This document outlines the aims and objectives of several sessions on effective communication in health and social care. The key topics covered include identifying different forms of communication, explaining why communication is important in care settings, and practicing verbal and nonverbal communication skills through various activities. The document provides guidance for activities like role plays, discussions, and tasks to help students learn effective communication.

1. Effective Communication
in Health and Social Care
Unit 3
Session
1

2. Aims and Objectives for
session
 Identify ways to communicate with others
 Explain, why communication is important in a
Health Care setting
 Justify why communication is important in a
care setting
 Outline different forms of communication
 Outline three main forms of communication
 Identify key terms to remember when thinking
about communication in a care setting
 Outline verbal and nonverbal communication
 Identify important facts about verbal and
communication

3. Starter Activity – Write answers
on the classroom white board
How many ways can you
communicate with others?

4. Why is communication important
in a Health Care setting?
Board Blast as a table

5. Why is communication important
in a Health Care setting?
 Interpersonal development
 Develops positive professional
relationships
 Allows information sharing
 Allows experiences to be shared
 People are able to express feelings and
concerns
 Ask questions to develop own
knowledge and skills

6. Individual Reflection
 Counting up in your head as an
individual, how many people do you
think you have spoken to already
today?
 What different forms of communication
have you used?

7. What are the three main forms of
communcation?
 Verbal
 Non verbal
 Alternative
Move around the room and give
examples for each form of
communication method

8. Blind Shapes
Hospital workers need to be able to communicate
effectively with each other, particularly when
delegating tasks and trying to accomplish a
common goal.
Team task -
 Split yourselves into three’s and put your blind
folds on.
 Each group to have the same length of string
 Groups to make a shape of either a star or a
heart out of their rope.
 Students to have 5mins to complete the task
 Since you cannot see, students must trust each
other and organize themselves quickly.
http://www.classtools.net/education-games-php/timer

9. Blind Shapes
Reflect on your communication used
 Did everyone within your team join in
with the task?
 Were you able to tell what your role
was within the team?
 Did you find being blindfolded harder?
 What have your learnt about
communication from doing this
activity?

10. Key Terms to remember
 Communication – the exchange of
information between people
 Context – the circumstances and
setting in which an event occurs

11. Verbal and Non-Verbal sorting
Effective Verbal
Communication Involves
Effective Non-Verbal
Communication Involves
Make sure you use your mobiles to take a
photo of the correct order, to use as
revision

12. Verbal Communcation
Verbal communcation uses words to
present ideas, thoughts and feelings.
Good verbal communcation is the ability
to both present and explain your ideas
clearly thought the spoken word, and to
listen carefully to other people.
This involves using a verity of
approaches and styles appropriate to
the audience or person you are
addressing.

13. Effective Communication
in Health and Social Care
Unit 3
Session
2

14. Aims and Objectives for
session
 Outline percentages of verbal and nonverbal
communication used
 Identify the four context of communication
 Explain formal and informal letter writing
 Identify what body language can include
 Identify use of eye contact, in relation to
communication
 Outline emotions
 Identify use of posture, in relation to
communication
 Describe own personal space tolerances
 Outline people within space zones
 Outline gestures

15. Starter Activity – Discuss as a
group
What do you think the percentages are?

16. Context of communication and
their benefits
 1-2-1
 Group Discussion
 Formal
 Informal

17. Formal and Informal
https://www.youtube.com/watch?v=sdDBY2-Wmis
Please write a formal letter and an informal email

18. Body Language Includes….
 Posture
 Facial Expression
 Eye Contact
 Appropriate use of touch
 Personal space
 Gestures
 Non threatening use of body language

21. Showing Emotions
 Use the laminated blank faces, that
show the following emotions:
1. Worried
2. Bored
3. Surprised
4. Sad
5. Aggressive
6. Happy

23. Personal space
 Pair up with someone in the group
 Stand face to face at arm’s length
 Maintain eye contact
 Take steps closer and closer towards each
other on the tutors until you start to feel
uncomfortable
 Place your sticky note on the floor to identify
peoples different personal space tolerances
Feedback to the group

24. Space Zone
Who would be in these zones?

25. Gestures
Please fill in the hand-out with what you
believe the gestures mean
https://www.youtube.com/watch?v=UTE0G9amZNk

26. Effective Communication
in Health and Social Care
Unit 3
Session
3

27. Aims and Objectives for
session
 Identify key elements of effective
communication
 Consider a variety of communication
methods used within care settings
 Explain why clear communication is so
important
 Explain key information needed on hand
over notes
 Justify how others can perceive you as a
care worker, due to our communication
skills

28. Starter - Follow Instructions
Please read all of the instructions before doing anything, you are allowed 10
minutes to complete this task.
1. Find a pen and paper.
2. Write your name at the top of the paper.
3. Write the numbers 1 to 5, one per line.
4. Draw five small circles beside #1.
5. Put an "X" in the second and fourth circles next to #1.
6. On the back of the paper multiply 7 x 9.
7. Put an X in the lower right-hand corner of the paper.
8. Say your name out loud.
9. Count the number of words in this sentence and write the answer beside #2 on
your paper.
10. Punch 3 small holes anywhere in the paper.
11. Write today's date beside #5 on your paper.
12. Circle every letter 'E' you have written.
13. Stand up and say 'I HAVE FINISHED' out loud, then sit down.
14. Now that you read all of the instructions, skip all of them except the first two!

29. Did you follow the
instructions?
If you have followed the instructions
correctly, you should only have your
name on the paper!

30. Communication cycle
Draw this images and make notes form
the information on the following slide.

31. Effective communication
Key elements needed are as follows:
 sender – the person starting the communication
 message – what the sender wishes to communicate
 medium – the method of communication: verbal, written,
signed, electronic, telephone, etc.
 receiver – the person who receives the message and
interprets it
 understanding – the message has to be correctly
interpreted by the receiver
 feedback – the receiver needs to show the sender that
he or she has received and understood the message.
We sometimes describe the steps that need to be taken for
communication to be effective as the communication cycle.

32. Silent Whispers
 Line up all facing the same way
 Student at the end of the line, read the
statement on the paper shown by their
tutor
 When ready student to tap the next
student on the shoulder to turn round
 Students to lip read the statement from
their colleague
 Student at the end of the line to say the
statement out loud

33. Clear speech
Speaking clearly is essential,
particularly when working with service
users who may have difficulties when
receiving or giving messages. Speaking
clearly allows instructions to be
absorbed and understood and if hearing
or learning difficulties are involved then
some service users can lip-read or use
body language to gain further
understanding.

34. Give instructions
Using the speech marks, create some
clear handover instructions to give to a
colleague about a service user.

35. What effects can these issues
have on communcation?
 What words are often not pronounced
correctly by young people?
 What words can have different
meanings?
 What words can have the endings
missed off?

36. Newspaper Construction
Hospital workers can't always verbally communicate exactly
what they are thinking, this activity will teach you how to
use nonverbal cues to accomplish a task.
 Students to be split into 3’s
 Students to have 6 newspapers and a roll of masking
tape.
 Students to build a free-standing structure that shelters
everyone in the group.
 Students have five minutes to plan the structure, during
which time you can speak.
 After that period, you have 20 minutes to build the
structure, but cannot speak at all
https://www.youtube.com/watch?v=kkfGzbMZZAc

37. Newspaper Construction
 Reflect on your teamwork skills?
 How with the skills you have gained
support you in your career?
 What would you change if you were to
do it activity again?

38. Non Verbal Case Study -
John
What are the non-verbal
signs that John might be
depressed?
 John’s ability to
communicate with his
carers is made worse by
the fact that he cannot see.
Explain why this is.

39. Effective Communication
in Health and Social Care
Unit 3
Session
4

40. Aims and Objectives for
session
 Justify how information can be hard to
read, if not written correctly
 Explain what technology is used to
communicate
 Identify social networking logo’s
 Identify what nonverbal
communication consists of
 Identify key functions on mobile
phones
 Explain different forms of
communication used in a care setting

41. Can you change this into a
correct a English sentence
Dnt b lk tht m8
C%l c u l8er
I knw u wld rather spk 2 evr1 lk
thiz n stead of rglr tlk cuz it mch
ezr 2 type it all up.

42. Changing articles
Find a recent news article on the internet
relating to health care, please convert the
article into texted language
Pass to your neighbour when written for
them to decode

43. What technology do you use
to communicate? – Write
answers on the classroom
white board
Take a photograph of your graffiti board to support with your assignment
tasks

44. Can you identify the social
networking logo? You have under
3mins
1
2
3
4
5
6
7
8
11
10 9
12
13
http://www.classtools.net/education-games-php/timer

45. Non verbal communication
This refers to the messages we send
out to express ideas and opinions
without talking. Understanding body
language is very important as it often
gives care workers a better idea of how
someone is feeling than what they say.
It is also important that as a carer you
understand when messages your own
body language is giving to the person
you are trying to help.

46. Mobile Phones
Mobile phones have
facilities where individuals
are able to change the
settings to allow for the
texted to be enlarged
The vibration function
alerts the hearing impaired
that they have received a
phone call and texted
message or an email

47. Poster
Please create a poster about the
different forms of communication used in
a care setting
Remember
 Verbal
 Non verbal
 Importance of communication
 Context of communication
Please be colourful, creative and
informative this will be displayed in the
classroom

48. Self Study – Computer time
 Self Study Unit 3 - Different forms of
communication
Access this directed study task on
Oracle.

49. Non Verbal Case Study -
John
How does John’s
blindness affect the way
in which his carers
communicate with him?
What are the signs that
John might be in pain?

50. Effective Communication
in Health and Social Care
Unit 3
Session
5

51. Aims and Objectives for
session
 Explain how posture can demonstrate
negative body language
 Identify positive body language to
demonstrate in different situations
 Identify what they must consider when
communicating
 Justify why listening to information is
very important.

52. Starter – Posture
 Get into pairs and act out different
postures by sitting in your chair
 Your team mate to guess you emotion
or feeling from the posture you have
demonstrated
 When in placement what posture do
we need to demonstrate?

53. Role Play from Case Study -
John
In groups of three, role play an interaction
between John and his carer where John
has eaten very little of his lunch and is
reluctant to say anything other than ‘yes’ or
‘no’.
 One of you should act the role of John, by
being blindfolded and sitting hunched in a
chair, so you can’t see the carer. Use your
body language to portray how you are
feeling.
 One of you should act as carers.
 One of you will observe and take note of
the interactions and body language used

54. Role Play from Case Study -
John
In groups of three, role play an interaction between
John and his carer where John has eaten very little of
his lunch and is reluctant to say anything other than
‘yes’ or ‘no’.
 Think carefully about how it must feel to not be able to
see anything but black, all day every day, and what it
must feel like to have people coming in and out of
your room when you have never seen them so have
no idea what they look like or who they are.
 After the first run-through of the role play, discuss how
the carer could improve by using body language
which John can access despite being unable to see.
 Repeat the role play to show this improved body
language.

55. What must we consider when
communicating?

56. Listening
Communication is a two-way process, it is as
much about listening and understanding others,
as getting your own messages across.
Good listening involves:
 Giving the person your full attention
 Showing that you are interested in what they
have to say
 Occasionally summarising what they have
said to be sure you have understood.
https://www.youtube.com/watch?v=RY6b5REkLnk

57. Active Listening Team Task
Work in groups of three.
 Person 1 should choose a topic to talk about
(e.g. your family, what you did last weekend, a
hobby or interest, your favourite music or film,
etc.) You should then talk about this topic for one
minute.
 Person 2 should listen and show interest in the
topic.
 Person 3 should watch carefully and make notes
on the grid provided
Repeat the above twice, but in different roles, so
that each of you gets a chance to be the speaker,
the listener and the watcher.

58. Active Listening Team Task
 Did everyone within your team join
in with the task?
 What did you find hard about the
task
 Feedback some interesting
information from the notes you
created
 What have your learnt about
communication from doing this
activity?

59. Non Verbal Case Study - John
 One day John woke up and was able
to see fuzzy shapes such as the
pattern on his apron. However, he
didn’t tell anyone in case it went again.
How might his body language have
changed so that his carers could tell
that something was different?
 The next day his sight had totally gone
again. How do you think this will have
affected John? How will his body
language change after this?

60. Effective Communication
in Health and Social Care
Unit 3
Session
6

61. Aims and Objectives for
session
 Justify how easy it can be to get the
message across and when confusion
may have arise
 Identify alternative forms of
communication
 Identify difficulties with communication
and how they could be adapted in
order to help the individual understand
 Explain positives and negatives of
different forms of communication

62. Starter – Drawing images
 In pairs, person 1 draw a picture
using simple shapes of squares,
triangles etc.
 Person 1, describe the picture to
person 2, they are unable to repeat
instructions
 Person 2 can only listen and carry
out instructions, but are not allowed
to ask questions.
 Students to sit back to back to
complete this activity

63. Starter – Drawing images
feedback
 Now compare pictures for accuracy of
size, shape, position on page etc.
 How easy was it to get the message
across?
 When did confusion arise?

64. Key facts to remember
Sometimes it is necessary to find
alternative form of communication to
meet peoples particular needs, such as
when communication challenges maybe
caused though visual and hearing
impairments or leading difficulties.
https://www.youtube.com/watch?v=M_beIKgS
suY

65. Communication difficulties
Give three different examples of
communication difficulties that an
individual might have and explain what
you could do, to adapt the
communication in order to help the
individual understand.
1. Example 1
2. Example 2
3. Example 3
Share ideas with the group

66. What alternative forms of
communication could be used in
a setting?
Write as many answers as you can think of
in a list on a word document.
You have 2mins 30sec
http://www.classtools.net/education-games-php/timer
Go around the room with your note pad and
note down any you missed that others had
identified

67. Alternative forms of
communication
 Braille
 British Sign language
 Makaton
 Finger Spelling
 Text Messaging
 Interpreters of speech
 Translators for written or verbal language
 Objects of reference
 Communication Passports
 Symbols
 Technology Aids
 Pictures
 Advocates

68. Communication Table
Create a table on your computer like the
one below to add notes as we cover
each form of communication used to
support services users
Form of
communication
Who could this
support?
Positives Negatives

69. Alternative Communication Table
 Add your listed forms of
communication you identified as a
group in this table
 Add what you feel the positives and
negatives are for each form of
communication, we will see if your
views change throughout this unit
As we cover each form of
communication you can update this
table so save carefully

70. Effective Communication
in Health and Social Care
Unit 3
Session
7

71. Aims and Objectives for
session
 Outline what Braille is
 Identify where Braille came from
 Outline own name using Braille
 Analyse own ability to complete and
read Braille
 Identify where Braille is used today
 Outline software that can be used to
support Braille users

72. Starter

73. What's Braille?
Braille is a method of reading by touch that is used by
many blind and partially sighted people around the
world.
Each Braille character or (cell) is made up of 6 dot positions,
arranged in a vertical rectangle of 2 columns of 3 dots each.
The six dots of each Braille cell are arranged like the
example above to form a letter. The dots are numbered 1
through 6, starting in the upper left corner, going down.
The dots are raised in one of the 64 possible combinations
and each combination represents a different letter or sound.
The character that each combination represents varies
somewhat between languages, but the dot height, cell size
and cell spacing are always consistent. Formatting of Braille,
however, such as the positioning of main headings, is used in
Braille in much the same way, as in print.

74. Where Braille came from
https://www.youtube.com/watch?v=9IQKqPaI
CKI

75. This is the basic English Braille
alphabet...

76. Lets learn Braille
Using the Braille alphabet that has been
put on your desks, please write you
name using the buttons/coins or blue-tac
provided.
Extension – if you
are confident with
writing your name,
choose someone on
another table and
write them a secret
message.

77. Reflect
 How could we use Braille within a care
setting to make service users aware?
 How could you make Braille into a
rewarding activity for young people to
allow inclusive practice for all services
users?

78. Where is Braille used today
 Can you think of Braille on everyday
items?
 Lets have a look at where Braille is
used

79. Braille Software
This software creates Braille and comes
in a wide range of packages, including
those to create mathematical and
musical resources, as well as text and
to translate different language

80. Using your memory
Using your memory only as a table, try
and decide what is written down on your
piece of paper, by spelling out the
letters.

81. Answers
 Well done you have worked hard
today
 Great teamwork skills today
 Super Braille learnt today

82. Effective Communication
in Health and Social Care
Unit 3
Session
8

83. Aims and Objectives for
session
 Identify what BSL is
 Identify some basic BSL had
signals
 Identify what finger spelling is
 Justify how we use sign language
within a setting to support service
users
 Outline communication through
sign

84. Starter - Famous Deaf People
Can you name five famous deaf
people? (try to do this in pairs first,
then if you need to, use the internet to
help)
 1.
 2.
 3.
 4.
 5.

85. Starter - Famous Deaf People
1
2
3
4

86. What’s BSL / British Sign
Language?
This is the standard two handed finger
spelling alphabet used in British Sign
Language.
Sign Language is a visual means of
communicating using gestures, facial
expression, and body language. Sign
Language is used mainly by people who are
Deaf or have hearing impairments.
All photographs are taken from the
perspective of somebody looking at the
person signing.

87. BSL
http://www.youtube.com/watch?v=6y0e1zmF
WE8

88. Finger Spelling
This is the representation of letters and
sometimes numbers by tracing the
shapes of the letters in the air or on a
hand.
American, French and Irish sign
language are all examples of one
handed finger spelling as compared to
British Sign Language, which is two
handed

89. Now for you to learn British
Sign Language
Log onto Oracle to access this PowerPoint

90. Lets practice our BSL
Using the skills you have gained and the
BSL alphabet that you have been
practicing with, please show your
partner how to sign your name.
Extension – if you are confident
with signing your name, use the
internet to research common
words, service users may use in a
setting and copy images of how to
sign it, on a colourful way to
display.

91. Reflect
Write a paragraph of reflection
on the below statements
 How could we use sign
language within a setting to
make service users aware?
 How could you make sign
language into a rewarding
session to ensure an inclusive
environment?

92. Communication through sign
Comprehension
 Supports verbal information, providing
listener with a visual clue.
 Accompanying speech with signs, has more
impact than the words alone. Signing is more
likely to capture listener’s attention.
Expression
 Gives a non-speaker (or person with unclear
speech) a way of communication until they
can say it clearly.
 Signing takes the pressure off, which them
allows for concentration to become easier.
 Signing always fades when speech develops.

93. Signing
 We all use gesture – signing is just a
more formalised version of that.
 Signing is being used increasingly by
those who come into contact with
children and adults with
communication difficulties.

94. Makaton
Makaton is also a method of
communication through using signs and
symbols. Unlike British Sign Language,
is uses speech as well as actions,
symbol and pictures cards. Makaton
ties in facial expressions with the word
to make the word more easily
recognised by those with
communication difficulties
http://www.youtube.com/watch?v=H3A5ostdr

95. Self Study
Please complete this self study
task, titles - Deaf Club: British Sign
Language, overcoming barriers to
communication

96. Effective Communication
in Health and Social Care
Unit 3
Session
9

97. Aims and Objectives for
session
 Explain why clear communication
is important when working with
service users
 Identify different signs and
symbols that are used to
communicate
 Outline STC symbols
 Identify how symbols can be used
and who might use them

98. Starter
Please pair up with someone in the
group
You need to write down a step by step
guide on how to make a cup of tea the
way you like it

99. Starter
Once you have written you step by step
guide, please pass it to your colleague.
You will need to make them a cup of tea
following their instructions exactly.

100. Reflection
What did you
learn?
Why is clear communication important to
remember when in placement and working

101. Signs and symbols help us
communicate
http://www.youtube.com/watch?v=lQKYCwDmGbM
Mute the sound before watch clip

102. Symbols
 A symbol is a pictorial representation of a
word or concept or idea.
 STC symbols are based upon Rebuses,
which were developed in the 1970s for the
Peabody Rebus Reading Program in
Nashville, Tennessee.
 They provide an extra visual clue.
 They provide an alternative means of
expression.
 They are more immediate than written
information.
 They are more accessible for anyone who
has literacy difficulties.
 They can provide a bridge between pictures
and written words.

103. As a group lets look at the
website
http://www.somersettotalcommunication.org.u
k/
How could you use this resource within your
setting?

104. How can symbols be used?
Symbols can be used to:
 Back up speech to help understanding
 Enable expression of needs and
wants
 Enable choices to be made
 Give information
 Check understanding

105. Who uses symbols?
 Everybody! Examples are computer
icons, road signs, logos, etc.
 Symbols from various sources (STC and
Makaton) are increasingly being used by
children and adults with communication
difficulties and those who come into
contact with them.
 We rely on symbols because they are
often easily recognisable.
 If you are learning to drive and have not
yet taken your theory test, you will need
to learn common road signs.

106. Create you own
Create your own symbols that could be used
within a care setting. You can use my
examples below or think of your own.
Be neighbourly
Doctor
Pets are welcome here
Keep your germs to yourself
Nurse
Only two visitors at a time allowed on the ward at the bedside

107. Effective Communication
in Health and Social Care
Unit 3
Session
10

108. Aims and Objectives for
session
 Describe two alternative forms of
communication
 Describe the different forms of verbal
and non-verbal communication which
are used in settings
 Describes different forms of
communication which would enable
residents, staff and volunteers to
communicate with each other

109. Starter
Describe two alternative form of
communication for someone who
1. Is visually impaired
2. Is hearing impaired
3. Has a learning difficulty

110. Alternative Communication Table
Please update your table on your
computer, with all the alternative
communication methods you have
identified. Remember to add detail, this
will support you in your assignment
tasks
Form of
communication
Who could this
support?
Positives Negatives

111. Scenario – Assessment 1
You are going to produce an information
pack, within your information pack you must
include
 a leaflet which describes the different
forms of verbal and non-verbal
communication which are used in the
setting and explains the advantages and
disadvantages of each form when used in
a) 1-1 interactions and

112. Scenario – Assessment 1
You are going to produce an information
pack, within your information pack you must
include
 a booklet which describes the different
forms of communication which would
enable residents, staff and volunteers to
communicate with each other
- your booklet must also include an
assessment of how effective each
one would be in enabling
communication.

113. Effective Communication
in Health and Social Care
Unit 3
Session
11

114. Aims and Objectives for
session
 Identify technology aids that
can support service users
 Outline what a picture is and
how they can be used
 Outline what a visual schedule
is and how it can be used
 Identify people who can aid
communication

115. Starter - British Sign Language
recap
Please spell out to the group the
alphabet using British Sign Language

116. Technology Aids
Technology provides many electronic aids
to help us communicate. For example
computers record, store and communicate
information very quickly. Electronic aids
can turn small movements into written
words or music
http://www.youtube.com/watch?v=wggj7Kd7q2U
The voice box is the most well known
electronic aid, famously used by professor
Stephen Hawking

117. Picture cards
Picture cards can be used to
communicate with people who have
little or no ability to speak. For example
individuals with Autism use picture
cards as they tend to learn visually and
can communicate better by using
images and pictures. These have an
advantage of having a universal means
of communication understandable by
people of all ages, abilities and

118. Visual Schedules
 Visual schedules help people with
Autism, Asperger Syndrome or other
additional needs, to understand their
world better.
 Just like adults need calendars, or to
create lists and planners, to help them
remember their important activities for
the day, week or month. Individuals
with ASD (Autism spectrum disorder)
may need visual schedules to support
their memory

119. Example of a visual schedule

120. Create a visual schedule
Using resources available, please create a
colourful, interesting and engaging visual
schedule for an individual.
You can use one of mine below or create
your own
 Using the toilet
 Brushing their teeth
 Getting ready for bed
 Getting dressed in the morning
 Making a sandwich

121. People who can aid
communication
Sometimes you may need to involve
specialists to aid communication in Health
and Social Care. People may need to use
sign language and may need an interpreter
to communicate for them, or if they speak a
different language they may need a
translator. An intervener may also support
someone with their communication skills.
Research using mobile or tablets, the job
roles of the individuals highlighted in blue

122. Human Aids
 An intervener acts as the eyes and
ears of a deafblind person. Interveners
help deafblind people to pick up
information about their surroundings.
 Interpreters convert one spoken
language into another, or in the case of
sign language, they convert spoken
language into sign language
 Translators convert written materials
from one language into another

123. Holby City's worst ever
patient!
https://www.youtube.com/watch?v=QUr9ZwglFS0
Complete the Different forms of communication hand-out
from watching the above clip