communication. 5 Summarise in a table the main points about background noise, lighting conditions and physical space that are important for effective communication. 6 List the four points that provide an effective emotional atmosphere for communication. 7 What does empathy in communication involve? 8 What is a stereotype? Give one advantage of having a stereotypical view and one disadvantage. H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 Topic 4 Factors affecting communication 2.4 2.4 summaryworksheet W H AT A F F E C T S C O M M U N I C AT I O N ? These are some of the factors that affect communication: • appearance • background noise • physical space Unit 2 Communication and values in care • cultural awareness • lighting conditions • language issues • non-verbal behaviour • labelling and stereotyping. a Which three of these factors are to do with the physical environment? 1 2 3 b Which factor is to do with body language? c Which factor may send out a message that the service user is not important? d Explain which factor may discriminate against someone with a visual impairment. e Explain which two factors should be considered if the service user is from an ethnic minority. 54 Topic 4 Factors affecting communication H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.4 extensionactivitysheet G U I D E T O E F F E C T I V E C O M M U N I C AT I O N a Imagine you are a care practitioner who has been asked to write guidelines for effective communication with teenagers. b Write some brief notes indicating how these guidelines could be adapted for: • service users in the later adulthood life stage • service users with a hearing impairment • service users with learning difficulties. Unit 2 Communication and values in care Using the material in this topic, prepare a set of guidelines that could be used to help train new care practitioners. These guidelines should be presented either in the form of a poster or booklet that is visually stimulating. 55 Topic 4 Factors affecting communication H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.5 Answers to Check your understanding questions on page 85 of the Collins textbook. Answer Unit 2 Communication and values in care 1 Care practitioners need to communicate in report or handover meetings between care team members, case conferences, various meetings with managerial staff, and service users and their relatives. 2 A primary care group involves a face-to-face situation in which members get to know each other. Examples include therapy groups and relatives’ meetings. A secondary care group may include members who may never meet each other. Examples include trade unions and health and social care practitioners’ professional groups such as social workers and physiotherapists. 3 Group situations may be considered preferable as they can improve members’ self-esteem, are an effective means of problem solving, enable decision-making and responsibility to be shared, tend to command more respect and have more power, and they provide multiple perspectives such as greater breadth of information. 4 Strangers recruited to work in a care setting will need to gain an understanding of group processes and patterns of group behaviour in order to interact and communicate well in various group situations. This involves understanding forming, storming, norming and performing. Alternatively, understanding inclusion, control and affection. 56 Topic 5 Understanding group situations ✄ 2.5 These questions guide you through the topic. If you need help to answer them, look at pages 82 to 85 of the Collins textbook. shortquestionsandactivities 1 Define the term ‘social group’. 2 In your own words, describe the difference between a primary group and a secondary group. 3 Name one primary group and one secondary group to which you belong. 4 List the group situations in a care setting. 5 Make a brief summary table listing the advantages and disadvantages of group interactions. 6 Describe Tuckman’s stages in group formation. 7 Describe Schultz’s stages in group formation. 8 Explain why a group is more than the ‘sum of its participants’. H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.5 summaryworksheet ALL ABOUT GROUPS a Fill in the missing words or phrases. A group situation in which members have direct, face-to-face contact is called a and recognised through shared interests or shared status, but whose members rarely meet is called a group. A group which helps participants to address and resolve their problems is called a group. A meeting attended by a range of care practitioners, often the service and his or her personal supporters, at which an individual service ’s case is discussed in detail is called a Tuckman described group formation in four stages. 57 • norming Topic 5 Understanding group situations b . Unit 2 Communication and values in care group. A group whose membership is often achieved • forming • performing • storming i Write down the stages in the correct order: ii Which stage involves conflict? iii In which stage does a group’s identity develop? H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.5 extensionactivitysheet G R O U P F O R M AT I O N a There are two different models of group formation in this topic: Tuckman’s model and Schultz’s model. Unit 2 Communication and values in care i Describe one similarity between the two models. ii Describe one difference between the two models. iii Think of a situation when you first joined a group Explain which model best describes the formation of that group. 58 Topic 5 Understanding group situations b Choose two care settings, either health, early years (care and education), care of older people, or individuals with specific needs. Describe two situations in which group interaction of the care practitioners would differ in the two care settings you have chosen. H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.6 Answers to Check your understanding questions on page 90 of the Collins textbook. Answers Three positive behaviours are proposing, building and supporting. Proposing offers new ideas and should open up more discussion. Building extends ideas already mentioned by other members of the group and should also open up more discussion. Supporting what other people have to say will encourage those people to speak more. 2 Three negative behaviours are dominating, attacking and blocking. 3 In a hierarchical group structure the people at the top and the bottom have little opportunity to interact. In a circular group structure the service user is in the middle and has access to all other members of the group. In fact, all members of the group have the opportunity to interact with each other. 4 You could ensure that all participants are introduced to each other and know why each person is there. You might also encourage each person to contribute to or participate in the activities. Unit 2 Communication and values in care 1 ✄ 59 These questions guide you through the topic. If you need help to answer them, look at pages 86 to 91 of the Collins textbook. shortquestionsandactivities 1 Why might some people behave differently to others in group situations? 2 List the different types of group communication behaviour. For each behaviour, write short sentences in your own words to describe the behaviour. 3 Suggest a reason why the hierarchical group structure is shaped like a pyramid. 4 Look at the circular group structure in Figure 13 (page 89 of the Collins textbook). List as many different interactions as you can. 5 Define the word ‘clique’ and explain how a clique may affect effective communication. 6 List the seven rules, identified by Burnard, that effective group members follow. 7 List those factors that need to be considered when setting up a group. 8 What aims should you try to achieve once your group meetings are set up? 9 Explain what is meant by the ‘dynamics’ of a group. H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 Topic 6 Communicating in group situations 2.6 2.6 summaryworksheet UNSCRAMBLE THE KEY WORDS a There are key terms of the Communicating in group situations topic on page 86 of the Collins textbook. i Unit 2 Communication and values in care 60 Unscramble these anagrams to find the key terms. (Do not look at the book unless you really are stuck.) rich he hay le quic no pope rug I fling a tic at Duc prose log Many do rug pics ii b Write a definition for each of the key words. Some types of group communication are positive in supporting effective communication in groups, while other types of group communication are more negative in supporting effective communication in groups. Topic 6 Communicating in group situations Complete the table by writing positive or negative alongside each type of group communication. Type of group communication Positive or negative in supporting effective communication Proposing Dominating Summarising Pairing Inclusive behaviours H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.6 extensionactivitysheet G R O U P C O M M U N I C AT I O N PAT T E R N S There are three group communication patterns mentioned in topic 6: • hierarchical • circular • clique. Social worker Service user Occupational therapist Consultant Manager Senior registrar Senior nurse Junior doctor Staff nurse Patient Care assistant Staff nurse Consultant 61 Care practitioners Explain to what extent you agree or disagree with the following statement. Hierarchical and circular group communication patterns have a place in health and social care settings, whereas the clique group structure does not. ©HarperCollinsPublishers 2005 Topic 6 Communicating in group situations Service users H E A LT H & S O C I A L C A R E A S F O R E D E X C E L Unit 2 Communication and values in care GP (family doctor) 2.7 Answers to Check your understanding questions on page 95 of the Collins textbook. Answers Unit 2 Communication and values in care 62 1 Care values are important because no two service users are the same and nobody has exactly the same care needs as anybody else. Each service user should be treated equally and fairly, while at the same time their differences and particular needs should be considered. 2 Care principles are put into practice through legislation, professional codes of conduct, charters and guidelines, and through policies and procedures. 3 Care values are fundamental beliefs about the right or correct way of treating service users whereas care principles are the ‘rules’ that guide the way that care practitioners behave in order to express, or put into practice, care values. 4 A code of practice is a document that guides the way members of different professional bodies should work. For example, in health and social care practice, it embodies the care principles that are necessary for putting into practice the care values. These care values are moral beliefs that are thought to be important when treating service users. Topic 7 Values in care ✄ 2.7 These questions guide you through the topic. If you need help to answer them, look at pages 92 to 95 of the Collins textbook. shortquestionsandactivities 1 Give a simple definition of the care value base. 2 List the five main areas of practice that the care value base covers. 3 Why might some registered care practitioners not recognise the term ‘care value base’ although they put its values into practice? What term or terms might these people use instead? 4 Why might the term ‘value bases of care’ be better than the term ‘care value base’? 5 Describe, in your own words, Millar’s two main care values at the heart of care practice. 6 What are the six key principles through which the fundamental care values can be put into practice? 7 List the sources of care values and explain why they are arranged in a particular order (see Figure 16 on page 94 of the Collins textbook). 8 List the different ways that care values may be expressed in practice. H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.7 summaryworksheet W H AT ’ S I N A N A M E ? The key terms in this topic can be quite confusing. The list shows some of the terms and definitions. • Care value base • Care principles • Rules for putting into practice a care value • Beliefs about the correct way of treating service users • A collection of care values and principles. a Complete the table by matching up the terms with their definitions. Term Definition Unit 2 Communication and values in care • Care values 63 What is the difficult goal that care workers achieve by applying care values? H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 Topic 7 Values in care b 2.7 extensionactivitysheet a ne Legislation ational g nd n uid sa r e e tional p a s i rt oli li an g c r y fp O es o ractic d o cedure ro Care practice s s P C e Unit 2 Communication and values in care The principles that constitute the care value base find their way into care practice through a number of different sources or routes. These may be seen in the diagram shown here. Ch a PUTTING CARE PRINCIPLES INTO PRACTICE i Give an example of a piece of legislation that grants and protects the rights of service users. ii Who issues charters and guidelines, and what is their purpose? 64 Topic 7 Values in care iii Give an example of an organisation policy and its purpose. b Find out the meaning of the word ‘empowerment’ and describe how it might apply to the following groups of people: • teenagers with physical disabilities • prisoners with drug problems • older people living in a residential home • people admitted to a mental health unit. H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.8 Answers to Check your understanding questions on page 99 of the Collins textbook. Answers Examples of prejudice are racism, sexism, homophobia, ageism and disablism. 2 Unfair discrimination on the basis of age mainly affects older and middleaged people, especially in terms of employment prospects. This may lead to depression and mental health problems. It can also affect children and young people if their views are not sought and taken seriously. 3 An anti-discriminatory approach to care practice services is one that promotes equality in the care setting. 4 Care practitioners can adopt an anti-discriminatory approach within their care practice by addressing their own prejudices and tackling unfair discrimination where they see it occurring. Unit 2 Communication and values in care 1 ✄ 65 These questions guide you through the topic. If you need help to answer them, look at pages 96 to 99 of the Collins textbook. shortquestionsandactivities 1 Write in your own words what you understand by unfair discrimination. 2 What does the phrase ‘social inequality’ mean? 3 List the factors that affect social inequality and give one consequence of social inequality. 4 What is the basis of racism? 5 What does sexism stem from? 6 What does ‘coming out’ mean? 7 Describe how the language used in the past to describe people with mental, physical and sensory impairments has expressed prejudices. 8 Summarise, in your own words, the guidelines that help guard against unfair discrimination in a care setting. 9 Explain the advantage in recognising that there are differences between people. H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 Topic 8 Anti-discriminatory practice 2.8 2.8 summaryworksheet WHICH FORM OF PREJUDICE MIGHT ARISE? These pictures show situations where prejudice might arise in our society. Unit 2 Communication and values in care 66 Topic 8 Anti-discriminatory practice a Look at the pictures and identify which form of prejudice that might arise. b Describe one way in which our society could promote anti-discriminatory practice in each of the situations shown in the pictures. H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.8 extensionactivitysheet C A S E S T U D Y: P R E J U D I C E Read the following case study and answer the questions that follow. a Identify the potential forms of prejudice in the case study. b Describe, in your own words, the example of discriminatory practice taking place in the residential home. Explain Asha’s dilemma in dealing with the discriminatory practice. d Discuss how Asha should respond to the unfair discriminatory practice she is aware of. H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 67 Topic 8 Anti-discriminatory practice c Unit 2 Communication and values in care Asha works as a care assistant in a residential home for older people with mental health problems. The residential home is in a large city and has many people from different ethnic minorities. Asha lives with her long-term partner, Maria, but she feels she cannot discuss her personal circumstances with anyone at work. Recently, the residential home has appointed a new assistant manager called Robert. Asha has heard Robert call an elderly Asian resident names because he was unable to understand what he was saying to him. Asha is frightened of Robert because he is friendly with Maria’s brother. 2.9 Answers to Check your understanding questions on page 104 of the Collins textbook. Answers Unit 2 Communication and values in care 68 1 It is important that care workers follow the principle of confidentiality, as this is important in establishing and maintaining the trust on which effective care relationships depend. 2 Service users give confidential information to care practitioners such as psychological information and medical information. They should be treated as confidential because the information is extremely personal. 3 The Data Protection Act sets out rules for the processing of personal data or information. The Caldecott Principles are guidelines on the way that patient-identifiable information is managed in the NHS. Both state that information which can be used to identify a particular patient or service user must be protected and should not be revealed to people who do not need to know about it. 4 ‘Keeping secret’ is not telling something to anyone. ‘Maintaining confidentiality’ is not identifying a particular patient or service user unless it is absolutely necessary that someone needs to know about them for the service user’s own good. ✄ Topic 9 Protecting confidentiality 2.9 These questions guide you through the topic. If you need help to answer them, look at pages 100 to 105 of the Collins textbook. shortquestionsandactivities 1 To what does confidentiality refer? 2 Identify the four types of information users of health and social care services generally give care practitioners. 3 What are the two essential elements of the confidentiality contract that exists between care practitioners and service users? 4 What does the common law duty of confidence principle state? 5 List the eight main principles of the Data Protection Act? 6 What was the recommendation of the Caldecott Committee? 7 Re-write the six Caldecott Principles in your own words, as briefly as possible. 8 Identify the five occasions when the principle of confidentiality may be broken. 9 When might a care practitioner be brought to court for not revealing confidential information? 10 When should the standard of confidentiality that care practitioners are able to provide be communicated to service users? H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.9 summaryworksheet W H AT T Y P E O F I N F O R M AT I O N I S T H I S ? The users of health and social care services generally give care practitioners four types of information. These are: • identification • medical • social. Complete the table by writing in identification, medical, psychological or social alongside each of the examples of information. Example of information Type of information name stress levels details and extent of disease housing medical history 69 Topic 9 Protecting confidentiality emotions family situation treatment address sexual problems mental state details of job address marital status H E A LT H & S O C I A L C A R E A S F O R E D E X C E L Unit 2 Communication and values in care • psychological ©HarperCollinsPublishers 2005 2.9 extensionactivitysheet LIMITS TO CONFIDENTIALITY Unit 2 Communication and values in care Imagine you are an experienced care practitioner involved in training new care practitioners. You have been asked to produce a booklet explaining when it is appropriate to disclose confidential information about a service user. Your booklet should be brief and interesting, yet it should contain enough explanation to justify when disclosure is appropriate. 70 Topic 9 Protecting confidentiality H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.10 Answers to Check your understanding questions on page 109 of the Collins textbook. Answers Examples of stereotypes that can affect how older people are treated in care settings are referring to them as ‘the elderly’ or ‘geriatrics’. 2 Acknowledging and respecting diversity in care settings could be done by providing language and translation support, and using preferred names, for example. 3 In order to provide appropriate care for users, it is important to promote the service user’s autonomy and opportunity to make decisions and allow choices in their care setting. 4 Care practitioners can promote service users’ rights by: – identifying, acknowledging and addressing their own beliefs and prejudices – challenging discriminatory behaviour – using language appropriately – observing confidentiality – accepting diversity and difference – respecting and treating service users as individuals. Unit 2 Communication and values in care 1 ✄ These questions guide you through the topic. If you need help to answer them, look at pages 106 to 109 of the Collins textbook. shortquestionsandactivities 1 Write down what stereotyping means to you. Give an example of stereotyping. 2 What problems may stereotyping lead to? 3 What does diversity mean when applied to people? 4 List the seven ways in which diversity may be acknowledged and respected. 5 What word means ‘self-government’? Explain in your own words what selfgovernment means. 6 What does the paternalistic approach of a care practitioner towards a service user fail to address? 7 List the areas of choice a service user should be consulted over. 8 How can service users be helped to make decisions that express their own preferences? 9 Describe the two ways that you believe care practitioners may best promote service users’ rights. H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 Topic 10 Promoting rights and respect 2.10 71 2.10 summaryworksheet M AT C H T H E K E Y T E R M S W I T H T H E I R D E F I N I T I O N S This topic contains some challenging key words. These are: • autonomy • diversity • empowerment Unit 2 Communication and values in care • individuality • stereotyping. Look at the definitions below and match them to the correct key words. a The process of making standardised assumptions about individuals and failing to acknowledge or respect diversity and individual differences. b The process of enabling or authorising a person to gain control. c The existence of a range of differences, or the quality of being different. d Someone who can make their own decisions and is in control of their own life is carrying out this process. e The principle of living your own life in your own way. It also incorporates expressing your own personal beliefs and sense of identity. 72 Topic 10 Promoting rights and respect H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 2.10 extensionactivitysheet EVERYONE IS DIFFERENT! The diagram shows the different ways that diversity of service users may be acknowledged and respected by care practitioners. Respecting beliefs and views Developing awareness of religious and cultural needs Giving and respecting service users’ choices of food, clothes, and routines Ways of acknowledging and respecting diversity Adapting behaviour and the environment Using preferred names Enabling religious worship H E A LT H & S O C I A L C A R E A S F O R E D E X C E L ©HarperCollinsPublishers 2005 73 Topic 10 Promoting rights and respect For each of the ways of acknowledging and respecting diversity shown in the diagram, write a short case study containing a service user for whom the approach would be appropriate. Unit 2 Communication and values in care Providing language and translation support
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