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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
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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
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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
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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?
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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
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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
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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.
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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.
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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.
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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
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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
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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
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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?
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2.5
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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.
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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
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2.6
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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.
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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?
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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.
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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.
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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.
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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.
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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?
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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
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Unit 2 Communication and values in care
• psychological
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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
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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.
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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
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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
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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.
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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
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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
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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?
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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
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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.
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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.
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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.
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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.
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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
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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
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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’.
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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?
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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.
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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.
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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
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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.
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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?
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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.
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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.
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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.
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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.
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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?
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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
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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
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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.
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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
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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
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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