Support Individuals with Specific
Communication Needs
City & Guilds 3084 Stroke
Certificate in Stroke Care
Unit 303
Group Agreement
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Time keeping
Mobile phones
Adult learning environment
Confidentiality
Respect
WC?
Fire alarms?
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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
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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.
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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.
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Outline of Training Day
• Information Giving – Activities, Clips,
discussion and feedback.
• Activities in your work place.
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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
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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.
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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?
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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
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Who are key people around an
individual?2.1
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Family
Advocates
Specialist Communication Professionals
Others who may important to the
individual’s well being eg Friends.
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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)
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What might the effects be if their
communication need is NOT met? 1.6
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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.
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Break!
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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).
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Activity 1.2, 3.4
• Watch the clip –
• How did the Nurse’s role and
communication impact on:
Lucy?
Her Mother?
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Feedback 1.2,3.4
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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?
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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?
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Think about….cont 3.4
• How could you adapt your own role and
practice to improve communication with
the individual?
• Feedback?
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Effective Communication 3.3
• See Alex Kelly Model handout–
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Monitoring Individuals Reactions 3.3
Monitoring reactions is important to help you to check
out whether communication has been effective.
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Happy / Sad
In pain / Comfortable
Agitated / Stressed
Accepting
Worried
Understanding
Confused
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Distressed
Hungry
Unwell
Hot / cold
Angry
Frustrated
Uncertain
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The Environment 1.3
In 2 groups, think about features of an
environment that may help or hinder
communication.
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Feedback 1.3
Help
Hinder
• 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
• A distracting environmentwindow 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
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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.
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Communication methods and aids 1.5,
4.1, 4.4
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Life story books
Communication Passports
Objects of reference
Photo dictionaries
Makaton
Gesture
Drawing
Writing
Email
Text messaging
Ipad apps
High Tech AAC Devices
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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.
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Lunchtime….
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2.2
• How might you contribute to
identifying communication
needs that best suit the
individual?
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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.
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5.3
• What might happen if the
communication equipment is not set up
correctly / working properly?
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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.
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Self Study 2.3
How and When would you access
information and support about identifying
and addressing communication needs?
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Case Study – Maureen
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Activity
• Please read the case study about
Maureen.
• Answer the questions in your groups
and make notes on your answers.
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Please NoteThese 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.
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Discussion
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Evaluation
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Finish!
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