Effective Communication Essay Example for Free

Effective Communication Essay sustain a list (in melodic line form) of most of the techniques you have developed to enable you to herald effectively with the CYP you work with. OR Write a brief account of about work you have done in the past two historic period with a YP who had chat problems,which were non due to a disability. En certain the YP could non be identified from your account, by changing some personal deatails. Good communication is central to working with shaverren, and young commonwealth, It is a primitive part of the Common Core. It involves listening, questioning, commiserateing and responding to what is being communicated by the CYP. It is meaning(a) to be able to communicate two on a one-on-one tail and in a group context. Communication is non unless about the haggling I use, but also my manner of speaking, body language and, above each, the military strength with which I can listen. To communicate effectively it is classical to take accoun t of culture and context, for example where position is an additional language.Effective engagement requires me to involve the CYPs in the design and delivery of services and decisions that usurp them. It is important for me to consult with them and consider their opinions and perspectives from the outset. A key part of my effective communication and engagement is trust, both between the workforce, children and young people. To build a ringing with the CYPs , I understand that it is important for me to reason understanding, respect and honesty. Continuity in relationships promotes engagement and the improvement of their lives.. * I am always aware that the CYP whitethorn not have still what I have communicated * I Know that communication is a bipartite process* I Know how to listen to people, devote them feel valued and involved, and know when it is important to counselling on the individual rather than the group. * I am aware of various ways of communicating, including el ectronic channels, and understand barriers to communication. .* I Know how to report and record selective information formally and informally in the pull up stakes for way. I listen and build empathy by* Developing and using effective communication systems that are appropriate to them * I Establish a earnest rapport and respectful, trusting relationship with the children. I Build a rapport and develop relationships using the appropriate form of communication (for example, spoken language, play, body language). * Communicate effectively with all children.* I Hold conversations at the appropriate time and place, understanding the value of day to day contact. * I ensure Im always aware that some children and young people do not communicate verbally and that I would need to adapt my style of communication to meet their needs and abilities. * I Understand the effects of non-verbal communication such as body language, and appreciate that different cultures use and transform body lang uage in different ways. * I Build open and honest relationships by respecting CYP and make them feel valued * I Actively listen in a calm, open, non-threatening manner and use questions to fall over understanding and acknowledge that I have heard what is being said. * I Summarise situations in the appropriate way for the individual (taking into account factors such as background, age and personality).* I Explain clearly to the CYP what grade of information I whitethorn have to plowshare with others. * I Explain what has receiveed or result happen next and check their understanding and where appropriate, their consent to the process. * I Let the child know that I am interested and involved and that I will dish up them if and when needed. * I Turn off the television or stop what I am doing when a child wants to talk or avoid taking a telephone call when a child has something important to tell me. * Unless other people are specifically meant to be included, I hold conversations i n privacy. The best communication between myself and a child will occur when others are not around.* I never Embarrass a child or hit them on the spot in front of others as this will lead to resentment and hostility, not reasoned communication. * Im aware of my height and I Dont tower over a child. I Physically get down to the childs level then talk. * If I am very angry about a behaviour or an incident, I dont enterprise communication until I regain my cool, because I cannot be objective until then. I have learnt that It is better to stop, finalize down, and talk to the child later * If Im very tired, I try to make an scanty effort to be an active listener. Genuine active listening is hard work and is very severe when your mind and body are already tired. * I Listen carefully and politely. I Dont interrupt the child when they are trying to tell their story * I Dont beg why, I ask what happened.* If I have knowledge of a situation, I will confront the child with the informati on that I know or have been told. * I never use put-down rowing or statements dumb, stupid, lazy * I will Assist a child in planning some specific steps to the solution. * I salute that i accept the child for themselves, regardless of what they have or have not done * I try to Reinforce the child for keeping communication open. I Do this by accepting them and praising their efforts to communicate * I use encouraging phases especially with children diagnosed with hyperkinetic syndrome as these children whitethorn need more praise than the average child. And Unfortunately, because of their behaviour they often receive less. It is important to communicate clearly with children, honestly stating feelings and expectations. Not only do children pay attention to our words, they also react to our tone of voice and body language as well. Because communication is a complex process, its important to think of the implications of what we sayTask 2Using personal experience or some information either from the seminar or a trustworthy source on the internet, describe how you have use or could use aids to communicate with YPs who have some form of disability, and indicate the kinds of conditions you have encountered, or whitethorn encounter in your work.Very briefly list some other aids to communicate which you could explore and utilise , should the need arise.I have recently had experience working with a child who had a form Of a disability,( Autism)To communicate with them I used A communication passport with pictures, photographs, words and symbols to share important information about the childs needs, interests and their ways of communicating. The child took this passport into different settings so that everyone is well informed, I.e. meetings school, club, outside activities etc. It was important for this child to be aware of who was working with them in advance so we made a photo wall, all staff members pictures were taken and placed on the wall and during the day an d especially at bedtimes staff would go over the wall with the child explaining who would be working with them the following day.I also used a pictorial book in ofttimes the same way, The child needed structure and stability and gained this from knowing exactly what would happen who with and when, In the dawn I would sit down with the child before school explain who would be taking them to school in what vehicle, what teachers they would be seeing today, what lessons they had today. What time staff would be collecting them in what vehicle and then go over in detail what they would be doing after school. Conditions I have encountered or may encounter in my work is not knowing fully if a child has understood everything Ive communicated with themI have learnt that People with a learning disability may appear to understand, but may actually be responding to my tone of voice, or familiar cues in the situation. They may misunderstand, forget or not catch some of what I have said. They may often say yes in answering questions, unconstipated if they do not fully understand sometimes because they do not want to make difficulties. They may not be able to contradict me if I have misunderstood what they mean or want. They may be bilingual, and have greater skills in one language than another. Some children may take semipermanent to process what I am saying. Others may find material movement or speech a big effort, so it will take them longer to respond. It is important to never over estimate the skills. progress to sure the child can hear, see and is comfortable Make sure hearing aids or glasses are used if necessary, and that they work properly Make sure talk clear and allow the child to read lips if necessary Use sign /gesture and pictures to back up speech Make sure information is presented clearly for people to see Make sure people are positioned for good communication seating is key Make sure the environment is quiet and there are not too many distraction s Check out general health and comfort are they in pain, physical difficulties, or experiencing the effects of medication (tired or sleepy). Make sure the child can see custody and faces if signing and talking. Give enough time for the child to listen and respond. Check that i have understood by talking to others, helping the person to tell me when I have got it wrong. I dont pretend I can understand if I really cant Make sure you language is kept simple and clear. Gain the childs attention before starting to talk. Show that I respect a persons way of communicating by using it to them. Make sure communication books/aids are used and not stuck in a cupboard display good experimental skills, respond to all communicative signal Be patient and dont give up trying Leave if the person is becoming agitatedOther aids to communicate* Pictures and symbols can help*Information can be written and presented in symbol or pictorial form.* Pictures and photographs can be used to illustra te written material. Communication aids* Children can join in by printing press a switch operated aid with voice output to say, yes I agree/no, I dont or some communication aids have more complex language *Objects of reference can be used to cue people about what is going to happen. play football-show them a football, show them a cup for intercommunicate if they want a drink *Calendar boxes can be used to make object timetables of activities incident in the week*Memory Boxes are collections of meaningful artefacts and photos associated with events and can be used as the basis for conversation, and to help recall. Anything can be used for this and everyday objects of natural materials are good to use with people who have sensory difficulties. * Multimedia Profiling is a process which creates a personal catalogue of impression clips on the computer which build up a profile of an individual. The person can be in control of their own information through switch or touch screen, and can choose when and how to share it with others.Task 3Which government websites can you use to access up to date information and tell apart based examples of good practice? Give one e.g. of something you have learned from one of these websites. How will you bare your learning to colleagues?