Presentation on theme: "Support Individuals with Specific Communication Needs"— Presentation transcript:
1Support Individuals with Specific Communication Needs City & Guilds 3084 Stroke Certificate in Stroke CareUnit 303
2Group Agreement Time keeping Mobile phones Adult learning environment ConfidentialityRespectWC?Fire alarms?
3Learning Outcomes1. 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
43. 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.
56. 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.
6Outline of Training Day Information Giving – Activities, Clips, discussion and feedback.Activities in your work place.
7Activity 1.1 & 1.6Get into a group of 3 (with people you don’t work with.)In your groups , assign roles of,CommunicatorReceiverObserver
8Activity Cont. 1.1 & 1.6The 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.
9Activity 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.
10Communication underpins our access to: Education Leisure Finances What is the importance of meeting an individual’s communication need? 1.1Communication underpins our access to:EducationLeisureFinancesChoice (NB Mental Capacity Act 2005)LifestyleSocial networks and InclusionTalk 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.
11Who are key people around an individual?2.1 FamilyAdvocatesSpecialist Communication ProfessionalsOthers who may important to the individual’s well being eg Friends.Ask why it is important to work with these key people.
12What is the importance of meeting an individual’s communication need? 1.1 Improves quality of life for the individualIndividual will feel less isolated (socially & within community).Makes living with their communication need easierImproves confidence in communicating with others outside familiar contextsCan communicate choice and plan for own health related/social needs.(Ref: Byng Pond and Parr,2000. Beyond Aphasia)
13What might the effects be if their communication need is NOT met? 1.6 Frustration, anger.Unable to communicate choiceSocial exclusion/isolationRole changes within the home/societyUnable to adapt to new identityFamily unable to communicate to their loved one.Include escalation to behaviour that perceives to challenge.
15Think about this statement, what do you understand by this? 1.2 The ability to communicate is provisional: It depends on our abilities, skills, and thosewe communicate with.(SCIE website).Thoughts / Comments to the front.
16Activity 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.
17Feedback 1.2,3.4 Did not appear to minimise power imbalance Appeared very impatientDid not speak to LucyBody 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 roleDid 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
18Think 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.
19Think about….cont 3.4How could you adapt your own role and practice to improve communication with the individual?Feedback?As previous slide
20Effective Communication 3.3 See Alex Kelly Model handout–
21Monitoring Individuals Reactions 3 Monitoring Individuals Reactions 3.3 Monitoring reactions is important to help you to check out whether communication has been effective.DistressedHungryUnwellHot / coldAngryFrustratedUncertainHappy / SadIn pain / ComfortableAgitated / StressedAcceptingWorriedUnderstandingConfusedGive out Alex Kelly Model, discuss briefly, link to reactions
22The Environment 1.3 In 2 groups, think about features of an environment that may help or hindercommunication.Activity in groups – Take feed back and then next slide.
23Feedback 1.3 Hinder Help Calm /comfortable environment No TV, Radio. A distracting environment-window open, TV or radio on too loud.Too hot / coldDécor may be a distractionNo communication support aids present or not working.Communication partner unwilling to adjust to needs of the individualHelpCalm /comfortable environmentNo TV, Radio.Pens, paper, magazines, newspapers – plenty of conversation ‘ramps’ to help repair any problems in conversations.An understanding Communication Partner
24Split into groups – discuss and record on flipchart paper. Why may an individual use communication that is not based on a formal language system? 1.4Split 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******
25Communication methods and aids 1.5, 4.1, 4.4 Life story booksCommunication PassportsObjects of referencePhoto dictionariesMakatonGestureDrawingWritingText messagingIpad appsHigh Tech AAC DevicesEmphasise Life story books are a link to help supporting others to be understAdd more to this and include technology, high and low tech from
26Supporting 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
282.2How 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 teamDiscussion with the individuals and their key people.
29Discussion on their own and their families needs and preferences What support might an individual need in order to use technology and aids? 5.2Discussion on their own and their families needs and preferencesAssessment on needTraining for the individual and those around them, eg family, friends, support workers.Maintenance of aid.Add more if necess.
305.3What might happen if the communication equipment is not set up correctly / working properly?
31Feedback? 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.
32Self Study 2.3How 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.
34Activity Please read the case study about Maureen. Answer the questions in your groups and make notes on your answers.
35Please 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.
36DiscussionKey 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.