• role portrayal.
If you refer back to Figure 1.2 you will see that not only are multiple channels being used, but the arrows point both ways instead of in just one way. The person sending the message is at the same time receiving a message through the same channels. As each person receives a message they are simultaneously decoding it. They are using all their previous experiences and memories to sift through what they are receiving in order to give meaning to it. At the same time they are creating and sending their own message and there is still all that ‘noise’ going on around the communications being sent, received and decoded.
There are a number of channels that we use to communicate with others. These channels or methods tend to correspond to particular senses such as sight and hearing and, for each channel that we use, there is a method or way that facilitates its use best. We all communicate in many different forms, and the methods available for us to communicate are always increasing as information and communication technology develops, providing us with the opportunity to use multiple channels of communication to get our messages across. All the channels or methods have different advantages and disadvantages. When choosing a way to communicate, some of the aspects that you need to take into consideration are:
• how much time is available;
• how many people you are communicating with;
• whether you want people to reply to you;
• whether you want people to be able to ask you questions;
• how much information you want to get from them;
• how much information you want to give them;
• how many senses (seeing, hearing, smelling) you need them to use for them to understand the information.
The way we choose to communicate with people depends on the channels of communication open to us. In a normal situation you do not notice yourself deciding on the considerations above when you communicate with someone. However, as someone working in a helping capacity in the health and social care fields, you do need to think more carefully about the best ways to communicate with someone else. You need to take into account their needs and not just yours and balance those needs against the needs of the organisation you work within.
The message here is that once you start to unpick a communication and begin analysing the process you can start to appreciate the depth of meaning that lies behind the words and actions that you engage in. Even if you try not to interact with others you are still communicating with them. By hiding in the sluice or in the back room/office or just by simply staring out of the window you are communicating that you do not wish to interact with them. We communicate with all of our senses, our sight, hearing, smell and touch – in fact, we cannot not communicate and in order to ensure that what we are communicating is appropriate, we need to be more consciously aware of the impact we have on others. Chapter 2 will focus on how we can raise our awareness of ourselves and gain insight into the way that we interact with others.
| CHAPTER SUMMARY |
Seven key points to take away from Chapter 1:
Effective communication is the key to developing and delivering high-quality help and care.
Policy and legislation indicate that effective communication is a core skill for all people who work in public service.
It is important that we consider the different methods and modes of communication that we use in different contexts.
We use ‘symbols’ in our communication and create and interpret meaning through symbols.
Modes of communication have changed rapidly over the last 50 years and technology has revolutionised the way that we communicate.
We need to choose the most effective mode or channel of communication when we communicate directly with people, so that our message is conveyed in the most effective way.
Communications theory can help us to understand how communication works and help us to determine the most effective communication channel to use.
USEFUL READING
You will already be familiar with the documents listed in Reading activity 1.1. If you are interested in finding out more about communications theory, the following books would be useful:
Hargie, O. (1986) A Handbook of Communication Skills. London: Routledge.
Littlejohn, S.W. and Foss, K.A. (2005) Theories of Human Communication. Belmont, CA: Wadsworth.
Wood, J. (2004) Communication Theories in Action: An Introduction. Belmont, CA: Wadsworth/Thomson Learning.
REFERENCES
Bowlby, J. (1969) Attachment. New York: Basic Books.
Children’s Workforce Development Council (2010). The Common Core of skills and knowledge. Leeds: CWDC.
Crowley, P. and Hunter, J. (2005) Putting the public back into public health. Journal of Epidemiology and Community Health, 59: 265–267.
Littlejohn, S.W. and Foss, K.A. (2005) Theories of Human Communication. Belmont, CA: Wadsworth.
Mid Staffordshire NHS Foundation Trust (2013). Available at: www.midstaffs publicinquiry.com/report (accessed 3 February 2015).
NHS (2013) Compassion in Practice – our culture of compassionate care. Available at: www.england.nhs.uk/nursingvision/ (accessed 3 February 2015).
NHS Employers (2014) Simplified Knowledge and Skills Framework (KSF). Available at: www.nhsemployers.org/SimplifiedKSF (accessed 3 February 2015).
Shannon, C. and Weaver, W. (1949) The Mathematical Theory of Communication. Urbana, IL: University of Illinois Press.
West, R. and Turner, L.H. (2007) Introducing Communication Theory: Analysis and application. New York: McGraw-Hill.
Wood, J. (2004) Communication Theories in Action: An introduction. Belmont, CA: Wadsworth/Thomson Learning.
02
UNDERSTANDING OURSELVES
AND OUR IMPACT ON OTHERS
| KEY THEMES: |
Intrapersonal communication
Self-awareness
How external and internal factors affect the ‘self’ that we bring to our practice
Values and beliefs
Reflection and reflective practice.
In
