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Support Individuals with Specific Communication Needs

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Presentation on theme: "Support Individuals with Specific Communication Needs"— Presentation transcript:

1 Support Individuals with Specific Communication Needs
City & Guilds 3084 Stroke Certificate in Stroke Care Unit 303

2 Group Agreement Time keeping Mobile phones Adult learning environment
Confidentiality Respect WC? Fire alarms?

3 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

4 3. Interact with individuals using their preferred communication 4
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.

5 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.

6 Outline of Training Day
Information Giving – Activities, Clips, discussion and feedback. Activities in your work place.

7 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

8 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. Explain some will be more difficult than others, they are a mixture of feelings, preferences, questions etc. Explain the receiver may be require to ask questions, decipher pictures etc. The observer must stay silent and note reactions and how the communication unfolds. If several groups finish quickly, give out other messages and ask to swap roles.

9 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? Take comments and expand. Start to link to how they think the people we support might feel.

10 Communication underpins our access to: Education Leisure Finances
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 Talk about the underlying reasons behind the messages in previos activity. Link to inclusion with key people ready for next slide. Eg: Choice, medical worry, decision making, social etc. Link to this slide. SO…. Meeting the need underpins and supports these effects on lifestyle.

11 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. Ask why it is important to work with these key people.

12 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)

13 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. Include escalation to behaviour that perceives to challenge.

14 Break!

15 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). Thoughts / Comments to the front.

16 Activity 1.2, 3.4 Watch the clip –
How did the Nurse’s role and communication impact on: Lucy? Her Mother? Either split into two large groups and ask some learners to look at different areas.

17 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? Emphasise Nurse did not adapt own role and practice

18 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? Give out pen and paper if necessary so they can actually note things down.

19 Think about….cont 3.4 How could you adapt your own role and practice to improve communication with the individual? Feedback? As previous slide

20 Effective Communication 3.3
See Alex Kelly Model handout–

21 Monitoring Individuals Reactions 3
Monitoring Individuals Reactions 3.3 Monitoring reactions is important to help you to check out whether communication has been effective. Distressed Hungry Unwell Hot / cold Angry Frustrated Uncertain Happy / Sad In pain / Comfortable Agitated / Stressed Accepting Worried Understanding Confused Give out Alex Kelly Model, discuss briefly, link to reactions

22 The Environment 1.3 In 2 groups, think about features of an
environment that may help or hinder communication. Activity in groups – Take feed back and then next slide.

23 Feedback 1.3 Hinder Help Calm /comfortable environment No TV, Radio.
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 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

24 Split into groups – discuss and record on flipchart paper.
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. Break this down into parts before discussion. Eg formal language system, clarify as term…. Communication, verbal and non verbal (recap means if necessary) Think impairment impacting on communication. ****NOT GOT RULES******

25 Communication methods and aids 1.5, 4.1, 4.4
Life story books Communication Passports Objects of reference Photo dictionaries Makaton Gesture Drawing Writing Text messaging Ipad apps High Tech AAC Devices Emphasise Life story books are a link to help supporting others to be underst Add more to this and include technology, high and low tech from

26 Supporting communication technology and aids 5.1
Specialist services available: Speech and Language Therapy Services. The Sequal Trust (Based in Ellesmere) Use the internet to find out more. Call Jackie Bland Roberts re assistive technology add more to this

27 Lunchtime….

28 2.2 How might you contribute to identifying communication needs that best suit the individual? Discussion to the front. Key ideas – Observe communication with others, think about effectiveness of it. Is the person using it? Appear to understand it? Review with multi disciplinary team Discussion with the individuals and their key people.

29 Discussion on their own and their families needs and preferences
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. Add more if necess.

30 5.3 What might happen if the communication equipment is not set up correctly / working properly?

31 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.

32 Self Study 2.3 How and When would you access information and support about identifying and addressing communication needs? State we have already discussed the principles of this throughout the course.

33 Case Study – Maureen

34 Activity Please read the case study about Maureen.
Answer the questions in your groups and make notes on your answers.

35 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.

36 Discussion Key ideas: Learners should cite support plans, key people, discussion with the individual themselves. Learners should apply the information they have in the body of the case study and suggest their own ideas for communication methods etc, using news papers, magazines, drawing, writing, ipad? Is Maureen Tech savvy? They should apply what they know about Maureen and her pre morbid skills and provide ideas and rationale for the communication methods they choose.

37 Evaluation

38 Finish!

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