Be the first to write a review About this product. New other : lowest price. Pre-owned Pre-owned. See all People who bought this also bought.
About this product Product Information Good communication skills are essential to any form of social work practice. This book shows student social workers how to communicate effectively and develop good interpersonal skills.
It emphasises on the need to be aware, flexible and responsive so that communication is suited to the service user, the context and the purpose of the work. Additional Product Features Author s. She was a key participant in the creation of models for teaching interviewing skills and for undertaking direct observation, both of which have been widely adopted, and is currently co-running a project on interprofessional learning in mental health.
Show more Show less. No ratings or reviews yet. Be the first to write a review. Best-selling in Non Fiction See all. The Secret by Rhonda Byrne Hardback, Kiyosaki , Mass Market Paperback Save on Non Fiction Trending price is based on prices over last 90 days.
You may also like. This item doesn't belong on this page. Verbal communication and the use of effective language is just one. Communication may also be non-verbal and refers to conscious and unconscious ways of communicating without words.
For example: body language such as facial expression and gesture positioning and personal presentation and dress. It may even contradict what they say. Good observational skills are essential in order to understand non-verbal communication. Silence is also a form of communication. It may be uncomfortable but, used skilfully, is vital to communication. It provides essential space for thinking and self-reflection.
It may indicate significant thoughts or feelings that a person is finding difficult or impossible to express. Practitioners need to know what a person who uses services thinks, feels and believes, both for the formal assessment process and as a means of developing a good working relationship. While direct questioning might help practitioners acquire some kinds of information for assessments, this does not always feel straightforward to the person on the receiving end. Depending on their circumstances, some may feel that they are expected to give a particular kind of answer, or are wary about hidden agendas.
Others may feel bombarded by the questions, unsure of what to answer, or find the questions intrusive. Questions can lead people in a certain direction and limit what they say, so practitioners may find out only what the questions are designed to elicit rather than what it is they need to know. For example, if the practitioner asks a service user what he or she is struggling with, she is more likely to hear about their difficulties rather than their strengths.
Wherever possible, to get the fullest and most accurate picture, practitioners should encourage people to communicate their views, thoughts and feelings at their own pace and in their own words.
Depending on their circumstances and the consequences of information being known, some people may withhold or even falsify information. A practitioner needs empathy in a situation such as this. Empathy is an important element of communication skills. By understanding and appreciating another point of view, a practitioner will be able to offer more effective support to the people they work with.
Practitioners also need to be honest about their own views and concerns.
Communication has to be a two-way process. The more practitioners can build up a trusting relationship with people who use services, the more they are likely to feel able to lower some of their barriers and be more open about what they are feeling. For example, by not using jargon or words or concepts that are complicated or obscure. Abstract This article reports findings from a three-year project that explored communication in dementia care settings.
The data were collected during and The use of social workers' time to participate in the study was negotiated with the principal social worker and the team leaders. Booksgalorestores Cornwall, United Kingdom. Some participants stated that working directly with children was the element of social work that had attracted them to the profession in the first place. The majority of social workers reported that communication was enhanced during their sessions with children. The skilled helper: a client-centred approach [Internet].
The project set out to identify the constituent elements of dementia care practice and the patterns that characterise day-to-day relations in care homes. The tightly prescribed and standardised nature of the interactions between staff and residents is described: it raises questions about how dementia care can be truly person-centred.
The project found that people with dementia are capable of communication, and invest much effort in seeking to engage those around them, but are excluded from the monitoring, planning and provision of care in ways that the authors argue are discriminatory. The case is made for promoting and supporting communication as key skills and competences for care workers. The value of measuring the level and quality of communication as a means to evaluate care is demonstrated.
The authors question the priorities that currently guide care practice and argue that people with dementia need to be listened to and that re-evaluation of what lies at the heart of dementia care is needed.
Title An evaluation of intensive interaction in community living settings for adults with profound intellectual disabilities. Abstract Intensive interaction is an approach to enhancing the communication and social abilities of people with profound intellectual disabilities using principles from care giver-infant interaction. There was less evidence for improved quality of relationship. Abstract Currently, there is no explicit requirement for qualifying level social workers to be skilled in communicating with children.