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Unit 1 P5 participate in a one-to-one interaction in a health and social care context & P6 participate in a group interaction in a health and social care context & M3 assess their communication and interpersonal skills in relation to each interaction & D2 $7.12
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  3. PEARSON (PEARSON)
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  5. Health And Social Care 2010 QCF
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  7. Unit 1 - Developing Effective Communication in Health and Social Care

Essay

Unit 1 P5 participate in a one-to-one interaction in a health and social care context & P6 participate in a group interaction in a health and social care context & M3 assess their communication and interpersonal skills in relation to each interaction & D2

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  • Module
  • Unit 1 - Developing Effective Communication in Health and Social Care
  • Institution
  • PEARSON (PEARSON)

Good piece of work, achieved a distinction in this unit

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Document information

  • April 24, 2019
  • 9
  • 2018/2019
  • Essay
  • Unknown
  • Unknown

Subjects

  • level 3 health and social care unit 1

Written for

  • BTEC
  • PEARSON (PEARSON)
  • Health and Social Care 2010 QCF
  • Unit 1 - Developing Effective Communication in Health and Social Care
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By: dohertytillymae • 4 year ago

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Communicating and Interacting Effectively in a Health and Social Care
Environment

One-to-One Interaction in a Health and Social Care Context

This section of my assignment will describe and evaluate my one-to-one
interaction which was carried out in a nursery, with a toddler at my work
placement. I will be looking at the barriers, factors and strategies which were
used in this communication. I will also analyses the communication and
interpersonal interaction within the one-to-one interaction.

The interaction was between a child who was 2 years old and myself. The
interaction was reading a book to the child and asking him to point out the
different animals and colors. Before the communication started, I ensured
the environment was appropriate, I made sure the book corner was quiet by
ensuring there were no other children reading in the book corner and that
there was enough light for us to be able to see each other and to be able to
read to book clearly. I made sure that there were cushions to sit down on
next to each other so that we could both see the book and each other. I also
ensured that there was enough time before break time for us to read the
book and for me to ask questions about what happened. This ensured that
we were in an appropriate environment. The boy came over and I asked him
to pick a book which he would like me to read. He picked a book which was
about animals who escape a zoo. We both sat down, and I opened the book
and began reading it. On the first page there was a picture of 2 monkeys I
asked him what animal it was, and he replied monkeys, I then asked him to
count the moneys and he counted 2 monkeys. When he was counting and
identifying the monkeys, I used reflective listening to show that I understood
what he was saying, and I used facial expressions which was smiling to show
that he had got the animal and counted correctly. I then carried on reading
and while I was reading, I used eye contact and questioning to keep him
interested and engaged in the book. Once I had finished reading the book, I
asked him question, I made sure that when I asked questions, I didn’t use

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