P5: participate in a one-to-one interaction in a health and social care context

Unit 1- Developing Effective Communication in Health & Social Care
P5: participate in a one-to-one interaction in a health and social care context
My conversation will be between a mother of a pupil and me, a teacher working in the school which the pupil attends. Mrs Morris who is the mother of the pupil called Ryan Morris who is in year 11. Over the last four years, Ryan has been respectful and caring towards staff and pupil and was on target in all subjects. Since Ryan has been in year 11 he has started to hang around with a different group of pupils, following from this there has been a sudden change to Ryan’s behaviour. Ryan has started to misbehave and has low punctuality and attendance which is affecting Ryan’s overall school performance and grades. I as Ryan’s form tutor have called Mrs Morris in for a conversation about Ryan’s behavioural changes and if she has seen any changes at home.
The purpose and aim of this conversation about Ryan is to make Mrs Morris aware of Ryan’s behaviour. In the meeting agreements will also be discussed and a solution will be made to help solve the problems and help Ryan improve his punctuality and attendance. Solutions such as giving Ryan a report card which will have to be checked every day after school and will have to be signed by all off his teachers when he attends lessons. Also other solutions could include, Ryan having to ensure all of his work is done in lessons and if not completed having to stay after school hours to ensure work is completed to its full potential. This would also benefit Ryan as he would be learning more information which may help in GCSE’S. To ensure that the solutions made for Ryan’s benefit are fulfilled if Ryan receives and late marks or does not attend lessons a detention will be issued for the next day after school. This may make Ryan realise that if he attends his lesson or does not turn up to school he will be punished and his own free time will be took away from him. As Ryan is now in year 11 he will start to undergo examinations, it is important that Ryan starts to pay attention and starts concentrating,
In my conversation I will use the following skills-
Tone- In my conversation I will use a stern voice and tone as this will help me to get my message across to Mrs Morris. I will also use this tone as it help get my message across to Mrs Morris that Ryan’s Misbehaviour, Punctuality and Attendance is at a concerning stage and that a solution needs to be come up with.
Language-In the conversation between me and Mrs Morris I will use appropriate language as I will be speaking to Mrs Morris who is known as another adult, therefore my language and vocabulary will be varied and have a wider range as I am speaking to an adult and not a pupil attending the school. Also when speaking to Mrs Morris I will make sure that my language is not patronizing as this may make Mrs Morris feel uncomfortable and offended.
Clarifying and repeating- In the meeting with me and Mrs Morris, if Mrs Morris does not understand the problem or the solution which may be put into place for her son. I will repeat myself so Mrs Morris understands the information which is being giving to her. After repeating the information to Mrs Morris I will clarify that she has understood so she is still not confused or misunderstands any information.
Listening and Responding- Listening and responding will be an important part of mine and Mrs Morris’ meeting as when I have am talking to Mrs Morris and giving her information about the situation, Mrs Morris will respond which will allow me to know if she has understood the information she is receiving. When I have spoken to Mrs Morris about the situation she may have some questions or may just agree with the information which I have gave her, she may also respond with some information that I may not know.
Questioning- After I have spoken to Mrs Morris about the situation with Ryan, if she does have any questions about the situation I will answer the questions to the best of my ability , so she is fully aware about the situation and Ryan behaviour, also how the can be resolved to help Ryan to receive the best grades he can.
Appropriate Environment- The meeting between me and Mrs Morris will be held in my office which is a quite area which will allow me and Mrs Morris to talk properly and not be interrupted by noise from other staff or pupils. When the meeting is held between me and Mrs Morris, Ryan will not be attending the meeting as he may try and interrupt and make out that I am lying about his misbehaviour in school. Also without Ryan being there I can a formal conversation with Mrs Morris without any interruptions.
Proximity- During the meeting with me and Mrs Morris I will ensure that even though Mrs Morris will need to sit quite close to me so she is able to hear me, she is not so close to me that I am intruding her personal space as this may make her feel uncomfortable and feel like she is not able to talk to me. If Mrs Morris sits too far away from me I may not be able to hear what she is talking about or information may be misheard which may confuse the situation. Also if Mrs Morris mishears something and takes it in the wrong manner she may start to get angry about the situation and feel like I am lying about Ryan’s behaviour.
Pace- When I am speaking to Mrs Morris I will not speak in a slow pace as it may make her feel patronised as she may think I am speaking to her like she is not going to understand the information. Also if I speak to Mrs Morris at a fast pace she may not be able to understand the information I am telling her about her son but may feel like she cannot say anything to me as she feels as it may upset me. I will speak to Mrs Morris in a medium flow pace as this will allow her to understand the information without feeling she there is a barrier between us.
Defusing Anger- During my meeting with Mrs Morris if I had a conversation with Mrs Morris and I said something which upset her she may start to get angry or upset with what I have said. Mrs Morris may not want to show this to me and may start to not answer questions with me or may start to go quiet, if not she may take it the wrong and start to get angry and aggressive. To defuse this I will talk calmly to Mrs Morris and explain to her that I did not mean anything offensively or bad about her son.
Dealing with difficult situations- In the conversation with Mrs Morris, Mrs Morris may become confused about the situation and what is happening. To ensure that Mrs Morris is not left in a difficult situation I will explain every detail to her so it is then understood. If Mrs Morris is left not knowing the correct information she may say something to her son Ryan which is incorrect and may make the situation bigger. Also in the conversation with Mrs Morris she may be suffering from other problems such as family problems or problems at home, to ensure I do not make the situation harder for Mrs Morris I will make the message clear of what I am trying to tell her.