support individuals with specific communication needs
DESCRIPTION
Support Individuals with Specific Communication Needs. City & Guilds 3084 Stroke Certificate in Stroke Care Unit 303. Group Agreement. Time keeping Mobile phones Adult learning environment Confidentiality Respect WC? Fire alarms?. Learning Outcomes. 1. The learner will: - PowerPoint PPT PresentationTRANSCRIPT
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Support Individuals with Specific Communication Needs
City & Guilds 3084 Stroke Certificate in Stroke Care
Unit 303
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Group Agreement
• Time keeping
• Mobile phones
• Adult learning environment
• Confidentiality
• Respect
• WC?
• Fire alarms?2
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Learning Outcomes
1. The learner will:
Understand Specific Communication needs and factors affecting them.
2. Contribute to establishing the nature of specific communication needs and ways to address them
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3. Interact with individuals using their preferred communication
4. Promote communication between individuals and others
5. Know how to support the use of communication technology and aids.
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6. Review an Individual’s communication needs and the support provided to address them.
Some of these learning outcomes will be done in today’s session- some with be done as a
project / case study independently.
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Outline of Training Day
• Information Giving – Activities, Clips, discussion and feedback.
• Activities in your work place.
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Activity 1.1 & 1.6
• Get into a group of 3 (with people you don’t work with.)
• In your groups , assign roles of,
• Communicator
• Receiver
• Observer
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Activity Cont. 1.1 & 1.6
• The trainer will give the communicator a message to convey to the receiver.
• The observer needs to watch both the communicator and receiver and note what they see.
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Activity Cont 1.1 & 1.6
• Feedback:
• How did it feel trying to get your message across?
• How did it feel to receive the message?
• What did the observer note?
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What is the importance of meeting an individual’s communication need? 1.1
Communication underpins our access to:
•Education
•Leisure
•Finances•Choice (NB Mental Capacity Act 2005)
•Lifestyle
•Social networks and Inclusion 10
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Who are key people around an individual?2.1
• Family
• Advocates
• Specialist Communication Professionals
• Others who may important to the individual’s well being eg Friends.
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What is the importance of meeting an individual’s communication need? 1.1
• Improves quality of life for the individual• Individual will feel less isolated (socially & within
community).• Makes living with their communication need easier• Improves confidence in communicating with others
outside familiar contexts• Can communicate choice and plan for own health
related/social needs.
(Ref: Byng Pond and Parr,2000. Beyond Aphasia)
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What might the effects be if their communication need is NOT met? 1.6
• Frustration, anger.• Unable to communicate choice• Social exclusion/isolation• Role changes within the home/society• Unable to adapt to new identity• Family unable to communicate to their loved
one.
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Break!
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Think about this statement, what do you understand by this? 1.2
The ability to communicate is provisional: It depends on our abilities, skills, and
those we communicate with.
(SCIE website).
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Activity 1.2, 3.4
• Watch the clip –
• How did the Nurse’s role and communication impact on:
Lucy?
Her Mother?
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Feedback 1.2,3.4
• Did not appear to minimise power imbalance• Appeared very impatient• Did not speak to Lucy • Body Language / Manner – Eye contact with Lucy?• Did not check Lucy’s means of communication with
Lucy/Mother.• Appeared judgmental at Lucy pulling hand away – Labelled
her?• Did not value Mother’s role• Did the Nurse adapt her own role to improve communication
with Lucy? How could she have done this?
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Think about your role and practice… 1.2
• Take a few minutes to think about your own role and practice, how does this impact on the people you support?
• Feedback?
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Think about….cont 3.4
• How could you adapt your own role and practice to improve communication with the individual?
• Feedback?
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Effective Communication 3.3
• See Alex Kelly Model handout–
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Monitoring Individuals Reactions 3.3
Monitoring reactions is important to help you to check out whether communication has been effective.
• Happy / Sad• In pain / Comfortable• Agitated / Stressed• Accepting• Worried • Understanding• Confused
• Distressed• Hungry• Unwell• Hot / cold• Angry• Frustrated• Uncertain
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The Environment 1.3
In 2 groups, think about features of an
environment that may help or hinder
communication.
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Feedback 1.3
Help•Calm /comfortable environment•No TV, Radio.•Pens, paper, magazines, newspapers – plenty of conversation ‘ramps’ to help repair any problems in conversations.•An understanding Communication Partner
Hinder•A distracting environment-window open, TV or radio on too loud.
•Too hot / cold
•Décor may be a distraction
•No communication support aids present or not working.
•Communication partner unwilling to adjust to needs of the individual
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Why may an individual use communication that is not based on a
formal language system? 1.4
Split into groups – discuss and record on flipchart paper.
Think about – • How an impairment can impact on
communication.
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Communication methods and aids 1.5,
4.1, 4.4
• Life story books• Communication Passports• Objects of reference• Photo dictionaries• Makaton• Gesture• Drawing• Writing• Email• Text messaging• Ipad apps• High Tech AAC Devices
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Supporting communication technology and aids 5.1
Specialist services available:
•Speech and Language Therapy Services.•The Sequal Trust (Based in Ellesmere) www.sequal.org.uk
•Use the internet to find out more.
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Lunchtime….
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2.2
• How might you contribute to identifying communication
needs that best suit the individual?
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What support might an individual need in order to use technology and aids? 5.2
• Discussion on their own and their families needs and preferences
• Assessment on need• Training for the individual and those around
them, eg family, friends, support workers.• Maintenance of aid.
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5.3
• What might happen if the communication equipment is not set up
correctly / working properly?
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Feedback? 5.3
• The individual may not be able to communicate.
• The individual may not be able to explain there is a problem.
• If the aid is not working properly, the individual may lose confidence in using it.
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Self Study 2.3
How and When would you access information and support about identifying and addressing communication needs?
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Case Study – Maureen
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Activity
• Please read the case study about Maureen.
• Answer the questions in your groups and make notes on your answers.
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Please Note-
These ARE NOT the required answers in your workbook. By answering similar
questions on a fictitious case study, this provides you with the transferable skills to
apply these approaches at work.
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Discussion
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Evaluation
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Finish!
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