Level 2 Diploma in Health and Social Care (Adults)
4222 Unit 201
Introduction to Communication in Health, Social Care or Children’s and Young People’s Settings
Tech Cert for Apprenticeships Unit 201
Credits: 3/2
GLH: 23/17
On successful completion of this workbook you will cover the unit
Assessment Criteria: 1.1, 1.2, 1.3, 3.1, 3.2, 3.4, 4.1, 4.3, 4.4.
Please read the questions carefully and complete answers fully
Please state where you have referenced your evidence from (if applicable)
Outcome 1: Understand why communication is important in the work setting.
1.1
TC 1.1
Identify the different reasons people communicate.
To express their needs and feelings, to reassure, to give encouragement, ask
questions, share and discuss ideas, share information and opinions, build
relationships and make friends.
1.2
TC 1.2
Explain how effective communication affects all aspects of own work.
Residents communicate to express their needs and preferences and to
make sure they are met, I as a Team Leader, discuss the options and choices
that are available to them to allow the resident an informed choice regards
to their care.
Outcome 1: Understand why communication is important in the work setting.
1.3
TC 1.3
In the table below identify an individual’s possible reactions when communicating, why observing them is important and what the reactions could mean.
Reactions to communication
What the reaction could mean
Why it is important to observe reactions
Verbal
Resident willing to chat.
To make sure the resident is settled and content.
Non - verbal
Resident might want some quiet time or is upset.
Observe to see if there is a change in mood.
Body language
If sat hunched, with head down – could be anxious or unhappy.
Find out why the resident is anxious, talk to them.
Gestures
If hands and arms are moving vigorously, the resident may be stressed.
Need to find out what is causing the stress to avoid it happening again.
Facial expressions
Smiling - happy
Frowning
Facial expressions can tell us a lot about how the resident is feeling.
Tone of voice
Quiet – wants to be left alone.
Observe – don’t let the resident feel isolated.
Outcome 3: Reduce barriers to communication
3.1 3.2
TC 3.1 3.2
Complete the table below, identify some barriers to communication that you may have come across with children and adults. Explain how these could be overcome.
Communication Barrier
How to Overcome
Sensory impairment
(blindness)
Reassure the resident of your presence, touch their hand or arm for reassurance, talk clearly and explain in more detail of what is going on around them.
Health issues
(Dementia)
Whilst talking to the resident – use shorter sentences, speak clearly. Give the resident a choice, e.g. “Would you like tea or coffee?” not “Would you like a drink?”
Confidence
Always praise and encourage the resident – this will increase their confidence and the way they feel about themselves.
Stress
e.g. a new activity
Explain clearly what is happening and assist the resident with a lot of encouragement.
Background noise
Talk to the resident, offer to move them to a quieter area, e.g. if the T.V is too loud.
Prejudice
You have to keep your beliefs to yourself and not pre-judge a situation or a resident for their beliefs.
Outcome 3: Reduce barriers to communication
3.4
TC 3.4
Look at the services below and write a short overview of what the service offers.
Translation Services
Interpreting Services
Speech and Language Services
Advocacy Services
Translation Services: Is a register of experienced translators of several different
languages
