Reasons for Communication Essay

The reasons why people communicate is to (a) express needfully (b) to share ideas (c) to build relationship and socialise (d) to ask question and share engender1.2HOW communion AFFECTS family relationship IN THE WORK SETTING communication affects relationship at work stern e.g. with colleagues, people exploitation answers, children and their families, help to build trust, understanding of singleist needs, communication is used to negotiate, to prevent or resolve strife and prevent misunderstanding. Relevant theories e.g. tuck man stages of group interaction (forming, storming, norming and performing)Read more Reasons for communication quiz2.2 THE FACTORS TO CONSIDER WHEN PROMOTING EFFECTIVE COMMUNICATIONArgules stages of the communication cycle (ideas occur, communicate coded, message sent, message received, message decoded, message understood) type of communication for example complex, sensitive, normal or non-normal condition of communication e.g. one-one group, with pe ople victimization go, children or modern people, with professional/colleagues purpose of communication cultural factors, needs to adapt communication surroundings time and resources available3.1 HOW PEOPLE DIFFERENT BACKGROUND MAY USE AND/OR INTERPRET COMMUNICATION METHODS IN DIFFERENT WAYSPeople from different backgrounds may use or interpret communication in different ways by looking at that an individual background can bias communication for example age, gender, culture, socio economic status differences in verbal communication e.g. language, vocabulary, dialect, intonations, non-verbal e.g. facial expression, use of eubstance language, eye contact, gesture etc3.2 THE BARRIERS TO EFFECTIVE COMMUNICATIONThe barriers to effective communication are language e.g. dialect, use of jargons, orbit specific vocabulary. Environment e.g. noise, poor lighting. Emotional and behavioural e.g. attitude, anxiety, lack of confidence, aggression, sensory impairment health or medical conditi ons study dis magnate, effect of alcohol or drugs3.5 HOW TO ACCESS EXTRA SUPPORT OR go TO ENABLE INDIVIDUALS TO COMMUNICATE EFFECTIVELYTo access extra support and services, the use of interpreting services interpretation services speech and language services advocacy services third sector organisations example fortuity association, royal institute for deaf people (RNID)4.1 THE MEANING OF THE TERM CONFIDENTIALITYThe term confidentiality means one soul receives someoneal or sensitive teaching from another individual. This information should not be passed on to anyone else without the person from whom the in-person or sensitive information was received meaning of confidentiality as contained in principles of current enactment e.g. the data protective covering act of 19984.3THE possible TENSIONS amid MAINTAINIG AN INDIVIDUALS CONFIDENTIALITY AND DISCLOSING CONCERNSMaintaining confidentiality in day to day communication in different inter-personal situation e.g. adult receive s personal or young person receives personal or sensitive information about other adults or colleagues, child or young person receives personal or sensitive information about an adult, following policies and procedures in testify work place setting for example policies from sharing information, situations where unconditional confidentiality cannot be maintained, support and guidance regarding confidential information, social function of four-in-hand or supervisor, referral, training types of information to the collection, recording and storage of different of information There is a potency tension caused by confidentiality and the need to disclose information when information understanding when information may be shared without consent, concept of need to hold out, need for transparent policy and protocols in information sharing unit 21.1THE DUTIES AND RESPONSIBILITIES OF protest WORK billetthe duties and responsibilities of own work role are contractual indebtedness e.g. hou rs, roue of reporting, specific roles and responsibilities e.g. behavioural support, supporting children and young people with particular(a) gentilityal needs, supporting bilingualist children and young people compliance with policies and procedures of work setting e.g. behaviour, children and young people protection,. Health and safety retentivity up to date with changes to procedures keeping up to date with get along1.2 THE EXPECTATIONS ABOUT OWN WORK ROLE AS EXPRESS IN RELEVANT STANDARDSthe expectations of own work role as express in relevant standards are example national occupational standards for childrens fearfulness, learningand ontogeny (NOS CCLD), national occupational standards for learning and development for support services (NOS LOSS) in relation to duties and responsibilities e.g. role to support children or young people with educational needs , expectation to meet standards2.1 THE IMPORTANCE OF REFLECTIVE exercising IN CONTINIOUSLY up(a) THE QUALITY OF SERV ICES PROVIDEDThe importance for reflective practice in continuously change the quality of service provided and aiming to continually review progress to improve or change approaches, strategies, actions, benefits to children, young people. Setting and individual of meliorate performance e.g. enable learning to take place and practice to improve. Enables all relevant factors to be interpreted into account. Provides clarity, identification of learning cycle (KOLB)2.3 HOW OWN VALUES, BELIEF SYSTEMS AND EXPERIENCE MAY AFFECT WORKING PRACTICEPersonal values, belief system and experience may affect working practice through self-awareness of values, beliefs experience affection approach to working practice example motivation, conformity, cooperation, consistency, admiration fairness, creativity of previous experience of learning ways of own values affect practice dogmaticly and negatively e.g. conflict between own values, beliefs and standards4.1 THE SOURCES OF SUPPORT FOR PLANNING AND REVIEWING OWN DEVELOPMENTThe sources of support for planning and reviewing own development can be sources of support e.g. mentor, supervisor, teacher, manager, local authority, training providers awarding organisation further and higher educational institutions, learning direct, teachers development agencies (TDA). Childrens workforce development council (CWDC)5.1 THE EVALUATION OF HOW LEARNING ACTIVITIES HAVE AFFECTED PRACTICELearning activities much(prenominal) as formal less(prenominal)ons, training programmes/sessions research activities observing practice, practical activities can affect practice by applying newly learnt theories and using different approaches. How reflective practice leads to improved ways of working e.g. ways that continually challenging current behaviour has developed and enhanced own practice and skills how monitoring own practice has enabled changes to take placeUNIT 31.1 WHAT IS MEANT BY THE TERMS DIVERSITY, EQUALITY AND INCLUSIONDiversity- differences b etween individuals and groups e.g. culture, nationality, ability ethnic origin, gender, age religion, beliefs, informal orientation and social class Equality- this is the promotion of individual rights, giving choices and opportunity, respect and fairness, services in response to individual needs. Inclusion- individual at the centre of planning and support, valuing diversity1.2 THE POTENTIAL EFFECTS OF DISCRIMINATIONSThe effect of discriminations is direct discrimination, institutional discrimination etc. Individual being treated less favourably than others lack of opportunities, prejudice and injustice.1.2 HOW INCLUSIVE PRACTICE PROMOTES EQUALITY AND SUPPORT DIVERSITYPromoting equality policies and procedures in work place setting inclusive practice procedures challenging discrimination, promoting rights, empowering, removing barriers e.g. physical access to effective communication, improving participation, promoting dignity and respect, individual at the centre of planning and de livery of services. Supporting diversity, valuing differences between using positive images of individual from diverse groups. Celebrating differences2.1 HOW LEGISLATIONS AND CODES OF PRACTICE RELATING TO EQUALITY, DIVERSITY AND DISCRIMINATION APPLY TO OWN WORK ROLE decree and codes of practice codes of practice of sector, policies of work place settings, human rights act 1998, disability discrimination act 2005, special educational needs and disability act2001, race relation (amendment) act 2000,the equality act 2010, the European conventionalism on human rights3.3 HOW TO CHALLENGE DISCRIMINATION IN A WAY THAT PROMOTES CHANGEIn holy station to challenge discrimination to promote change, I go out identify and challenge discrimination behaviour recognise stereotypes in attitude or written materials understand and adopt own belief attitude know how to report concerns review and develop policies and proceduresUNIT 41.1 WHAT IT MEANS TO HAVE A commerce OF apportion IN OWN WORK RO LEduty of care in own work role is accountability e.g. exercising authority, managing risk working, safe guarding children and young people, monitoringown behaviour and conduct, maintaining confidentiality, storing personal information appropriately, reporting concerns and allegations, making professional juristment, maintaining professional boundaries, avoiding favouritism, maintaining high standards for conduct outside the professional role1.2 HOW DUTY OF CARE CONTRIBUTES TO SAFEGUARDING OR PROTECTION OF INDIVIDUALSThe contribution of duty of care to safeguarding and protection of individuals is safeguarding children and young people e.g. protection from sexual, physical or emotional harm, preserving respect and dignity. Engendering trust protecting children and young people e.g. safety in the environment, safe use of resources and equipment, prevention from intimidation or humiliation, protecting self e.g. ensuring against risk of allegation of bollocks up or abuse. Avoiding ris k of accusation of malpractice2.1 THE POTENTIAL CONFLICT OR DILEMMA THAT MAY ARISE BETWEEN THE DUTY OF CARE AND THE INDIVIDUALS RIGHTThe potential conflict or dilemma and individual right that may arise between individual rights and duty of care are e.g. attitudes and unsafe behaviours such(prenominal) as drugs, alcohol, abuse, treating, staying out without permission aggression and violent, bulling and intimidation, vandalism. Individual rights for example respect for views and actions, safety and security, love and belonging, education equality2.2 HOW TO MANAGE RISKS ASSOCIATED WITH CONFLICT OR DILEMMABETWEEN AN INDIVIDUAL RIGHT AND DUTY OF CAREIn order to manage risks associated with conflict or dilemma will be by e.g. implementing policies and codes of practice, acting in individuals best interest, fostering culture of openness and support, being consistent, maintaining professional boundaries, following systems for raising concerns2.3WHERE TO deliver ADDITIONAL SUPPORT AND ADV ICE ABOUT CONFLICT AND DILEMMA ADDITIONAL SUPPORT AND DILEMMA CAN BE GOT FROM EG LINE MANAGEMENT, TRAINING AND PROFESSIONAL DEVELOPMENT, HEALTH PROFESSIONALS, SCHOOL/ college advices, counselling services, mediation and advocacy services 3.1 methods of responding to bursting charges slipway in which we can respond to complaints are e.g. listening to complaints, referring complaints to policy, suggesting that complaints be made inwriting, reporting complaint to line manager 3.2 THE POINTS OF AGREED PROCEDURES FOR HANDLING COMPLAINTS The main points of agreed procedures for handling complaints are e.g. acknowledgement of complaints, stages inside procedures, report and recommendation, review and appealsUnit 5The aim of this assessment is to understand the national and local context of safeguarding and protection of insecure people from abuse. The assessment will take into account and how to understand ways to dishonor the likelihood of abuse and finally knows how to respond and rep ort unsafe practices. 3.1 THE NATIONAL POLICIES AND LOCAL SYSTEMS THAT RELATES TO SAFEGUARDING AND PROTECTION FROM plague According to the codes of practice, all agencies and individuals involved with vulnerable adults have duty to protect them from abuse. The wishes of the vulnerable adults should be rally to the use of the multi-agency policies and procedures for the protection of vulnerable adults from abuse. The policies and procedures respects an adults rights to live free from abuse in accordance with the principles of respect, dignity, autonomy, privacy, beliefs and equality. Services will be provided in a manner in which does not remove on grounds of racial or ethnic origin, religion or beliefs, disability, gender, age or sexual orientation3.2 THE ROLES OF DIFFERENT AGENCIES IN SAFEGUARDING AND PROTECTING INDIVIDUALS FROM ABUSE It is the responsibility of everyone to seek to prevent and protect vulnerable people fro abuse. Suspected or actual abuse must be reported to so cial services or the police at heart 24 hours. An adult protection enquiry coordinator will be positive by social services to coordinate the investigation and will a cured practitioner or first tier manager with appropriate skills, in most cases, an inter-agency strategy meeting, chaired by a senior manager at team manager level or above will be reborn to determined the action plan 3.3 REPORTS INTO SERIOUS FAILURES TO PROTECT INDIVIDUALS FROM ABUSE Agencies have a duty of care to protect vulnerable adults from abuse and to recognised and take actions within the present legal framework, there will be occasions when vulnerable adults may choose to remain at risk in spartan situations. Professional staff may find no statutory power in cases where the adult is judge to sufficient capacity to make his/her own choices and refuses the help or treatment which the staffor carer feels is require and where public interest consideration do not apply. In this case, the decision of the vuln erable should be respected. At the same time, accurate record must be made of the situation3.4 SOURCES OF INFORMATION AND ADVICE ABOUT OWN ROLE IN SAFEGUARDING AND PROTECTING INDIVIDUALS FROM ABUSEConfidentiality must not be confused with secrecy. Staffs have perish duty to report any concerns they have relating to abuse or suspected abuse of vulnerable adults to their line manager at their earliest opportunity. Workers in all agencies owe a duty of confidentiality to vulnerable adults. A vulnerable adult has a right to expect that information about them and held on them in what ever form, will be treated with due regards to the principles of confidentiality. These principles are applicable to information sharing both within and between agencies in matters concerning abuse.