1.-Barriers-to-communication.pptx

LO: To understand the different barriers to communication.
List the four
different types of
communication.
1
Why is positive communication
important in Health and Social Care?
2
What do you think might happen
if communication is not working
in a HSC environment? Link your
answer to content you learned in
RO21 (exam module).
3
Barriers to communication

This is marked with Positive Factors in Task 1
and is worth 9 marks.
Spelling, punctuation and grammar are also
marked in this part.
Task 2: Barriers to communication

What are some barriers to communication?
List as many as you can think of.
Why is it important to consider potential barriers to communication?
Health, Social Care and Early Years’ services are required to give everybody the
right to fair access … HOWEVER
Barriers to communication may prevent some service users from easily accessing
health, social care and early years’ services, so some services are not used by
individuals who need them.

What is a barrier?
Something that prevents something happening or being able to use a service or setting.
What are barriers to communication?
Something that can affect the results of conversation.
What are the barriers to communication?
• Language – patronising language, difference in language spoken, inappropriate use of
language
• Tiredness
• Inappropriate body language
• Aggression
• Inadequate space
• Furniture – damaged or unsuitable
• Speech difficulties due to disabilities or illness
• Noise
• Poor lighting

For each barrier discussed, you must:
1. Name it
2. Explain how it can affect/influence communication
3. Explain how it can be overcome (reduced or gotten rid of)
4. Give an example of how each barrier could affect communication in different settings.
It is up to you how you present this information. A possible way would be a table/chart
similar to the previous task.

Language
Think about all the positive factors influencing communication – barriers could
include the opposite to this.
Patronising language: use of terms such as ‘sweetie’, ‘dear’ and ‘love’ may be
interpreted as patronising by some individuals, as they may feel they are being
treated as children and not adults. Not addressing individuals in the way they prefer
can act as a barrier in getting to know and communicate with them.
It is important not to talk down to people or belittle them. Adults may be offended
or feel that they are not being respected. Children might not want to cooperate.

Language
How can you overcome patronising language?
Staff need to be trained in active listening (thinking about what has been said and
how you are going to respond).
This will help them relate to clients and other staff in a good way and not make
assumptions about them.
3 minutes – Write an example now!

Language
Inappropriate use of language: – different words should be used in communicating
with children and adults e.g. it is fine to ask a 2-year-old if they ‘want to have a wee’
but is inappropriate to use the same words when addressing the toileting needs of
an 82-year-old.
Other examples could include:
• Using words that the client does not understand
• Shouting at clients especially if they are ill, e.g. dementia can make the person feel
scared
• Verbally abusing a client to make them feel scared or intimidated.

Language
How can you overcome inappropriate use of language?
By using a calm tone and controlling emotions when talking to someone with a
difficulty.
By using words that the other person can understand.
By being patient if being asked the same question over and over again.

Language
Difference in language spoken: – not understanding the language being spoken can
lead to misunderstandings and the messages sent not being understood. As a result
communication and information will not be understood.
How can this be overcome?
Training staff: have staff who can speak different languages.
Use an interpreter.
Leaflets and information should be in other languages.
Pictures can be used especially with children

Use your assignment brief booklets to begin
this task.
Barriers to complete this lesson:
• Patronising language
• Inappropriate use of language
• Differences in language spoken.
For each barrier:
1. Name it
2. Explain how it can affect/influence
communication
3. Explain how it can be overcome (reduced or
gotten rid of)
4. Give an example of how each barrier could affect
communication in different settings.
It is up to you how you present this information.
A possible way would be a table/chart similar to
the previous task.

Responses and discussion.

List the barriers to
communication that
relate to language.
P
I
D
1
Describe one way in which language
barriers can be overcome. Provide an
example in your answer.
2
What barriers to communication
do you think an individual with a
learning disability might have?
What can be done to overcome
them?
3

This is marked with Positive Factors in Task 1
and is worth 9 marks.
Spelling, punctuation and grammar are also
marked in this part.
Barriers to communication:
• Tiredness
• Aggression
• Difference in language spoken
• Speech difficulties due to illness
• Noisy environment
• Poor lighting
• Damaged or unsuitable furniture

Tiredness
Tiredness: – being tired can lead to negative messages, both verbally and non-
verbally, e.g. short, abrupt responses, mumbled speech, lack of eye contact, slumped
shoulders. This may lead to individuals misinterpreting these signs as a lack of
interest or willingness to communicate with them; it may in turn lead them to
withdraw or become frustrated.
Training staff.
Try to understand why the person is tired (empathy).
Staff should try not to make the person feel more tired.
Avoid confrontations and arguments.
If the person is tired a lot it should be looked into, e.g. are they ill?

Aggression
Aggression: – being verbally and/or physically aggressive can prevent positive
communications because people react to feeling unsafe either by retreating and
refusing to communicate or by becoming aggressive themselves.
It can lead to someone being hurt emotionally or physically.
Training staff – in how to deal with someone who is aggressive.
Using a calm tone.
Staff should try to find the cause of the aggression.
Try to calm the other person down by using the right words and tone.
Use open body language.
Diverting attention of the aggressive person to something they like.

Inappropriate body language
Personal space – if a staff member sits too close it might make them feel
uncomfortable and not want to communicate.
Closed body language – e.g. arms folded, hands in pockets, no eye contact. It could
show that they aren’t interested and are unfriendly.
Training staff – in how in non-verbal communication.
Make sure that there is an appropriate level of space.
Use open body language to show that you are interested and friendly. E.g. maintain
eye contact, smile, lean forwards etc.
This can make the other person feel relaxed and more comfortable.

Speech difficulties due to illness or disability
Communication with people with additional needs or difficulties can make being
understood difficult. E.g.
- Dementia can affect an individual’s speech and use of language; this is because it
causes damage to the parts of the brain that control an individual’s speech and
language.
Training staff – to use special methods of communication, e.g. Braille, sign language,
Makaton.
Use of special equipment – e.g. hearing aids.
Use other people to speak for the person – an advocate.

Barriers completed this lesson:
• Tiredness
• Aggression
• Speech difficulties due to disability or
illness.
For each barrier:
1. Name it
communication
gotten rid of)
the previous task.

Please open your Class Notebook for this lesson. – Barriers to Communication
1. Click on the Class
Notebook tab.
2. In your folder – click
on Class Notes 3. Click on Barriers to
Communication

List the barriers to
communication that
we have covered so
far.
P
I
D
T
A
I
S
1 Which barrier do you think is the most
important one that needs to be
considered and overcome when
communicating? Justify your answer.
2
Explain why it is important to
overcome barriers to
communication. Link your answer
to the exam module.
3

Noisy environment
If there is too much noise people will not be able to hear what is being said.
They might not hear important information or instructions and not understand what
to do or what is happening.
Concentration could be affected also.
Noisy environments can be distracting, making it difficult to share information.
This can lead to individuals feeling frustrated, and not feeling valued, respected or
listened to.
Adapt the environment – find a more suitable space to communicate or turn
off/minimize distractions.

Inadequate space
Environments that are very small and overcrowded, i.e. with people/furniture, or
have a lack of space to be able to move around comfortably, are unsuitable.
Can lead to invasion of personal space.
It can make people feel uncomfortable and lose concentration.
Adapt the environment – remove any unnecessary items from the room.
Find a quiet room if there are too many other people around.
Furniture could be rearranged or removed to make space.

Poor lighting
Can stop people seeing facial expressions, body language etc.
This could lead to misunderstandings.
If sign language or lip reading is being used the person might not be able to see it
and not understand.
Bright lights can make the person feel that they are being intimidated.
Adapt the environment – Turn on some lights or open the blinds/curtains if the
room is too dark.
Lighting should be suitable for what is happening.
If instructions are being given the lighting should be bright so that the person can
see.
If someone is upset lighting should be softer to encourage them to talk.

Damaged or unsuitable furniture
Furniture needs to be comfortable and safe.
If a person is talking to a child they should not be on a higher chair as the child
could feel intimidated – they would not feel relaxed or want to join in.
Damaged furniture can lead to negative messages about the environment – i.e. that
it is unsafe and therefore not suitable for communication.
Unsuitable furniture e.g. very large tables, uncomfortable chairs, can create barriers.
Adapt the environment – how could you do this?

Barriers completed this lesson:
• Poor lighting
• Damaged or unsuitable furniture.
For each barrier:
1. Name it
communication
gotten rid of)
the previous task.

Barriers to communication:
• Tiredness
• Aggression
• Difference in language spoken
• Speech difficulties due to illness
• Poor lighting
• Damaged or unsuitable furniture
For each barrier:
1. Name it
communication
gotten rid of)
the previous task.

1.-Barriers-to-communication.pptx

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