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Care Certificate Workbook
Communication
6
Care Certificate Workbook
Communication
2
This workbook belongs to….
Name:
Organisation:
Place of Work:
Manager:
Start Date:
6
End Date:
Care Certificate Workbook
Communication
3
Contents
Understand the importance of effective communication
at work
a) Describe the different ways that people communicate
b) Describe how communication effects relationships at work
c) Describe why it is important to observe and be receptive to an individual’s reactions when communicating with them
Understand how to meet the communication and language needs, wishes and preferences of individuals
a) Describe how to establish an individual’s communication and language needs, wishes and preferences
b) List a range of communication methods and styles that could help meet an individual’s communication needs, wishes and preferences
6
6.1
6.2
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Understand how to promote effective communication
a) List barriers to effective communication
b) Describe ways to reduce barriers to effective communication
c) Describe how to check whether they (the HSCW/ASCW) have been understood
d) Describe where to find information and support or services, to help them communicate more effectively
Understand the principles and practices related to confidentiality
a) Describe what confidentiality means in relation to your job role
b) List any legislation and agreed ways of working to maintain confidentiality in day-to-day communication
c) Describe situations where information, normally considered to be confidential, might need to be passed on
d) Describe who you should ask for advice and support about confidentiality
6.3
6.4
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Use appropriate verbal and non-verbal communication
a) Demonstrate appropriate use of verbal and non-verbal communication
Support the use of appropriate communication aids or technologies
a) Ensure that any communication aids or technologies are: clean, work properly and are in good repair
b) Report any concerns about the communication aid or technology to the appropriate person
6.5
6.6
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Communication
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How to use this workbook
Do you need this workbook?
You need to do all 15 Care Certificate Standards. This workbook is designed to
support you to learn about Standard 6. Your manager is responsible for checking
your knowledge, understanding and competence in your specific workplace(s).
If you already have a good level of knowledge and experience, you could take
an assessment instead and only do sections of the workbook (or sections of our
eLearning) that you need to. Your knowledge would be recorded and you can
build an evidence portfolio. This will save you and your manager a lot of time.
Your organisation may have free or funded access to our assessment system.
Check with your manager before you start this workbook. More information can
be found at http://ageuktraining.carecertificate.co.uk/.
The following symbols refer to actions you should take to achieve the outcomes.
There is also an action checklist at the end of this workbook.
Reference “Manager”
We refer to “manager” through the workbook. This may mean something
different in your role, for example: supervisor, line manager, coach, buddy,
mentor, employer or assessor. This is the person responsible for checking you
are competent and confident to work.
6 6
Ask…
LOCATE
DISCUSS
THINK
DEMONSTRATE
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Understand the importance of effective communication at work
6.1
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Describe the different ways that people communicate
What is communication?
6.1a
Communication is the giving and receiving of
information. It is the foundation of what we do in
everyday life.
What we say, how we say it and what we do
communicates a multitude of messages that are given
and received consciously and subconsciously.
People communicate with you because they
may have something they want you to know or
something they want you to tell them. We
communicate to share information and ideas.
We all think differently and communicate in
different ways. The people you are supporting will
communicate because they are motivated by what
they want, need or prefer.
.
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Maslow’s Hierarchy of Needs
Abraham Maslow (an American Psychologist) explains behaviour by looking at
people’s needs. These are his ‘hierarchy of needs’ shown in the pyramid.
Maslow said you have to satisfy the needs at the bottom of the pyramid before
moving upwards to satisfy needs that are higher up. A person won’t really be
motivated by needs at a high level until the ones at lower levels are all satisfied.
For example, an individual you support may not be motivated to join in with a
creative activity if they are more motivated by the fact they are hungry.
In work you need good communication skills to develop positive relationships
and share information with your colleagues, the people you support and their
families and/or carers. We communicate with people all the time, wherever we
may be, often without even realising it and sometimes without intending to.
People communicate through verbal, non-verbal, written communication, vision
and behaviours.
Self-
actualization
Esteem
Love/Belonging
Safety
Physiological
Morality, creativity, spontaneity,
problem solving, lack of prejudice,
acceptance of facts
Self-esteem, confidence,
achievement, respect of others,
respect by others
Friendship, family, sexual intimacy
Security of body, of employment,
of resources, of morality, of the
family, of health, of property
Breathing, food, water, sex, sleep
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Written Communication
…may include letters, e-mails, books, magazines, the internet or via other
media sources.
Verbal Communication
… includes face-to-face conversations, telephone conversations and
how we speak to each other. Our tone, pitch and volume can influence
how a message is interpreted. It is best practice to avoid using jargon,
abbreviations and complicated words and terminology. Speak in a
respectful way, and adjust your speech to suit the individual you are
communicating with. We can also receive verbal messages from radio,
television and other media sources.
Non-verbal Communication
…involves body language, gestures, facial expressions, eye contact, body
positioning and body movements, how we dress or act - even our scent!
Each of these will communicate information about a person, often without
them realising it.
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It is important to observe individuals’ reactions when you are communicating
and think about how the way you communicate with them makes them feel.
Communication is one
of the 6 C’s….
…people can also communicate through the way they behave. Part of this
may come across as challenging behaviour where a person behaves in a
certain way to express themselves, or to try and get their message across,
or is frustrated that they are unable to communicate effectively
Behaviour
…can include graphs, charts, maps, logos and other visualisations can
communicate messages.
Visual Communication
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Describe how communication effects relationships at work
People usually feel satisfied when they communicate well with the people they
support. Good communication enables peoples’ needs to be met and helps
maintain the individual’s wellbeing. Workers feel they are not just doing the
job but doing it in a way that allows individuals to have choice and control over
their lives.
Good communication will enable you to build strong professional relationships
based on trust. It is essential that the people you support trust you as you are
working very closely with them to improve their lives and if you are providing
personal care, you will be carrying out intimate tasks.
Where there are communication barriers or difficulties, you have a duty to find
a way to overcome these. You can do this by learning about types of
communication barriers and how these can be improved or overcome.
6.1b
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Describe why it is important to observe and be receptive to an individual’s reactions when communicating with them
By observing an individual’s reaction, you can ascertain if they are happy,
satisfied, comfortable, sad, worried, agitated and many more… This tells you if
everything is ok with the support you are providing and with the individual in
general, or it can suggest there might be a problem.
As you get to know the people you support, you will know what their usual
behaviour and reactions are. This means when their behaviour or reactions
change or are different from usual, you will be able to notice this change and
you can find out whether there is a problem that needs to be addressed.
6.1c
Normal Behaviour
It is important that support plans include written
information about individuals’ normal behaviour so that
people who don’t know them can more easily identify if
something is wrong.
Note
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Body language may be a way for people to communicate when they cannot
express themselves clearly using words. Also, people may display different
types of challenging behaviour such as using swear words, keeping silent,
moving back and forth or moving away from you. Once you know what an
individual’s normal behaviour is, you can identify whether a change in behaviour
might be an indication that there is a problem.
You must make sure that you are safe and that any change in behaviour does
not put you, themselves or anyone else at the risk of harm. If you have found
yourself in a difficult or stressful situation at work, make sure you get support
during and afterwards, even if it is just to discuss how you feel and how you
managed the situation with your manager.
Be mindful of how an individual is reacting. Do they understand what you are
saying? Do you need to change the way you are communicating? How is your
conversation affecting them?
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Understand how to meet the communication and language needs, wishes and preferences of individuals
6.2
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Describe how to establish an individual’s communication and language needs, wishes and preferences
When you meet an individual for the first time, it is
important to establish how you will communicate
and how they, and you, would like to be addressed.
A good way to start is to introduce yourself and
explain why you are there using a few simple words.
If the person clearly has use of their hands, you
might also offer a handshake greeting.
You should know the person’s name already and you should ask the person what
they would like you to call them. You will be able to consider the individual’s
reaction while you are doing this and see how they respond to your question.
This will start to give you an idea of how you will need to communicate.
If you are unable to verbally communicate, you could ask
the individual’s family, friends or carer for advice. They
will have experience of communicating with the
individual and can advise you on which communication
methods work best.
6.2a
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It is absolutely essential that you find the best way to communicate so that you
can understand the wishes and preferences of the individual as well as
identifying if there is a problem which could be something minor like wanting a
different pair of shoes to something more serious like a safeguarding concern.
(See Safeguarding Standard 10 and 11)
By using good communication skills, you can support the individual to make
choices about how you provide their care and support every time you work with
them. This will make them feel valued and respected and in control of what
happens to them.
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List a range of communication methods and styles that could help meet an individual’s communication needs, wishes and preferences
There are lots of different ways to communicate. We use all of our five senses
to communicate and receive information:
6.2b
Seeing
Visual
Hearing
Auditory
Smelling
Olfactory
Feeling
Kinaesthetic
Tasting
Gustatory
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Communication methods can be split into verbal, non-verbal and technical aids.
Verbal
Vocabulary: words and different
languages
Tone of voice
Pitch (high or low)
Non-verbal
Eye contact
Signs, symbols or pictures
Writing
Using objects
Touch
Physical gestures
Body language and emotions
Lip reading
Technical aids
Hearing aids
Hearing loops
Text phones
Mobile phones
Computers
Speech synthesisers
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Consider all of these methods of
communication. Make sure you
understand what they mean and how
you would use them to meet a person’s
communication needs, wishes and
preferences.
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Understand how to promote effective communication
6.3
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List barriers to effective communication
Here are some of the different barriers to consider:
6.3a
•For example: deafness, blindness, loss of taste, sense of smell
Sensory Impairment
•For example: beliefs, customes and behavioursCulture
•For example: men not permitted to support females with personal careReligion
•For example: someone in pain or suffering mental health issuesHealth Issues
•For example: distractions like radio, television, other people, machinery
Backgrounsd Noise
•For example: not being able to concentrate due to being upset, angry etc.
Emotions
•For example: becoming agitated because the person is unable to recognise what is happening
Stress
•For example: a person from a different part of the UK or who is not English
Strong Accents
•For example: sign language; Britsih Sign Languiage (BSL) and Makaton
Specialist Communication
Techniques
•For example: allowing your beliefs to pre judge the situationPrejudice
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•For example: being abrupt, having a negatove outlook, being intimdating or getting fustrated
Attitude
•For example: sitting too close or too far away, crossing your arms or legs, looking at your watch, fidgeting
Body Language
•For example: breathlessness, bad breath, not having teeth, poor personal hygiene
Physical Conditions
•For example: a person lacks capacity, a change in usual behaviour and reasoning
Substance Misuse
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Describe ways to reduce barriers to effective communication
There are times when we need to adapt our communication style to meet
the needs of individual and use aids to help them enhance their communication.
The important thing is to identify when there is a barrier, and then you can work
out how best to overcome it.
A communication strategy should be implemented for each individual to
support them and the people working with them.
Sometimes a communication passport is used to pull together vital
information about the individual’s needs, wishes and preferences. This
information is then put into an easy to read format, often using pictures and
photographs. Working with the individual to collect this information can be a
good way of getting to know them, and will help you understanding their needs.
Having a good awareness of different
communication needs will help improve
your communication skills. Regular feedback
about your communication style and methods
from the people you support can also help you
improve your skills.
6.3b
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Hearing loss is an invisible disability, so it
can become a big communication barrier.
Hearing impaired people have to
concentrate very hard to pick up
information. Aids that can help are hearing
aids, sign language, lip reading, loop
systems, interpreters.
It is important to limit background noise to avoid distraction. You
should always make sure they can see you clearly and particularly your
face as they may be able to lip read. If they also use sign language you
may consider learning this if you will be working together regularly.
Hearing Loss
These are some of the barriers you might come across and strategies for
reducing them:
It can be difficult to communicate with a person
who does not speak English, you may need to
use picture boards, actions or an interpreter so
you can communicate appropriately.
Strong accents can make it difficult for people to
understand each other, if you are aware that
your accent may be difficult to interpret, try to
speak slowly and clearly.
Language barriers and accents
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This can make a person extremely
disorientated if they are in a strange place
or they lose their glasses. When supporting
a person who is blind or has limited
visibility, verbal communication increases
in importance. Always ensure the
individual can hear you clearly.
It may be appropriate to use touch to reassure them of your presence.
You might need to explain things in more detail because they are unable
to see your expressions and body language.
Loss of Sight
When supporting someone with Dementia be
aware that even basic forms of communication
may be difficult for them to understand and
interpret. Use short sentences. Use names
rather than he or she. Avoid open ended
questions. Use closed questions, for example,
“Would you like a cup of tea?” if they say no,
ask “Would you like a cup of coffee?”
Dementia and Confusion
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Dysphasia is the inability to communicate resulting from a brain injury,
such as a stroke. It can be partial or complete impairment.
Individuals who are dysphasic may get very
frustrated when trying to communicate. A
speech therapist might be involved with
their support and may be able to suggest
ways of making things easier.
Dysphasic
Individuals may have had an accident
or illness which has changed their
physical abilities. Some individuals will
have always had disabilities. Some
people with physical disabilities may
also have difficulty speaking, for
example, for those who have suffered
a stroke or have a condition such as like
cerebral palsy.
Of course, others with physical disabilities may be able to communicate
perfectly well. You should never make judgements about an
individual’s capabilities and remember that everyone is different.
Physical Disabilities
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If an individual lacks confidence and / or
self-esteem, they may find it difficult to
express themselves. Lots of patience and
encouragement is needed as well as
regular praise to increase their confidence
and the way they feel about themselves.
Confidence and Self-esteem
Consider the type of environment in
which you are working. Is there lots of
noise around you? Can the noise be
reduced or removed altogether? Are
other people making too much noise and
preventing you from communicating
with an individual? Is it too light or too
dark?
In an individual’s home, you may find pets or other distractions like
the television being on too loud. You should also make sure that
people who have particular aids to help them communicate are using
these, for example hearing aids and glasses. It can often be difficult to
concentrate on a conversation if the individual needs to go to the
toilet. Always check the individual is comfortable.
The Environment
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People with autism can have difficulties with both verbal and non-
verbal language. Many individuals have a very literal understanding of
language and think people always mean exactly what they say. They can
find it difficult to use or understand one or more of the following:
• Facial expressions or tone of voice
• Jokes and sarcasm
• Common phrases and sayings; an
example might be the phrase “It's cool”,
which people often say when they think
that something is good, but strictly
speaking, means that it's a bit cold.
Autism
Effective Communication for Autism can be achieved by:
Open and receptive body language
Your position
Reduce distractions
Utilising other forms of communication
Using interpreters or sign language
Autism continued…
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Some people with autism may not speak or may have fairly limited
speech. They may understand what other people say to them, but
prefer to use alternative means of communication themselves such as
sign language or visual symbols.
Others will have good language skills but
they may still find it hard to understand the
‘give and take’ nature of conversations,
perhaps repeating what the other person
has just said (this is known as echolalia) or
talking at length about their own interests.
It helps to speak in a clear, consistent way and give people with
autism time to process what has been said to them.
Autism continued…
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Think about any concerns you may have
about any barriers to effective
communication with the individuals
you support
Discuss any concerns you may have
about barriers to effective
communication with your manager and
discuss how you are going to improve
your skills
Ask…
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Describe how to check whether they (the HCSW/ASCW) have been understood
It is easy to assume that everything
is ok and that people are happy if
they do not challenge or question
what is happening. However this
may well be because they have not
heard or understood what is
happening or they simply do not
want to make a fuss.
Sometimes a simple ‘thumbs up’
will help to check everything is ok.
6.3c
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Dawn visits a man in his 80’s every day for an hour to support him to get
up get dressed and have breakfast. The man is partially deaf and
doesn’t talk very much. Dawn talks a lot and he listens. Dawn regularly
asks him questions about what he wants to wear and what he wants to
eat but he just nods so Dawn makes a good guess about what he will
wear and eat. Dawn feels they have a good relationship. She thinks she
does a good job and she always finishes the visit on time.
In fact, the man doesn’t hear most of what Dawn says because she is
busy moving around and the radio is on in the background. Dawn
should make sure she stops what she is doing and is in front of the man
so he can see her asking questions. If he doesn’t hear or understand,
Dawn could hold up or point to different choices so the man can be
involved in the decisions about what he eats and wears. The important
point here is to check their understanding.
Scenario
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Question Asking questions to confirm your understanding
Paraphrase Repeating back what the person is saying in your own words to clarify meaning or to make sure you understand
Be aware Be aware of the persons bodsy language, eyes, tone of voice, posture and pace of speech
Don't interrupt
When you do not interrupt it gives the person the oppotunity to speak freely
Resist You need to ensure that you hear the individual's words, feelings, assumptions, values, wishes and fears. Don't be resistant to accepting these things. Use your instincts toconsider if this individual means what they say
Be alert Be alert to how language or body language can project feelings
Trust Developing trust with an individual is important because it will allow them to feel comfortable enough to speak openly
Show interest
By showing interest in what an inidivudal has to say, it will encourage them to talk to you
Safety Providing a safe environment for the individual to speak will put them at ease
Active listening ensures that everything the individual is saying has been
understood and received by the listener. Good listening skills can help you
determine what the individual has said and the nature of the intervention
needed. It can support you to address any concerns that an individual may have
or are telling you.
Active listening involves:
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Open Question
Closed Question
Listen
Body Language
Appropriate Silences
Behaviour
Here are some tools for communication:
Use of ‘open questions’ encourages a full answer. Ask questions that
cannot be answered with “yes” or “no”. The question will start with
‘Who, What, Why, When, How’.
This type of questioning only requires a brief answer and is usually
linked with factual questioning that requires a “yes” or “no” answer.
For example: “Did you like your dinner?”
It is important to listen carefully so you can respond effectively. This
means allowing the person time and not interrupting. See
‘Appropriate Silences’ below.
This is a very powerful form of non-verbal communication. It is shown
by the way we stand, how we place our hands or arms, make gestures
and facial expressions.
These are important so the other person has time to respond.
Behaviour demonstrates how people react to a situation or person.
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Summarise
Touch
Phrasing questions
Depend on the situation. They either ask questions to provide a
detailed response (open questions), or questions which only require a
‘yes’ or ‘no’ (closed questions).
Is when you repeat back to the main points of the conversation that
you have understaood. This will help to check both your
understanding and theirs.
Touch is the most used non-verbal communication. An example is
when we shake hands at a first meeting. The way we handle people
can be a positive way of communicating. Be careful of cultural
differences as this may cause offence or be frowned upon by some.
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Observing
Careful, non-judgemental attention and eye contact. This lets the speaker know you are paying attention and are interested.
Relfecting Data
Like holding a mirror in front of the speaker, repeating back phrases as you hear them. It increases clarity and lets the speaker know that you are hearing them accurately.
Summarising
When you feel you are grasping their ideas and thoughts, summarising to the speaker helps both to review and check clarirty and mutual understanding of the message.
Reflecting Feelings
It is important to understand how a person is feeling in order to support them effectively. For example, an inidividual may feel angry that their visitor has not arrived and you may need to help them understand why this may have happened.
Interpreting
Interpreting needed due to cultural or language barriers, sensory issues or due to the individual's poor communication skills. It is the interpreter's role to translate the communication rather than express their own opinion.
Sometimes touch is not appropriate especially if a person is distressed and
backs away from you. In this situation you will need to give that person their
own space.
It is important that you feel comfortable with this.
These are some ways you can actively listen:
Check that people have understood
what you have said!
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Describe where to find information and support or services, to help
them communicate more effectively
There will be lots of different types of support and services that can help you
and the individuals you support to improve your communication skills. Some of
these services are:
There are lots of voluntary organisations who can provide these services.
6.3d
Translators
Interpreters, Sign Language and
Lip Readers,
Speech and Language Specialists
Speech and language therapists (SALT)
Advocacy Services
Clinical Psychologist and Counsellors
Web Forums, Service Groups in Local Area
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Understand the principles and practices relating to confidentiality
6.4
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Describe what confidentiality means in relation to their role
In health and social care, confidentiality forms the basis of agreed ways of
working and codes of practice. It is essential that an individual feels confident
that their personal information is treated with confidentially.
It is your responsibility to adhere to your employer’s policy on confidentiality, so
as part of your induction you should see the policy and familiarise yourself with
it. This policy should cover many aspects of your work, including disclosure of
information to internal and external sources and the use of electronic computer
systems.
Confidential information is only shared with people ‘who
need to know’. If you are uncertain whether a person has
a right to access information and is requesting information
from you, always check with your manager.
Information should only be disclosed with informed consent. This means
the individual has agreed to share their information.
The main piece of legislation that
covers confidentiality is the….
6.4a
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List any legislation and agreed ways of working to maintain confidentiality in day-to-day communication
No Act of Parliament specifically covers confidentiality between you and the
people you are supporting.
Your employer will have agreed ways of working on confidentiality and it is
important that you are aware of these and work within them.
6.4b
The Common Law Duty of Confidentiality…
States that if a worker wishes to disclose an individual’s personal
information to anyone outside of the team providing care, they
should first seek the consent of that individual.
The Data Protection Act 1998
Governs what may and what may not
be done with personal information.
The Human Rights Act 1998…
Determines the basic rights for any
citizen of the UK. For example: the
right to respect for private and family
life, home and correspondence.
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These are some simple rules to avoid some of the most common breaches of
confidentiality:
Do not leave computers on or allow other
people to use your passwords.
Do not conduct conversations (including
telephone conversations) about the
individuals you support or any aspect of
your work, in a public place or anywhere
you can be overheard.
Do not name the individuals you work with
in front of other people during training
sessions when talking about examples.
Do not leave personal
records or information
unattended in public
places.
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Describe situations where information, normally considered to be confidential, might need to be passed on
You may have to breach confidentiality if a
person you support tells you something
that puts them, you, or someone else at
the risk of harm.
If you are put in that position, you should
consult your organisation’s policies
regarding sharing information and
safeguarding (See Standards 10 and 11).
There are other situations where
information can be shared, for example, if
it is requested for a court case, or if there
is a threat to public safety, or the police
have requested information relating to a
criminal investigation. You should always
refer these requests to your manager.
6.4c
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Describe who they should ask for advice and support about confidentiality
You will form working relationships with the people you are supporting as well
as with your colleagues.
People may tell you things about themselves and
because of confidentiality, you will have to decide
whether to keep information to yourself or report it to
your manager. You have to take responsibility for your
own practice and the people you are supporting.
If you work for a large employer, you
may have a Human Resources team,
a specialist or a trainer who can give
you advice.
6.4d
Discuss confidentiality with your
manager. Make sure you are aware of
your employer’s policies about
confidentiality and information sharing.
Ask…
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Use appropriate verbal and non-verbal communication
6.5
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Demonstrate the use appropriate verbal and non-verbal communication
Verbal…
Speak clearly. Your tone and volume will vary depending on the situation:
your tone and how loud you speak can indicate your feelings, sarcasm, anger,
affection, understanding and confidence.
Pay attention to your timing and pace.
6.5a
The following are examples of appropriate use of
verbal communication.
“Slow down!” Spoken loudly to indicate warning.
“Be quiet” Spoken quietly and softly to a colleague while an individual sleeps.
“Would you like sugar in your tea?” Spoken in your normal tone, volume at a steady pace to an individual who is alert and can communicate well.
Example
Volume Tone
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Non-verbal…
Position/Proximity
Eye Contact
Body Language
Touch
Signs Writing
Symbols/ Pictures
Objects of reference
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The following are examples of appropriate use of non-verbal
communication.
• Position/ proximity Sitting opposite each other to discuss an issue, respecting each other’s personal space. Stand close to someone who is talking to you in a crowded room.
• Eye contact Maintaining eye contact when a person is talking to you. This shows you are listening and interested in what they are saying.
• Body language Smiling when you see a person indicates you are pleased to see them!
• Touch Touching a person’s arm to show empathy when they are upset (if this is acceptable to the individual). People with visual impairments often use their sense of touch to read documents written in Braille.
Example
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• Signs Pointing to an object when describing it to clarify what you are talking about. Signposts giving instructions.
• Symbols and pictures Can be used to aid communication with a person who may struggle to understand or hear verbal communications.
• Writing Written communication is the same as oral communication except that it is written as opposed to being spoken. It is used to convey a message, information and data.
• Objects of reference Refers to the use of symbols and objects used to communicate with individuals who may have complex needs. Items are often chosen because of their multi-sensory properties or because an object has a particular meaning associated with it; for example, a fork may be the object of reference for dinner.
Example continued…
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Even when you're silent, you're still communicating non-verbally!
For someone who is using non-verbal communication, you should interpret and
repeat verbally what the person is trying to say to demonstrate understanding.
Repeat• the message a person is making verbally
Contradict• do not contradict a message the individual is trying to convey
Subsitute• a verbal message with a physical gesture, for example, a pat
on the back to say "well done"
Compelement• a verbal message, for example banging the table to get your
point across that it is important
Emphasise• or underline a verbal message with actions, for example,
slamming a door
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Support the use of appropriate communication aids or technologies
6.6
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The NHS recommends that a carer follows this advice when
supporting a person with their hearing aid:
Every morning: Switch the hearing aid on and check that it whistles
when you cup it in your hands. This shows that the aid works.
If the hearing aid does not whistle:
o Change the battery
o Check that the ear-mould is not blocked with wax
If it still doesn't work after these checks, make an appointment to go to an
Audiology repair clinic.
At night:
Switch the hearing aid off.
Give the ear-mould a wipe and clean any wax stuck in the ear-mould
Place in the hearing aid box so everyone knows where to find it
Weekly: On the same day each week change the battery. Record that this has
been done so that everyone is aware.
Example
Ensure that any communication aids or technologies are; clean, are working properly and are in good repair
It is important that communication aids and technologies are kept clean, work
properly and are in good repair. A communication aid is anything that helps an
individual communicate more effectively with those around them.
http://www.nhs.uk/Conditions/Hearing-impairment/Pages/Treatment.aspx
6.6a
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The following basic guidelines can support the use of appropriate
communication aids and technologies:
Clean aids before and after use
Check aids work before and after use
Change batteries or charge as per the
manufacturer’s guidelines
Report broken or damaged aids
Raise concerns if an aid is no longer
meeting the needs of the individual
Store appropriately between use
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If a communication aid or technology has broken, is damaged, no
longer meets the needs of the individual, needs replacing, or you
have any other concerns regarding the aid / technology, you must
report your concerns to a senior member of staff, the individual’s
carer or a family member.
It is important to report your concerns promptly as communication
aids are important and the person may not be able to communicate
without them. The impact of not reporting may affect the
individual’s wellbeing and quality of life.
Report
Report any concerns about the communication aid or technology to the appropriate person
This could include:
Senior member of staff
Carer
Family member
6.6b
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Your checklist….
Outcome Symbol Description Tick
6.2b
Consider all of these methods of
communication. Make sure you
understand what they mean and
how you would use them to meet a
person’s communication needs
wishes and preferences.
Think about any concerns you
may have about any barriers to
effective communication with the
individuals you support
6.3b
Check that people have
understood what you have said!
6.3c
Discuss any concerns you may
have about barriers to effective
communication with your
manager and discuss how you are
going to improve your skills
Discuss confidentiality with your
manager. Make sure you are
aware of your employer’s policies
about confidentiality and
information sharing.
6.4d
Ask…
Ask…
Demonstrate the use appropriate
verbal and non-verbal
communication
6.5a
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Well done! You have completed this workbook. What’s next…..
An essential part of the Care Certificate is to assess, evidence and record what
you have learnt. You may be entitled to use our assessment and evidence
recording system. Your manager is responsible for supporting you with this,
observing your practice and ensuring you are competent in your workplace, with
the people you support.
Checking your knowledge, competence and practice will be a regular part of your
ongoing Continuous Professional Development.
By taking an assessment first, you may find you already have some, most, or
all of the knowledge required and you can save time by avoiding repeating
subjects and courses unnecessarily.
More information about our resources can be found at
http://ageuktraining.carecertificate.co.uk/.
Important Copyright Note:
This workbook is provided free of charge by Age UK to people providing health and social care to
support a blended learning approach towards learning and achieving competence. It is subject to the
following criteria:
You cannot copy, reproduce or use any part of this workbook for financial gain or as part of a training
event that you are charging for or profiting from. You cannot use this workbook to create eLearning.
You cannot copy any of the images in this workbook as they are used under a license agreement.
We strongly recommend that you use it electronically to save paper.
If you pay to (or are funded to) use our online assessment system, you are welcome to have a free
Microsoft Word version of this workbook so you can make changes, personalise it, add your
organisation’s details and logo, provided Age UK is credited for providing the workbook (in partnership
with The Grey Matter Group) and the Age UK logo remains on each page. For more info email:
Every effort has been made to ensure the information contained in this workbook is accurate. We
cannot guarantee completeness or accuracy for all work settings. If you download an electronic
version from our website, these will be kept updated as appropriate. We are not responsible for
keeping any versions you have previously downloaded and amended up to date.
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