2. Aims and Objectives for
session
Identify barriers to communication in relation to
religious beliefs
Identify what factors could affect positive
communication
Explain barriers to communication in everyday
situations
Describe what effects each barrier could have on
individuals
Explain the frustration cycle
Justify how to overcome barriers
Explain how isolation from civilisation could affect
communicate
Identify differing communication needs
3. Starter - Barriers to
communication
http://www.youtube.com/watch?v=8Ox5LhIJS
BE
What barriers to communication did you
identify from the clip?
4. Group Task
It is important to communication effectively
when in a care setting, to allow services
users to be involved in discussion effecting
their lives. They are unable to be involved
in planning for their future, if they do not
understand what is being said to them.
As a group what factors could effect
positive communication, write your answers
on the classroom white board.
5. There are many barriers that are
split into sections
Environmental barriers
Physical barriers
Language barriers
Social isolation
Give suggestions for each heading
6. Barrier match up activity
Take a photograph of your complete match
up activity to support with your assignment
tasks
7. Lets get moving
Moving around the room make
notes under the heading to
identify what effects each
barrier could have on
individuals
8. Barriers to communication
The frustration cycle describes what
happens when children or adults cannot
get their message across. They can
withdraw into themselves, or show their
frustration through anger, hitting others,
having tantrums, even harming
themselves, because this is something
they do understand.
9. Poster
Create a poster to identify effects of barriers on
individuals, ensure to highlight how you can
overcome these barriers
Withdrawal
Not attempting or
avoiding communication
Anger/aggressi
on
Frustratio
n
Challenging
behaviour
Not accessing
support
available
Stereotyped
behaviour
Distress
Increased ill
health
Violent outbursts towards self, objects or others
10. Chicken Boy
https://www.youtube.com/watch?v=5ItwVkNs
L8w
How would isolated from civilisation
affect how well you communicate?
What other forms of isolation could
make it difficult for an individual to
communicate
11. Differing communication needs
English as a second language – May need a translator
Visual impairment – May need written materials
provided in large font
Hearing impairment – May need sign language, or quiet
place to talk
Physical disability – May need more time to speak
Lack of reading ability – May need written
communication in audio form
12. For next session
Please bring in a set of ear
phones and a device that
has music on it, such as a
mobile phone, iPod
14. Aims and Objectives for
session
Explain alternative methods of
communication to overcome
barriers
Identify benefits for individuals
when the barriers have been
removed
Describe equipment that can
support everyone’s additional
needs
15. Starter - Who has ear
phones?
Put your ear phones in your
ears and play music at an
appropriate level until it is
difficult to hear your partner.
Follow their instructions.
Feedback your findings
16. Individual task
On a piece of A3 paper, to draw a mind
map of alternative methods of
communication to overcome barriers.
Use your notes from outcome A:
17. Individual task
Identify under each alternative form of
communication, the benefits for
individuals when the barriers have been
removed.
ALTERNATIVE
FORMS OF
COMMUNICATION
Raise self esteem
When
understanding
information, service
users can then
take part in
planning their own
care for the future,
making them feel
valued and in
Reduced frustration
Having accessible
information, to meet
everyone’s needs,
will allow service
users to be calm and
feel they are
informed of the care
they are recieving
18. Individual task
Find one extra interesting fact about
each method to add to your mind map.
Find one other alternative method of
communication, such as a hearing
loop or a telephone amplifier, to see
how it overcomes barriers to
communication. Add it to your mind
map.
19. Individual task
Produce a six-slide PowerPoint
presentation on your new method, which
must include the client base it can be used
with, you will be presenting your
alternative methods to the class.
The class will add the details from the
presentations to their own mind map.
Your mind map will be displayed to identify
ways to overcome barriers to
communication
21. Aims and Objectives for
session
Identify preferred method of communication
Justify signs of verbal and non-verbal
communication.
Identify possible adaptions of physical environment
Identify hazards on a risk assessment
Outline what information is needed on a report
Description of the barriers
Describe the effects the barriers have on the
individuals
Explain what measures could be put in place to
overcome barriers
Evaluate how effective the measures would be for
removing commutation barriers
22. Starter
Write the opposite words for the following, to
show how someone who needs alternative
methods of communication might feel.
Isolated
Alone
Upset
Angry
Withdrawal
Distressed
Frustrated
23. Preferred method of
communication
Service providers need to understand
the preferences of the people they are
supporting, for example, someone with
a hearing impairment may prefer to use
Makaton rather than British Sign
Language because this is what they are
familiar with
24. Identifying verbal and non-verbal
communication - sorting game
1. .
6. .
2. .
7. .
3. .
8. .
4. .
9. .
5. .
10..
26. Adaptions of physical
environment
Installing lifts with voice giving
information, such as when the doors are
opening and closing and which floor the
lift is currently on, will support individuals
to become independent.
Adding ramps, lowering reception desks
and putting signs lower down on walls for
people with physical disabilities, will
allow them to also gather needed
information and become independent.
27. Complete your risk
assessment
Working on your tables, identify how the
highlighted areas pose significant
hazards and include any barriers to
communication, to allow you to identify
how these can be overcome.
28.
29.
30. Choose a scenario
From the scenario’s used earlier in the
session, choose one to focus on.
Create a report to identify
Description of the barriers
Describe the effects the barriers have on
the individuals
Explain what measures could be put in
place to overcome barriers
Evaluate how effective the measures
would be for removing commutation
barriers
32. Aims and Objectives for
session
Identify correct terminology
Outline St Francis school
Identify appropriate activities
for the children
Explain elements that will
need to be covered in an
observation
Outline type of disability to
take into consideration
33. Starter – Word Power
What is the correct terminology to use?
1. The disabled
2. Mentally ill
3. Deformed
4. The deaf
5. Handicap
6. Victim of
Crippled
8. Deaf and
dumb
9. Sufferer
10.Mental
handicap
11.Spastic
12.Retard
34. Starter – Word Power
What is the correct terminology to use?
1. Disabled Person
2. Person with a mental
health disorder
3. Congenitally impaired
from birth
4. Deaf people
5. Disability or
impairment
6. Person who has..
7. Disabled
person/person with a
disability
8. Hearing impaired, deaf
people
9. Person who has or
person with
10. Learning difficulty
11. Disabled
person/person with a
disability
12. Learning difficulty
35. Trip
As a whole L2 Health and Social Care
group, we are going to visit St Francis
School, you are going to plan activities for
children to complete through their break
time.
St. Francis is a special School for children
aged between 2 and 19 with severe
learning difficulties or profound and
multiple learning difficulties. Many of the
pupils have additional physical, emotional,
behavioural and communication needs. A
number of children are within the autistic
spectrum.
36. Activities
On your tables identify appropriate
activities for the children to complete on
their 15minute break time. Taking into
account individuals needs. Ensure you
are adding notes to allow you to justify
to the team why these activities would
be good, we will then decide on 3 for
our class
37. Observation
When completing your activities with the
children, you will be observed by your
teacher, this will be used towards
evidence for this qualification
What will you need to think about and
cover when you are being observed,
lets make a board blast with idea’s
38. Preparation
Within this session you can have time to
prep for your trip
Complete activity plans that can be
found on Oracle
Create any instructions or resources for
the children to follow
Create name tags for all students within
the group
Research the setting and the type of
disability you will need to take into
consideration
40. Aims and Objectives for
session
Identify what active listening is
Outline ways to complete active
listening
Identify the process of active
listening
Identify when different tones of
voice are needed
Outline different types of body
language
43. Process of active listening
Allowing the person talking time to
explain
Not interrupting
Give encouragement by smiling, nodding
and making remarks such as ”really?”
and “Oh, yes”
Ask questions for clarification such as
“can you explain again, please?”
Show empathy such as “that must be so
difficult for you”
Make eye contact
Summarise to check your understanding
44. Tone of Voice & Volume
Control
Create a coloured
thermometer then stick
on and identify different
situations in which you
would use different
tones of voice
45. The speech problem
Please read through the given hand out
as an individual, highlight and annotate
important information.
46. The speech problem
From the information you have learnt,
please read an article relating to Health
and Social Care, for the newspaper to
yourself either out loud or quietly. Make
sure you read at an appropriate speed
and pause for commas, dashes,
question marks
Do we have a volunteer to read out their
article?
47. How can you tell that the people in the
photo are interested and listening
carefully to each other?
53. Have an amazing time on your trip,
remember to ensure you are
communicating appropriately, to allow
you to meet the required evidence to go
towards your qualification!
Have fun!
Active Listening
Body Language
Facial Expressions
Eye contact
Use of appropriate language
Tone of voice
Pace od speech
Proximity
Clarifying or repeating
