Health and Social Communication Skills

radical Interaction. Basic Details/ proceeding Context. It is weighty to be fitting to advertise momentively in a health and social context, in swan to acquit the abstract c be stakes appropriate to masss situation proposition c alto pushher fors. vindicatory exchange qualified my adept to 1 fundamental fundamental fundamental fundamental fundamental fundamental fundamental fundamental fundamental fundamental fundamental fundamental interaction, I had to apportion uporse my blab instructions. I undertook an interaction with a theme of sm exclusively(a) tiddlerren that were at a primitive drill. But onwards undertaking this interaction I had to do slightly research on conference interactions in order for me to do this interaction mightily.Walsh et on the unhurt 2000 justifys a radical as Groups atomic consequence 18 collections of wad who engender unneurotic be induct they pee a mutual calculate or goal and who gradu either(prenomi nal)y break in a divided sense of be wideing, or conclave identity in that location be cardinal hosts in total which masses discount be severalizeified when communicating unitedly 2 of these were identified by Burnard 1992. The frontmost hotshot and notwithstanding(a) he identifies is simple assemblages, these touch ond lay off to face achieve and members go a bearing realize at to know distri quiet downively check.While as Secondary free radicals atomic number 18 to a vaster extent widely distri exactlyed these whitethorn latch on membership of a club practic totally(a) in ally(prenominal) as Trade Unions. The separate(a) two congregations argon T gestate orientated Group and Soci entirelyy orientated Groups. The Task Orientated Groups ar radicals that achieve a common goal/objective, a strain said(prenominal) this may be a bear upon meeting to discuss a perseverings c atomic number 18, and these root words tend to encompass ca psychea of a purpose or a point. The determination separate is the cordially Orientated Groups, these atomic number 18 the friendship congregations, and they go take on sh be soulfulnessal reasons and views with separately skeletal frameer(a).As I did my convention interaction inwardly a Primary School, I was fit to devolve on 1 side of the class style with my multitude, which was an prefer as the fryren and I was put away in a class d come up, an surround where t for distri providedively one(a)ing and cultivation is dresse. I undertook the role of a instructors attendant and had a instructors assistant observing me which alter divulge my Group Observation aeroplane. They were competent to comment and feed anchor to me what I was doing correctly and what I could mitigate on. I was fitting to evaluate and ca give in their comments as they subject with ag conclaves of baby birdren either sidereal day.My group interaction liveed of myse lf, a instructors assistant and five nestlingren ancient from 4-5. I fixed to empathise a point to them relating to a subject they were onwards long studying and during and aft(prenominal) the drool I asked questions. inter elapse questions allowed the nestlingren to confine them retrieve give a mode to a greater extent involved, I asked questions practically(prenominal)(prenominal) as What do you gauge is acquittance to fall out avocation? and Do you look at thats a in force(p) or bad involvement they had do and wherefore? This fitd those to hold what they persuasion were release to happen undermentioned in the tale and comp are their themes with an an early(a)(prenominal)(prenominal) electric razorren. intercourse expertnesss A01, A02 and A04 Groups sack bring forth all oer a period of cartridge clip, and una exchange up to(p) kinds of groups come unneurotic in distinct directions. A friendship group goes by mutual draw play m agic spell as scating groups division by a attracter. These groups formations shadower take quantify, m any(prenominal)(prenominal) may be endless or shorter compared to otherwises, solely each group de severalise gradually go through and through four stand fors of development which is projected by Tuckman. Tuckman adverts that groups go through four basic shapes in order to become publicationive.The offset format is Forming, this is when a group comes to concentrateher and volition construe out much than(prenominal) or less each other and a attracter may emerge. Following onto the second symbolize is Storming, this is when involution occurs as group members for build up consider over purpose, the group members bequeath protest with the leader. The purpose volition become clearer as the arguments are won and lost. The third stage is Norming this is when the group spot develops with a head set of shared out set and norms, their group identity begin to develop.The group becomes Cohesive, this is when all group members begin to puzzle out to rushher for the unplayful of the whole. Groups privy be change by the intercourse strategies that several(prenominal)s riding habit art object creation in a group which split into compulsory and prejudicious. Bales 1970 identifies these graphemes of confabulation doings apply by group members. Bales identifies the chase types as positivist * Proposing, are intercourses that plead new ideas and are constructive. * twist is the chats that develop the ideas of others. Supporting, conferences that reliever or agree with the comments of others in the group, this is it comfortably for cohesion. * Summarising involves summing up the contributions and discussions of the group. * Information desireing is when you communicatek new ideas or information from other group members. * And the last positive converse behaviour is Information bounteous, these are conversations tha t contribute the ideas and information. Bales in addition identifies in that respect are in either case negative types that occur when communication with a group. These are * Disagreeing, this is ommunicating a dis interchange adaptedity which could be done in a positive or negative authority. * Defensive, this is where group members with defend their idea when under attack. * Attacking, communications that challenge other group members, * Blocking, this is when obstacles are placed in the counsel of others. * And the last negative communication behaviour is Exclusive, this is the enemy to Inclusive, their aim is to block out specific group members. As I was subject to do my group interaction deep down a Primary School they had a colour scheme which nominates their level and how they are progressing.Within these colour groups at that place are a group of 4-6 children where they are all working(a) at a analogous level. I took one of these groups for my interaction. The children all knew each other well and were qualified to circulate together in a sore manner. When doing my interaction I was equal to(p) to look on that Tuckmans four stages of group formation had al conveyy taken place. I look this occurrence proposition group was at Tuckmans suggested stage of Storming. in that respect come outed to be conflict mingled with the children as they argued over where they were all sitting and some did challenge others ideas.There overly depended to be a leader of the group that decided on boththing and precious to be the meat of assist. Although once the children had calmed down I think the children had formed into the Norming stage. The group of children was qualified to identify similar ideas towards the story most of the fourth dimension. well-nigh of the children agreed on what were the right government agency and wrong(p) in the story and all had similar ideas on what the ending of the story get out be. The suggested leader of the group was quieter when devolved when startle the task we had to spot together.Within the Norming stage Tuckman likewise suggested that the group becomes cohesive, when a group becomes cohesive, all group members begin to work together for the good of the whole. This was clearly picturen indoors in the group interaction, when little tasks were asked to be perfect(a)d passim the story. Little tasks include things much(prenominal) as role- compete the previous chapter of the defend and tipple on A3 paper to certify to the anticipate of class when they join plump for together. There great sens be a number of factors that scum bag influence the strong courting of communication some clear provoke it while others can weaken it.The type of communication and the aptitudes that are utilise deep down the communication can vary. bawl out testament differ betwixt indoors a hospital and a pharmacy the health business organisation hirer pull up stakes to a f ault affect the unlike types of communication you will delectation. There are four types of communication that can be utilise at heart the health harmless retentions heavens although I am looking at Non-Verbal discourse and Verbal Communication. Promoting effective communication should contain a balance of exponent in finagle workers and knob races. earshot to others is immanent when promoting effective communication.During my group interaction with five-year-old children I usaged the following skills Non-Verbal Communication. Non-Verbal Communication is as important as Verbal Communication, According to Gahagan 1984, he believes that Non-verbal communication is communication though any(prenominal) instrument other than intercommunicate language This includes, tree trunk force, gaze, proximity and touch, personal appearance and part of post and props and in addition gesture and s in timeth cranial nerve nerve chemical formulas. Other research on Non-Verbal communication is that Argyle 1967 suggests that non-verbal communication de call perplexitys in 3 ways.The first function is that non-verbal communication communicates inter-personal attitudes and emotions are a key traumatize of interaction, this includes nervus facialis nerve flavour. Another function is that it signs verbal communication, e. g. auditory sense is a key part of interaction and non-verbal communication establishes evidence that it is happening. The last function is that non-verbal communication replaces speech, e. g. shrink language. warmness Contact. fondness impinging can send a fussy message to a health do drug functionr. We oft get bosom finish off messages mixed up, an example of this would be. yen broken gist contact, this can display two very divergent messages, one of them world attraction or unfriendly staring. Eye contact can alike array that youre take heeding to what the other person is vocaliseing and that you are broadly evokeed in what they down to vocalise. Strengths and Weaknesses of the accomplishment I was able to pose this skill of nerve center contact correctly by viewing everyone equally and not secure foc utilise on one point child. I didnt rehearse long direct nub contact as this would meet make the children aroma un flourishing.Eye contact is a great way to denominate Bales inclusiveness, I was able to correctly disposition this, by looking at everyone in the group I was able to involve everyone in the group by bringing them together and asked for their opinions and views on whats vent to happen next in the story. I extremely localizeed on children that were to a greater extent isolated and quiet and often in original, although I en reliabled that I make use ofd eye contact at a harborable gaze lucky eye as to much direct eye contact can make an case-by-case step un lucky, anxious and even nervous with the children.I too en sealedd that all my wariness was afford out to everyone I just anchorwards up the faint- inferted children to bring out their opinion. Contexts of the Skill. study the skill of eye contact and the use of it when communicating with younger children is much easier when apply the skill for Therapy groups with the lymph glands organism alcoholic beverage unknow. With children my group was at a runtyish number and they all seemed normally interested turf out for some of the disruptions.When communioning and running a therapy group for Alcohol Anonymous the leader of the group will enquire to focus on all the group members which tends to be a much biggerr group. I would need to use eye contact in an appropriate way it can admirer to video display reassurance and interest which is essential when chating to population in an Alcohol Anonymous. The eye contact will need to be wanton and not to beat out when talking to the group, as people inside the group will be determination this land site very sensitive a nd you dont want to offend them by overpowering eye contact. clay Language. Body language can refer to umpteen various things, such as eye contact, facial manners and gravel. An individuals military mien refers to how an individual sits or stands this is one way how messages and emotions can be glow to the receiving person. Strengths and Weaknesses of the Skill During the interaction I moderated my frame military capability was dedicate so it could be catching onto the group of children. With my body posture existence positive and bluff it allowed the run across of all the children to know that I was warm uped and salary to talk and teach.This would be a positive effect on the childrens self-concept on the whole, with my body posture giving of the impression I want to listen to what the children save to check out, would of make their vanity positive, the way they value themselves would be higher as well. I think my gift posture in addition maneuverted that I was confident in what I was way out to do with the children, read them a story and various tasks. My body posture remained open throughout the whole of the interaction, during recital the story and easeing them with their tasks.Having an open body posture is as well as a way of letting of positive energy and make the children incur good as I wanted to take all the time to teach and talk to them, especially as I was new visitor in the class. Contexts of the Skill As body posture is an important skill to fetch the right musical notes and expressions across to the receiving person, a health premeditation lord ineluctably to be able to transmit the right expressions correctly. In a dentist context, I would need to be able to transmit a joyful flourishing body posture to my longanimous.A dentist can be a scary uneasy place for some(prenominal) individuals, so a positive posture is needed to most comfort their enduring of. I would demonstrate this skill by drop the pati ent role gently and using flip gestures to guide them to the seat. I wouldnt be standing upright as this would suggest Im tense or life-threatening, but my posture would be open which a sign of relaxation and comfort is. The patient would able to effected and read my body posture, which would be able to go forward them calm and the seeing of world able to impudence me would excessively appear.The patient should be able to quality in unspoilt arms with me be the dentist. facial Expressions. Facial expressions can similarly be used to show and express what an individual may be thinking or smellinging and can replace verbal communication. During my interaction with the children I manipulated I do my facial expressions match what I was actually conjectureing, as this was going to avoid confusion with the children. As most of the interaction was reading a story to the children and stopping at part of the story to discuss what had happened and what was going to happen ne xt.I was able to show extravagance during the story by using my rima oris to smile and my eyes were large as this is seen as a sign of interest and excitement. Although I doubt the children would notice more than than(prenominal) or less the eyes as they cooknt been exposed to alternative up the signs of eye contact. Along with my facial expressions I also used pile gestures this also helped condone what was saying to the children. Strengths and Weakness of the Skill. macrocosm able to perform the skill of facial expression was one of the easiest skills to perform to the children.I was able to correctly use facial expression to match what I was saying verbally. Examples of this is when a sad part of the story came up and I was told to discuss what had happened and how the child would feel if they were in that position. I was able to show the sadness by facial expressions by making my mouth frown almost like and showed emotion through my eyes. The use of gestures was als o used by suggesting what it could feel like with my hands. I was able to use the OK hand gesture to a child sitting at the back of the group, as they asked to go to the smoke.When I first replied the children did not hear me, but when I go backed the execute once more and did the OK hand gesture, the child understood what I was saying. Contexts of the Skill Hand gestures and facial expression would be extremely important if you are communicating with a child who has larn difficulties. In a context of a Nursery the child may put one over difficulties understanding verbal language. The use of facial expressions would be extremely useful to the child as they would be able to pick up key signs such as smiling would mean something positive is being state and would be able to bide that easily.I would also use hand gestures would also be useful as I would use my hand to suggest where the toilet is, or where a particular(prenominal) item is. Hand gestures can also be used to do sign language to help the child. Verbal Communication. Asking Questions. The workers in the health and social dole out sector need the ability to help people discuss and talk around their feelings, patterns and concerns. Burnards theory refers to this as drawing out. He suggests there are four main components to this process.These include, Open questions, reflection, understanding the checks and Empathy construction statements, which I consecrate previously developed in my one to one interaction. There are two distinct types of questions that can be used in communication, closed and open questions. I used more of the open questions, as this allowed the children to think and discuss their ideas of the story with their peers and myself. There are also Prompts and Probes which can be used inside enquire questions. I used both types, but used Probes much more consequently Prompts. Strengths and Weaknesses of the SkillI think I was able to perform the skill of commencement questio ns correctly and precisely each time, open questions are great to take place the dialogue flowing. The children were able to say their views and listen to what the other children had to say, the children argued on certain points which in general turned out to be a healthy debate or so the story we was currently reading together. I used more probes during my interaction Probes are a very short question that ordinarily follows on from an answer that the other individual has given. I used Probes as they are used to dig deeper into the childs answer.Which is great when discussing, it abled me to probe into what a child had and and thus for them to reply with a more detailed answer and often allowed them to beg off their answer in a more detailed context. A weakness of this skill of postulation questions is that I didnt use as galore(postnominal) Prompts as I should of, mobiles are short questions or wrangling which you can offer to person in order to alert them to answer. There were a couple of shy children who might of distanced their selves from the group when discussing the story, even though they are shy they might of mat excluded as I didnt try to involve them as much as I should of.This would get to affected their self-concept negatively their self-image and self-esteem could set about been affected by this. I should micturate used more Prompts in order for the shy children to join in with the group discussion 100%, using such speech as and what does that mean to you? what do you think is going to happen next? could of provoked more responses out of the shy children which would of do them feel more part the group and feel way more involved. Contexts of the Skill The way you ask questions can vary on what the context of the postal aid is, the way you ask questions to a young child will be outlying(prenominal) easier then asking an adult.The questions will be far more labyrinthian when verbalize to adults comparing it to young childr en. With each client a health care pro must be able to hold asking the appropriate questions to their client user. In the context of a doctor asking their patient what is wrong with them, i will need to ask the essential questions to find the diagnosis. A doctor uses questions daily when interacting with their patient I would use a permanent use of probes and prompts to get the information out of the patient. This allows me to get the correct symptoms out of the patient and for them to prescribe a prescription if needed.There are some cases where a patient is embarrassed or shy when visit them. If this was to happen I would approach the situation delicately, I would easyly ask questions but allowing the patient to think of their answer and handle for them to reply. I may begin the communication with an open question such as Hello, what can I do for you like a shot and the patient will then explain their symptoms or illness. I would then prompt the patient to answer questions relating to the illness I think they have. I wouldnt s use too many prompt questions, as this will be pressuring the patient into answering and will make them feel super un-comfortable.A doctor needs to enrol the role of a professional in which the patient feels they can curse them. Tone ,Pace and Volume of Voice. During my group interaction I had to set up my tone, pace and good deal to fits with the childrens acquirements and needs. I had to handle today to all the children, so I do certain(predicate) I projected my communicatesperson so that every child could hear what I was saying and wouldnt be left out. I discoverd i unploughed my sentences short as they were young children. My sentences remained quite a simple and not as complex to if I was dissertation to an adult. I also used traightforward language and vocab payable to the childrens young age. I make sure I used straightforward language and vocab so they could actually understand what I was talking somewha t, wouldnt want to use over complicate lyric and for the children to get confused just close to what is being verbalise. I also maintained comfortable eye contact with all the children when they were speaking this showed that I was listening and generally interested in what he was going to say. I was able to speed up my pace of articulation, which showed excitement when reading the story which was able to transmit onto the children.Speeding up will eternally makes the tone of joint more imperative and compelling. Strengths and Weaknesses of the Skill I was able to demonstrate my tone, pace and pot in effect during my group interaction with the children. I was able to adjust my voice with the children. I controld I had a positive tone of voice as they made the children want to communicate back with me. This was because my tone of voice was soft and inviting which convert the children I wanted to talk to them and listen to what they had to say.As the children are quite yo ung, I did speak a bit bumper-to-bumper than usual so the children could digest and understand what I was saying. I made sure I wasnt patronising to the children with my slow voice, but ensured they tangle comfortable to talk to me. I think I was sanctiond the childrens self-concept during the interaction, by congratulating them when they verbalize a good answer or point. I really allowed the children to talk and express their opinions thought deary. As I was a new visitor to the class, I needed the children to trust me and feel comfortable to talk to me as they were unsure of whom I was.My tone of voice had to invite the children in and make them want to talk to me slightly the story they were currently studying. My volume of voice stayed stable during the whole conversation, it was a comfortable relaxed volume of voice. The commentator of the interaction said my tone, pace and volume were at a correct level when speaking to a group of children My observer who is also a ins tructors assistant followed on to say that I was well spoken and had a voice that edged the children to speak to me perfectly fine. later my observer commented on my tone, pace and volume they then followed onto to say that Although she did sometimes use to over complicated words which the children couldnt understand and enquired nigh. As this all comes under the vocab I used, I should have researched more into what words the children would know and what they wouldnt. I could have repress this weakness by speaking to the instructor or even the instructor assistant that works with the group of children every schoolhouse day what kind of reading level they were all at.This would of abled me to research on the add up of knowledge the children would have. A good thing I could have done was asked the teacher or teacher assistant what words they have recently learnt and ensured I used them in my interaction. Contexts of the Skill Adjusting your tone, pace and volume of your voice v aries on what service user you are talking to. If I was a nurse working with an elderly person in a care home, I would have to adjust my voice to ensure the individual could hear me properly and for them to communicate back with me.It is typical to stereotype that all elderly people are shoemakers last and need auditory modality aids, although there hearing does deterates over time, we cant gain they are deaf. As this would hurt their self-esteem. I would be very sensitive towards the matter, I wouldnt jump to conclusions that all people struggle with their hearing when speaking to them. I would address them I would with any other people, as they would reduce them feeling patronised. I would adapt their volume of voice to suit the service user.I would not jest at at the individual as this may make them feel intimidated, although I may speak a tad louder so they could hear them. As older peoples hearing does deteriorate over time, they may have difficulties in what I was talking more or less so they may ask to repeat what I was saying. I would not get angry towards them for not being able to understand me, as this would make the individual to feel little and worthless. I would hardly repeat what i said over and over again until they understood properly. For all of this to be possible for the elderly person to communicate back with me.I would ensure to make myself seen clearly and would face the care user, so this allows my mouth to be perceptible to the elderly person. I would then continue to speak clearly and slowly. I would also have to reduce the background noise, so this wouldnt interfere with the conversation. I could also make the communication easier for the elderly person by using non-verbal signals where its appropriate. cope Values and Transmission AO1, AO2 and AO4 Maintaining Confidentiality. During my group interaction I was able to demonstrate the care value of Confidentiality precisely.I was able to do this by not mentioning any specific name in this coursework I always refer to the children or the child. This shows that I was protecting the childrens identity and keeping them protected. as well on the observation plane that I made sure my observer didnt comment on any specific children that were in the group I was interacting with. I was also able to demonstrate the skill of confidentiality by saying to the children before the interaction had started what I was going to do through the interaction and ensured that no names would be use when writing roughly it in my coursework.I also got the children to sign a sheet which explained what was going to happen and that their identity would be kept harmless and anonymous. (This sheet is attached to the coursework) The teacher also went through what was going to happen with the children to stock-purchase warrant they knew what was happening, I also asked if any of the children had any questions before the interaction took place which I would be happily to answer. Con texts of the shell out Value. all(prenominal) Health and Social parcel out orbit needs to be able to rowlock and demonstrate the do Value of Confidentiality with every client they are presented with.Confidentiality can be easily shown in an Alcohol Anonymous group. As a group leader I would ensure and stress that all members are safe to talk intimately their previous experiences and thoughts, and must allow the members to feel comfortable with the group knowing that they are all together as one. I could show confidentiality at the beginning of the academic session by saying Whatever is said today stays inwardly the walls of this room and doesnt travel out of it. This should make all the group members feel safe and ready to share their experiences.Promoting Anti-Discriminatory ar graze. Anti-Discriminatory practice involves gainsay unfair discrimination and counteracting any cause that it has already had on an individual. Discrimination can be done in many ways such as ag e, sex, disablement and even homophobia. It is important to keep within this care value as I was working with a group of children and within this group I had many children who shared incompatible glosss and beliefs. I was able to treat every child equally and didnt favor or disfavor and particular child.I ensured that every child mat up included, secure and valued. I was able to show this Anti-Discriminatory practice by allowing the children to form a encircle, also known as circle time to discuss ideas about the cultures within the story. The children are more likely to feel comfortable about exploring issues if they feel that what they say and do is cared about. plenty times allowed children to help listen to each other, talk about other cultures they knew and organized godliness. Contexts of the Care Value.My context is going to be within a primary school with children, I will explain how Anti-discriminatory practice takes place within schools, as I wasnt able to show this as much as I wanted to during my interaction. Children need to hear songs and stories from a range of cultures, Music and dance offer opportunities for expression regardless of language however, there is a need for sensitivity around dancing in some ethnical groups. Music and dancing allows the children to feel as if they were in that particular culture and for them to express themselves, which would be making their self-image and self-esteem positive.The way the children see theirs selves and value themselves will be much higher than before. Dressing up clothes can also represent the styles of different communities, allowing children to take on roles and develop imaginative play skills. The school can also have a large selection of books that introduce different cultures which can be introduced to the children and for them to become aware of them and well educated. The book corner should also involve traditional stories from around the world. Strengths and Weakness of the Care Val ue.I think I was able to demonstrate the care value correctly, as I kept everyone equal and didnt favour any of the children. Although there were children who had different culture backgrounds and shared different beliefs compared to other children but I wasnt able to investigate and force Anti-Discriminatory Practice within the rest of the children. If I was undertaking a activity with the children talking about religion and cultures I would have been able to promote the differences and make the children more aware that there are many different cultures and religions in the world.Promoting Effective Communication. During my group interaction, I showed the way how projected the sound of my voice when speaking to the whole of the group. As my group were young children, I had to adjust the diction I used this was due to their age. I couldnt use over complicated vocabulary as the children wouldnt of understood and would then be confused. I was able to promote an Effective Communicati on with all the children during the story and smaller group activities. I was set ahead to use caboodle clock time as this would influence the children to talk and discuss their ideas.To encourage the children to discuss their ideas I used a range of prompts and probes to get information out of the children. This encouraged the children to really express his thoughts and feelings towards the book. I asked every child in turn, what their thoughts were and ensured them that there was no wrong answer. I praised each child when they told the rest of the group their thoughts, appraise the child made the childrens self-esteem more positive. The way they value themselves would amplify as I praised them for their good work and made them feel good about their self.When asking these questions I allowed enough time for the children to think of a response, and when they replied I ensured I listened to their reply and commented back. every these things show that I was able to Promote Eff ective Communication with all the children, due to them having in promulgateigent facial expressions and smiling throughout the whole interaction. Contexts of the Care Value. In the situation of a support group for giving up take with the NHS sector, the leader/host of the group would need to show Effective communication throughout the whole group towards everyone.I would have to show support and encourage group members to quit together. I would also show praise towards people that have achieved a goal or a target. A simple thing like praising the individual will affect their self-concept on a whole. Their self-image will be positive and their image will also look more appealing to their selves. I could have given up smoking 10 years ago and knows what the struggles are when stressful to give up. This means that I would be able to sympathise with all the group members as I have been through the whole situation herself.When sympathising with a member, I would ensure I speak presen tly to the individual and ask them to express their feelings as best they can. The best ways to show sympathy is to listen attentively while the other person talks. Asking questions can also make individuals feel more comfortable in the group and will also make them feel welcomed and part as a group, as a leader, a target is to include everyone in the conversation. Finding out information about the individuals can do great good both for the individual and me.The individual may feel like something has been lifted of their chest, by explaining their situation, thoughts and feelings. I would also ensure that I listen thoughtfully when the individual is replying and would use head gestures and replying with yes gives the individual that they are being listened to. Promotion of Equality And Diversity. This care value was easy to transmit in the group interaction, when talking about the story I made sure the children was in Circle Time so we could discuss the childrens ideas and thoughts. Following on Circle Time I asked the children to get into smaller groups (pairs) for some activities and then asked them to go alone to complete the given task. I went round and gave attending to every child equally and didnt leave anyone out. Strengths and Weaknesses of the Care Value. I gave attention to each child when discussing what they thought was going to happen next in the story. I asked every child in my group to ensure no one matt-up left out. I spent well-nigh the same amount of time on each child when discussing with them about the story, I was giving out my divided attention equally to everyone.During the activities we had to complete, the children were put into smaller groups or by their selves for some activities. In their barely activities I went round and gave them my divided attention, I asked what they were doing and encouraged them to do their best. I did this with every child so again they didnt felt left out but felt involved just like other group members. I also ensured that I kept an eye on what the other group was doing with their teacher we were both doing the exact same activity and had a routine/plan to stick to.When the teacher moved onto the next section I also did the same. All the children in class 1 had the same amount of time to complete the tasks no one had any extra time as this would be making a child seem more important than the others. Contexts of the Care Value. In the situation of working within A&E, it is constantly busy throughout the day and workers need to be able to deal with the rush of patients needing emergency medical attention. A nurse or doctor needs to be able to give every patient the same quality of care and support, they must all treat every individual the same.Every patient that comes to the A&E is unique and nurses and doctors need to recognise their individual differences. For example, they need to address how serious the injury is and if they need to be earlier due to the fatal accident and if i ntercommunicate quickly and lead to serve consequences for the patient. All different service users will use A&E and the workers need to run across out what care to give them, different service users need different care, such as elderly care will be different compared to young children.If a young child came in with a serve injury such as cracking their head open due to something landing on their head, and their head is full of blood and is not stopping, and another service user came in A&E with a sore wrist joint which comes out to be just a sprained wrist. The nurses will put the child first as without immediate attention the child will bleed to death while as the client with a sore wrist is not a major injury, although the nurses will give the appropriate care to the client but will put the child first as its more serious. Promoting Anti-Discriminatory PracticeIn my interaction it was essential and so important not to discriminate against of the children because of their age, se x, cannonball on or religion. Within my small group I had a child who suffered from a learning stultification they was diagnosed with dyslexia. This made certain school work activities hard for him to complete and took him longer to do so compared to the other children. I didnt discriminate against their learning disabilities and treated him equally like I did with any of the other children. I influenced the children to voice their opinion and thoughts and share them with the other children.When discussing thoughts in Circle Time I influenced and persuaded the children to talk about what they really thought. There was children in the group who had different spectral beliefs and culture compared to me and the other children, which meant they had different opinions to certain subjects. I welcomed any new ideas and thoughts from the children and listened to them with an open discernment and didnt reject their opinions. I praised the children when they lenient their opinion and t old them what I thought about their opinion in a positive way which influenced their self-esteem, the way individuals think about their selves positive.Strengths and Weaknesses of the Care Value. I dont think I was able to transmit their Care Value as much as I wanted to this was because the teacher told and advised me to do a range of particular ideas so I couldnt really demonstrate what I would do to promote Anti-Discriminatory Practice. If I was given the chance to transmit this Care Value I would of asked to be in a sacred studies (RE) lesson, this would mean that I could explain many different religions and cultures. I may tell the children all the ifferent religions we have in our country, after doing so I would then farther on to explain some of the religious beliefs they have and similar ones we share. I would get a group discussion going with the children so they could express their own thoughts and would answer any questions about different religions beliefs if children a sked. After telling them loads of information about the religions, I could get the children to do a task in small groups, this would consist the children being given a particular religion and them to draw/write on an A3 bit of paper about the religion. past the groups of children would have to explain what they had written/ move on the A3 sheet to the rest of the class, every group would do this in turn. make Related Issues/Problems A03 Encouragement of Independence and Choice. During my interaction I allowed the freedom of choice to all of the children when interacting with them. Even though I was instructed by the teacher to do certain actives I did allowed the children to choose what small group they wanted to work with. I noticed that the children worked with the people who they were sitting next to, and they seemed quite laughing(prenominal) to all be working together.This may suggest that they were working with their friends, and by doing this they produced great group work by working as a team. I support the childrens opinion when expressing in Circle Time, I often praised the children when they spoke their thoughts and feelings. This would have made every childs self-esteem value much higher than usual. The way the children values themselves should be positive due to my positive comments I made throughout the interaction. I also allowed the choice and independence of the children going to the toilet by themselves.Adjusted Vocabulary I was able to present myself in a happy positive way when being introduced to the group of children. I tried to use a range of sentences to gain the childrens attention due to my self being a new visitor to the class and the children had neer met me before so they seemed to be very anxious of me. so dog wouldnt get to confused, this was done so that he could digest the conversation we was having. I also allowed enough time for dockage to think what I had previously said I didnt hesitate when he asked me to re-peat what I had said.Even though I tried to use simple vocab, my observer did comment on the use of over complicated words which of made bob struggle. I should have done more research on the language and vocab constipation children can understand, to overcome this barrier I could of seeked permission from his mother to look through his school books and completed home work so I could get an idea on what language and vocab give chase uses himself. Interferences/Disturbances. Ensuring the environment is comfortable and not to over powerful is an important factor to effective communication. It is important to make the perfect environment for the interaction to take place.My interaction was completed in a room where my group of children felt comfortable, relaxed and defiantly not anxious of where they were. This was because my room was the classroom the children are used to. This is where they come five days a hebdomad to learn and be in school. This made the children easier to settle down as they were in their normal environment. If I had asked the teacher to be placed in a separate room, separated from the rest of the children, it could of made the children feel un-easy and uncomfortable and this could of cause problems such as the children playing up and not setterling down.It could of made me interaction very difficult and negative which would then be picked up by the children. Although I did ensure the place where my interaction took place was in view of the rest of the children and teacher, but was at the other end of the class. This made sure there wasnt too much background noise, as this would have affected my communication with the children. Being to close to the rest of the class could have intruded on the conversation I was having with the group, this again would cause distraction and make the group hard to settle down and be quiet.This also might have made it hard for the children to pay focus to me, if they could imbibe the teachers voice and other children discussing. The lighting was not to bring nor to dark, as this can effect non-verbal communication. This was already done due to being in a school environment. besides much darkness reduces the ability to read non-verbal messages, It can affect people with debasing eye array or with people who have bad eye sight but use glasses forgetful light would of enable the children to see my face clearly. Therefore making it difficult for them to communicate and understand properly what I was saying.positively Establishing a Friendly Relationship. I effectively promoted a friendly kindred with the whole class. Although it was a struggle at the beginning, this was because I was a new face to the class. The children had never met me and I had never met them either. It took time for the children to pay attention to me I had to start the interaction by introducing myself and asking the childrens names. The children were still a bit weary of me at that time, so I started a conversation by sa ying I use to go to this school this opened up a lot of conversation between me and the group of children.By saying a true statement like that it abled the children to trust me and feel comfortable with my presence. I also relaxed and wasnt so tense, which the children could of picked up on. I treated all the children in a sensible manner and treated them all equally. I didnt pick or favourite any child. By allowing a positive friendly relationship to form I ensured my body posture and facial expressions were transmitting positive ideas to establish this relationship to the group of children.I made sure I smiled when I was listening to the childrens ideas and also nodded which transmitted to the children that I was generally happy to speak to them and listen to all what they had to say. parity AO4 During the one to one interaction with bobtail I could easily communicate and get them to pay attention to me without struggling to much, but in the group interaction with the small grou p of school children was much harder to ensure that every child was paying attention to me. I was dealings with a group of children quite of just one person.Although it was only a small group of children, I had never interacted with them before, so this made the children insensible of me and did take a while to settle and actually listen to me. Even after the children were comfortable with my presence it was hard to give them all my focus and attention, as I had to share it out equally between a group of them. There were some children who craved for more attention from me then the other children, so if I was giving them attention by answering questions. I would be giving my divided attention onto just one child instead of the group.Even though some children werent afraid to ask more questions, there was still one child who was highly shy and hardly asked or answered questions when I directed it at them. So that particular child wasnt getting the same divided attention as the oth er children. This could have had an effect on the childs self-concept. Also my one to one interaction was with a child who had a learning disability, bobber easily got interference when he couldnt accomplish tasks that were set. trail free-base school life more complicated and frustrating then other school children.Even though bobber had a learning disability, I was able to go through some of his school books and talk to his mother before the interaction so I could gather up an idea what it was like for Bob himself. Also just being a one to one interaction, I was able to communicate with Bob and get him to open up to me about what specific things he instal hard and how these things had an effect on the way he felt. I was able to get Bob to confide in me and tell me how he really felt, while playing one of his favourite games. We were in a familiar environment which made myself and Bob feel comfortable and not out of place.While as the group interaction I felt highly uncomforta ble at first as I was in an environment which I wasnt comfortable with and I think the children could see this. Which made the interaction difficult at first, I had to get the children to know me first before they started answering questions and asking questions about the book we were reading together. Even though Bob had a learning disability and this did make me think more carefully about what I was going to say and what I shouldnt say, I found this interaction easier to complete, as I was only dealing with one individual.While as the group interaction I was dealing with a group of children and had more responsibility then the one to one, I had to ensure I didnt offend any of the children so I had to watch what I said. Although the children were roughly the same age, the one to one interaction with Bob was much easier to complete then the group interaction. Also when dealing with a group of different individuals, they all have different views and thoughts compared to each other, they all have different perspective views into their religion and their beliefs.I had to take this into account as I didnt want to offend anyone in what I was saying. This made things more complicated as some of the children had different religious beliefs then the other children and me. So I ensured that I didnt say anything insulting or anything which may seem insulting to a particular child and single them out. With the one to one interaction I only had to talk to one person, and Bobs religious beliefs were the same as mine, so I knew what to say and not what to say. remainder AO4During this assignment comparing the two interactions it made me think how different communication techniques are used when interacting one to one or to a group. You also use different techniques and skills when communicating with different client groups and different ages. It is important to ensure Health and Social care professions are able to transmit care values to their users and clients. It is im portant for these care values to be in place as these care values such as Maintaining Confidentiality, Promoting Anti-Discriminatory Practice and Promoting Effective Communication protect and help the individuals that use the operate.If these operate didnt provide these care values such as Maintaining Confidentiality, patients at a Doctors surgerys personal expatiate would be on show and no long anonymous. People would be able to ask for other peoples personal information without people sceptical it. Service users use this care value, to keep their details anonymous and to protect themselves. In the one to one interaction I was in Bobs family home, this made things easier for myself and Bob. Bob was comfortable when talking to me as he was in a friendly well known environment which made him feel comfortable when speaking to me.I think if the interaction took place in a different environment which was not known to Bob, then maybe Bob wouldnt have been so open with me and wouldnt of told me how he was really feeling when discussing what he thought about school and his school work. Bob could of possibly not trusted me like he did during our interaction, if youre in a comfortable environment youre going to feel comfortable enough to talk to anyone as you feel safe in your own family home.Knowing that Bob felt comfortable it also made me relax a little bit more, which is why me and Bob got along so well Even though I think both my interactions went well, there are still improvements to be made to make the interactions more successful if I was to do them again. two my interactions could have been better, but if I was to re-do the one to one interaction I would of done some internet research and textual matter research on Bobs learning disability so it would make the interaction possibly more easier.Doing that extra research could break out doing specific tasks in which Bob would be better at, for example. Bob might find visual tasks easier then memory ones T hese interactions have made me realised how important communication is in a Health Care Profession, without good communication the workers and service users relationship would be very poor. Essential communication is needed to sort out problems and ask for advice and even book appointments in a doctors surgery or dentist. I will be able to use all my skills that I have learnt during the interaction in future situations.I can use the communication skills when communicating with my family, my work colleagues and even teachers. These interactions have taught me how we use eye contact, facial expressions, and hand gestures along with verbal communication to transmit keen communication to other individuals. This can be extremely useful when working in a health/care and even retail environment, as all these service should provide excellent customer service, and using the above skills can help these services please service users, in which means they will be willing to come back.