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Support Individuals with Specific Communication Needs

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:

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Support Individuals with Specific Communication Needs

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  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. 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.

  9. Activity Cont1.1 & 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?

  10. 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

  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.

  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.

  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).

  16. Activity 1.2, 3.4 • Watch the clip – • How did the Nurse’s role and communication impact on: Lucy? Her Mother?

  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?

  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?

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

  20. Effective Communication 3.3 • See Alex Kelly Model handout–

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

  22. The Environment 1.3 In 2 groups, think about features of an environment that may help or hinder communication.

  23. 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

  24. 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.

  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 • Email • Text messaging • Ipad apps • High Tech AAC Devices

  26. 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.

  27. Lunchtime….

  28. 2.2 • How might you contribute to identifying communication needs that best suit the individual?

  29. 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.

  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?

  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

  37. Evaluation

  38. Finish!

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