Unit 4222-301 Questions And Answers
Unit 4222-301
Promote communication in health, social care or children’s and young people’s setting
1.1
Communication happens a lot in health and social care settings: many different kinds of conversations occur, as well as a variety of meetings, activity and treatment sessions and consultations with medical and other practitioners that also involve communication. A closer look at these activities will show you that service users, practitioners and other adults interact and communicate with each other for a variety of different reasons in your workplace.
Making relationships
People communicate to form new relationships. In health and social care settings these relationships may be with service users, visitors or colleagues. Positive …show more content…
verbal and non-verbal communication skills, such as being friendly, smiling and shaking hands when greeting the person, are needed to make a good first impression in a relationship.
Developing relationships
As a health and social care worker you will develop relationships with service users, their relatives or carers and colleagues, by maintaining a friendly, supportive approach, and by being interested in what other people are doing and feeling. This enables service users to feel comfortable and secure, and that they can trust and rely on professionals.
Obtaining and sharing information
As a health and social care worker you may need to obtain and share information about service users with colleagues and other professionals to ensure the team is fully informed. You may also need to communicate with a service user or a family member about the care and support they receive, or about the kinds of services and facilities that are available in a care setting.
Expressing thoughts and ideas
As a health or social care worker you may need to share your thoughts about care issues or about aspects of practice with colleagues. Effective communication skills are also needed to encourage service users to talk about what they are feeling, to say what they think or to express their needs, wishes or preferences
Giving and receiving support
Users of health and social care services and their relatives often seek reassurance from you as a way of developing their self-confidence. In response, you will use praise and touch, and give time and attention as a way of rewarding a person’s efforts and achievements and to reassure them. Some care settings also use support groups, staff meetings and appraisals as ways of providing practitioners with support and reassurance about their work performance.
Expressing feelings, wishes, needs and preferences
As a health and social care worker you need to find ways of encouraging service users to express their feelings and to talk about how they wish to be treated, as well as to say what they like and dislike. People will communicate in this way if they trust, and have a secure relationship with you.
1.2
Effective communication is a central part of the work that happens in care settings. You need a range of communication skills and be able to use them effectively to carry out the various aspects of your work role. You will need to be able to communicate effectively with service users, their relatives and your colleagues, as well as colleagues from other agencies.
If people don't communicate well they limit their ability to connect and build upon which is essential in the work setting. Poor communication can cause respect and trust to be lost which leads to confusion and anger creating conflict.
Positive communication skills like listening, open-ended questions, calm tone of voice and "I" statements help bring people together because they are behaviours that lead to creating relationships.
Workplace relationships also become a lot stronger when people can clearly and effectively communicate what they need and allow others to do the same. Strong professional relationship are built on trust and understanding from both sides. If people are left out of information sharing it may cause discontent within the ranks leading to a separation and causing distance and sub groups within the workplace. If colleagues are kept informed, up to date and included, then relationships are built, respect is earned and harmony can be created.
It is essential that the individuals you support trust you as you are working very closely with them to improve their lives. If you are providing personal care, you will be carrying out intimate tasks, an individual must feel comfortable and at ease in your presence.
2.1
Effective communication happens when you use the right method to send a message, so it can be received and understood. As a health and social care worker you need to know about a range of communication methods. You should also be skilled at identifying the communication and language needs, wishes and preferences of the people with whom you work and interact with. A diverse range of backgrounds use the health and social care setting, who will want to communicate in different ways. Finding out about each individual’s language needs, wishes and preferences is an important part of your role. * Asking people whether they have particular language or communication needs * Reading reports(Care Plans) and notes about service users that provide information on speech and language issues, learning difficulties, disabilities (e.g. hearing or visual impairment) or physical conditions (e.g. stroke) that may affect their ability to communicate * An individual’s culture, ethnicity and nationality may affect their language preferences and needs * To improve your communication with adults who have special communication needs ask your supervisor/mentor, senior staff and specialist professionals such as speech and language therapists, occupational therapists and social workers for information, advice and support about how best to communicate
2.2
The factors to consider when promoting effective communication are:
Your subject, intent and purpose * Having all the relevant information to hand as to be organized * Make sure your subject, intent and purpose is appropriate * Knowing your subject well
Your audience * Diversity * Aware of cultural background and differences * Accessing possible barriers to communication and how to overcome these * Experiences can affect the way people interpret messages in different ways * Ability i.e. physical or mental ability i.e. hearing/ visual impairment or dementia
Your content and delivery * Your language use is appropriate for the ability of your service user * Clearly speck your words * Written has correct spelling and grammar * Language barriers are considered and overcome * Access the best method of communication * Always making eye contact (cultural preferences and differences taken into account) * Ensuring you smile as appropriate * Being patient * Not interrupting or finishing sentences * Giving the other person time to process and respond * Concentrating on what the other person is saying to you and actively listen * Ensuring that your questions are open to encourage further communication * Ensure to the individual that you are listening and that their opinions are valued * Proximity (the distance between you and the individual) sitting too far away from a person can make them feel they are not important or that you are not interested in what they have to say. It may also mean that you or the individual need to speak more loudly, which could comprise confidentiality or make the individual feel uncomfortable about communication. Sitting too close can make the individual feel uncomfortable (invasion of personal space) if the person does not know you well enough * Being observant and notice individuals reactions * Orientation (your bodies position) this can allow break off of eye contact to have a less direct style of communication * Your attitude, being positive and professional * Your presentation, how to lay out written communication as well as how to present yourself in verbal communication * Your body language * Being warm and welcoming * Posture- Whether you are giving out ‘bored’ signals or ‘interested’ ones. Leaning forward slightly shows you are interested while leaning backwards may make the person think you’re bored.
Your response * Being constructive and fair * Being sensitive * Consider your language and tone
Your environment * Whether it is too busy and too noisy * Whether it needs to be private when dealing with sensitive subjects or confidentiality
2.3 2.4
Different communication methods include * Verbal communication i.e. speaking, singing * Visual and non-verbal communication i.e. sign language, written words, pictures, artwork * Body language i.e. facial expressions, body positioning, movement of the body * Gestures i.e. hand or arm movements for example ‘thumbs up’ meaning ‘OK’ or ‘yes please ‘or putting a hand up with palm facing the person meaning ‘stop that’ * Facial expressions i.e. smiling, frowning, raising eyebrows * Position i.e. crossing your arms can mean ‘not taking in notice’ or ‘don’t care’ and leaning back can send messages of boredom or being relaxed * Using technology/ICT i.e. emails, speech synthesisers, hearing aids, text messaging * Braille * Makaton
3.1
People from different backgrounds may use and/or interpret communication methods in different ways because of these factors
Experiences
* Shared experiences - individuals with the same shared experiences may interpret things in similar ways * Past experiences - individuals past experiences may influence the way that they decode and interpret communication i.e.
if an individual had a bad experience with trusting someone with personal information and that trust was broken.
Cultural backgrounds * Culture backgrounds affect the way people may use methods of communication as eye contact may not be as common in some cultures as others or it may be interpreted differently i.e. some cultures do not make eye contact as we do and their approach is more formal.
Family backgrounds * Family backgrounds make a difference and everyone has their own way of communicating together. For example a family member may say a word that will make the rest of the family laugh but a visitor will remain puzzled, or someone may use a ‘slang’ word that the rest of the family understands but not visitors.
Personality
* Confidence and self-esteem some individuals who are shy may seem unenthusiastic but may just simply not enjoy talking in a group or communicating with unfamiliar
people.
Linguistic knowledge * Literacy some individuals may have acquired literacy skills to a high level while others may struggle. This can be the result of a learning difficulty or because they are using a language in which they are not yet fluent. * Technology/ICT as with literacy some individuals will have different competences and so may or may not feel comfortable with this media.
3.2
Barriers to communication are anything that prevents people communicating with others or forming relationships with them. Some individuals need support in order to communicate. This means that they might not be able to tell you what they want to do or what they need. A varied of strategies can be used to help overcome barriers.
Barriers to effective communication * Environmental constraints i.e. temperature of room, noise or poor lighting * Physical condition i.e. cleft palate * Emotional barriers and differences * Hearing impairment permanent or temporary * Lack of confidence * Visual impairment permanent or temporary * Learning disabilities i.e. Autism or Down’s syndrome * Speech impediment i.e. stammer * Language/cultural differences * Use of jargon/slang * Dialect * Developmental stage i.e. lack of education or literacy skills * Labelling, stereotyping and prejudice * Inappropriate use of personal space, posture and facial expressions
3.3
Ways to overcome barriers
People who are partially sighted or blind * Do not surprise the person, make sure they know you are near * Talk to the service user saying their name and who you are * Check that the lighting is good * Use a tone of your voice to express interest and concern * Speak clearly and do not shout * Describe objects and events if needed * Use touch to show concern/positive regard, if appropriate * Say when you or other people are leaving * Be prepared to use audio tapes, large print, magnifying aids and possibly braille to assist with communication
People with speech difficulties * Be patient and listen carefully * Use different methods of communication i.e. picture card, gestures, or writing * Do not say too much at once, give service user time to absorb and respond * Consider referral to a speech therapist
People with learning disabilities * Try to create a positive environment and atmosphere * Support people in expressing themselves * Use gestures, pictures and other aids of communication * Do not interrupt, be patient and listen * Adjust your conversation/communication to the required level of understanding * Do not hurry to do things for the service user before they have had a chance to explain what they want you to do * Consider the use of an advocacy service
People who are deaf or have a hearing impairment * Get the service users attention * Do not approach from behind, you will surprise them * Identify their best ear and sit close * The service user may be able to lip read; make sure the light is and you are in the best position for them to read * Do not cover your mouth, look at the person and speak clear sentences * Suggest adjusting the hearing-aid if necessary * Use other means if necessary i.e. writing, sign language, Makaton, or British Sign Language: you may need an interpreter or signer * Do not rush the conversation, be patient
People whose first language is not English * Make sure that you pronounce people’s names correctly * Speak clearly * Speak slowly, but not in ‘pidgin’ English * Picture may be helpful * Use clear, simple, logical order sentences * Focus on one thing at a time * Be aware of cultural differences in communication * Do not use expressions only used in English e.g. ‘spend a penny’ * Consider using an interpreter
3.4
Communication is a complex process and health and social care is a complex area, so it is inevitable that misunderstandings will arise from time to time. When a misunderstanding happens it is important to have a range of methods to clarify the situation and improve communication. Adapt your message:
Sometimes the message needs to be said or written in a different way. Perhaps the tone needs to change, or the message’s style. The language you have used might need to be simplified. Maybe a phone conversation has been unsatisfactory in some way, but a face to face meeting would help to establish better communication.
Change the environment:
It might be necessary to make changes to the environment to enable better communication. A health and social care environment can be noisy, distracting and confusing at times. It is important that you recognise this and reduce any background noise. Make sure the environment is freely accessible, and that the placement of furniture encourages individuals to interact and socialise with each other.
Ask for feedback:
In most situations it is acceptable to stop the flow of conversation with the person you are speaking with to check that you have understood correctly what is being spoken about. Equally, you can check that the person you are communicating with can hear you and understand you.
Allow time:
Much communication happens while we are busy doing other things, but sometimes in order to make sure a message is received and understood you need to make time to have a proper conversation. By doing this you may find you actually save time.
Make an apology:
Sometimes it is important to take responsibility for a misunderstanding and say you are sorry. A sincere apology can help to restore confidence and allow for the relationship to continue building, on a firmer foundation.
3.5
Depending on the reason for the problem in communication you could access extra support or services from the Stroke Association, the Deaf Association, Blind Institute, Translation services, Interpreting service, Speech and language services, Advocacy services.
4.1
Confidentiality means not sharing information about an individual without their knowledge and constant. Ensure that written and electronic information cannot be accessed or read by individuals who have no reason to see it.
4.2
Maintaining confidentiality is a very important aspect of building a trust between the service user and yourself. There are occasions when you may have to break confidentiality, situations such as: * A person is likely to harm themselves or others * A vulnerable adult has suffered, or is at risk of suffering, significant harm * A person has been, or is likely to be involved in a serious crime
Ways to maintain confidentiality * Do not discuss service users outside the work base unless it is a formal meeting specifically held about them. * Confidential information should be marked as such and kept in locked filing cabinets – not left on desks or windowsills etc. where unauthorised people can read through them. * Only relevant information should be recorded in the ‘Day Book’ about the service user and this should not be on view to unauthorised people. * Workers should not talk amongst themselves about service users where other people can hear i.e. in corridors. This should be done in a formal meeting, discussed with a manager etc. or in an office behind a close door. * The contents of reports, files and other written information, which is made about the service user, should be shared with them. * Personal information recorded and store on a computer should be accessed by a passcode so that only people with the code can gain the access to information. Personal information should not be left unattended on a computer screen for unauthorised people to read. * Workers should not discuss service user with other agencies/professionals unless it is a ‘need know’ situation/formal meeting. * There is a need to carefully plan the passing on the information at hand-over times to other worker. * In inter-agency meetings personal information should not readily be discussed such medical information unless consent has been given by the service user and the particular medical staff.
4.3
The potential tension between maintaining an individual’s confidentiality and disclosing concerns could leave individuals feeling angry, upset, betrayed and/or have an awkward, uncomfortable atmosphere. If you have concerns that a service user was being abused, you would be bound to inform your manager quickly and securely as not to break confidentiality even further. Your manager would follow the policies and procedures and report to the safeguarding board. The effects of this are if your concerns prove to be false the service user may ask to not have you care for their needs or wants or in extreme cases may move to another residential care home.
Promote communication in health, social care or children’s and young people’s setting
1.1
Communication happens a lot in health and social care settings: many different kinds of conversations occur, as well as a variety of meetings, activity and treatment sessions and consultations with medical and other practitioners that also involve communication. A closer look at these activities will show you that service users, practitioners and other adults interact and communicate with each other for a variety of different reasons in your workplace.
Making relationships
People communicate to form new relationships. In health and social care settings these relationships may be with service users, visitors or colleagues. Positive …show more content…
verbal and non-verbal communication skills, such as being friendly, smiling and shaking hands when greeting the person, are needed to make a good first impression in a relationship.
Developing relationships
As a health and social care worker you will develop relationships with service users, their relatives or carers and colleagues, by maintaining a friendly, supportive approach, and by being interested in what other people are doing and feeling. This enables service users to feel comfortable and secure, and that they can trust and rely on professionals.
Obtaining and sharing information
As a health and social care worker you may need to obtain and share information about service users with colleagues and other professionals to ensure the team is fully informed. You may also need to communicate with a service user or a family member about the care and support they receive, or about the kinds of services and facilities that are available in a care setting.
Expressing thoughts and ideas
As a health or social care worker you may need to share your thoughts about care issues or about aspects of practice with colleagues. Effective communication skills are also needed to encourage service users to talk about what they are feeling, to say what they think or to express their needs, wishes or preferences
Giving and receiving support
Users of health and social care services and their relatives often seek reassurance from you as a way of developing their self-confidence. In response, you will use praise and touch, and give time and attention as a way of rewarding a person’s efforts and achievements and to reassure them. Some care settings also use support groups, staff meetings and appraisals as ways of providing practitioners with support and reassurance about their work performance.
Expressing feelings, wishes, needs and preferences
As a health and social care worker you need to find ways of encouraging service users to express their feelings and to talk about how they wish to be treated, as well as to say what they like and dislike. People will communicate in this way if they trust, and have a secure relationship with you.
1.2
Effective communication is a central part of the work that happens in care settings. You need a range of communication skills and be able to use them effectively to carry out the various aspects of your work role. You will need to be able to communicate effectively with service users, their relatives and your colleagues, as well as colleagues from other agencies.
If people don't communicate well they limit their ability to connect and build upon which is essential in the work setting. Poor communication can cause respect and trust to be lost which leads to confusion and anger creating conflict.
Positive communication skills like listening, open-ended questions, calm tone of voice and "I" statements help bring people together because they are behaviours that lead to creating relationships.
Workplace relationships also become a lot stronger when people can clearly and effectively communicate what they need and allow others to do the same. Strong professional relationship are built on trust and understanding from both sides. If people are left out of information sharing it may cause discontent within the ranks leading to a separation and causing distance and sub groups within the workplace. If colleagues are kept informed, up to date and included, then relationships are built, respect is earned and harmony can be created.
It is essential that the individuals you support trust you as you are working very closely with them to improve their lives. If you are providing personal care, you will be carrying out intimate tasks, an individual must feel comfortable and at ease in your presence.
2.1
Effective communication happens when you use the right method to send a message, so it can be received and understood. As a health and social care worker you need to know about a range of communication methods. You should also be skilled at identifying the communication and language needs, wishes and preferences of the people with whom you work and interact with. A diverse range of backgrounds use the health and social care setting, who will want to communicate in different ways. Finding out about each individual’s language needs, wishes and preferences is an important part of your role. * Asking people whether they have particular language or communication needs * Reading reports(Care Plans) and notes about service users that provide information on speech and language issues, learning difficulties, disabilities (e.g. hearing or visual impairment) or physical conditions (e.g. stroke) that may affect their ability to communicate * An individual’s culture, ethnicity and nationality may affect their language preferences and needs * To improve your communication with adults who have special communication needs ask your supervisor/mentor, senior staff and specialist professionals such as speech and language therapists, occupational therapists and social workers for information, advice and support about how best to communicate
2.2
The factors to consider when promoting effective communication are:
Your subject, intent and purpose * Having all the relevant information to hand as to be organized * Make sure your subject, intent and purpose is appropriate * Knowing your subject well
Your audience * Diversity * Aware of cultural background and differences * Accessing possible barriers to communication and how to overcome these * Experiences can affect the way people interpret messages in different ways * Ability i.e. physical or mental ability i.e. hearing/ visual impairment or dementia
Your content and delivery * Your language use is appropriate for the ability of your service user * Clearly speck your words * Written has correct spelling and grammar * Language barriers are considered and overcome * Access the best method of communication * Always making eye contact (cultural preferences and differences taken into account) * Ensuring you smile as appropriate * Being patient * Not interrupting or finishing sentences * Giving the other person time to process and respond * Concentrating on what the other person is saying to you and actively listen * Ensuring that your questions are open to encourage further communication * Ensure to the individual that you are listening and that their opinions are valued * Proximity (the distance between you and the individual) sitting too far away from a person can make them feel they are not important or that you are not interested in what they have to say. It may also mean that you or the individual need to speak more loudly, which could comprise confidentiality or make the individual feel uncomfortable about communication. Sitting too close can make the individual feel uncomfortable (invasion of personal space) if the person does not know you well enough * Being observant and notice individuals reactions * Orientation (your bodies position) this can allow break off of eye contact to have a less direct style of communication * Your attitude, being positive and professional * Your presentation, how to lay out written communication as well as how to present yourself in verbal communication * Your body language * Being warm and welcoming * Posture- Whether you are giving out ‘bored’ signals or ‘interested’ ones. Leaning forward slightly shows you are interested while leaning backwards may make the person think you’re bored.
Your response * Being constructive and fair * Being sensitive * Consider your language and tone
Your environment * Whether it is too busy and too noisy * Whether it needs to be private when dealing with sensitive subjects or confidentiality
2.3 2.4
Different communication methods include * Verbal communication i.e. speaking, singing * Visual and non-verbal communication i.e. sign language, written words, pictures, artwork * Body language i.e. facial expressions, body positioning, movement of the body * Gestures i.e. hand or arm movements for example ‘thumbs up’ meaning ‘OK’ or ‘yes please ‘or putting a hand up with palm facing the person meaning ‘stop that’ * Facial expressions i.e. smiling, frowning, raising eyebrows * Position i.e. crossing your arms can mean ‘not taking in notice’ or ‘don’t care’ and leaning back can send messages of boredom or being relaxed * Using technology/ICT i.e. emails, speech synthesisers, hearing aids, text messaging * Braille * Makaton
3.1
People from different backgrounds may use and/or interpret communication methods in different ways because of these factors
Experiences
* Shared experiences - individuals with the same shared experiences may interpret things in similar ways * Past experiences - individuals past experiences may influence the way that they decode and interpret communication i.e.
if an individual had a bad experience with trusting someone with personal information and that trust was broken.
Cultural backgrounds * Culture backgrounds affect the way people may use methods of communication as eye contact may not be as common in some cultures as others or it may be interpreted differently i.e. some cultures do not make eye contact as we do and their approach is more formal.
Family backgrounds * Family backgrounds make a difference and everyone has their own way of communicating together. For example a family member may say a word that will make the rest of the family laugh but a visitor will remain puzzled, or someone may use a ‘slang’ word that the rest of the family understands but not visitors.
Personality
* Confidence and self-esteem some individuals who are shy may seem unenthusiastic but may just simply not enjoy talking in a group or communicating with unfamiliar
people.
Linguistic knowledge * Literacy some individuals may have acquired literacy skills to a high level while others may struggle. This can be the result of a learning difficulty or because they are using a language in which they are not yet fluent. * Technology/ICT as with literacy some individuals will have different competences and so may or may not feel comfortable with this media.
3.2
Barriers to communication are anything that prevents people communicating with others or forming relationships with them. Some individuals need support in order to communicate. This means that they might not be able to tell you what they want to do or what they need. A varied of strategies can be used to help overcome barriers.
Barriers to effective communication * Environmental constraints i.e. temperature of room, noise or poor lighting * Physical condition i.e. cleft palate * Emotional barriers and differences * Hearing impairment permanent or temporary * Lack of confidence * Visual impairment permanent or temporary * Learning disabilities i.e. Autism or Down’s syndrome * Speech impediment i.e. stammer * Language/cultural differences * Use of jargon/slang * Dialect * Developmental stage i.e. lack of education or literacy skills * Labelling, stereotyping and prejudice * Inappropriate use of personal space, posture and facial expressions
3.3
Ways to overcome barriers
People who are partially sighted or blind * Do not surprise the person, make sure they know you are near * Talk to the service user saying their name and who you are * Check that the lighting is good * Use a tone of your voice to express interest and concern * Speak clearly and do not shout * Describe objects and events if needed * Use touch to show concern/positive regard, if appropriate * Say when you or other people are leaving * Be prepared to use audio tapes, large print, magnifying aids and possibly braille to assist with communication
People with speech difficulties * Be patient and listen carefully * Use different methods of communication i.e. picture card, gestures, or writing * Do not say too much at once, give service user time to absorb and respond * Consider referral to a speech therapist
People with learning disabilities * Try to create a positive environment and atmosphere * Support people in expressing themselves * Use gestures, pictures and other aids of communication * Do not interrupt, be patient and listen * Adjust your conversation/communication to the required level of understanding * Do not hurry to do things for the service user before they have had a chance to explain what they want you to do * Consider the use of an advocacy service
People who are deaf or have a hearing impairment * Get the service users attention * Do not approach from behind, you will surprise them * Identify their best ear and sit close * The service user may be able to lip read; make sure the light is and you are in the best position for them to read * Do not cover your mouth, look at the person and speak clear sentences * Suggest adjusting the hearing-aid if necessary * Use other means if necessary i.e. writing, sign language, Makaton, or British Sign Language: you may need an interpreter or signer * Do not rush the conversation, be patient
People whose first language is not English * Make sure that you pronounce people’s names correctly * Speak clearly * Speak slowly, but not in ‘pidgin’ English * Picture may be helpful * Use clear, simple, logical order sentences * Focus on one thing at a time * Be aware of cultural differences in communication * Do not use expressions only used in English e.g. ‘spend a penny’ * Consider using an interpreter
3.4
Communication is a complex process and health and social care is a complex area, so it is inevitable that misunderstandings will arise from time to time. When a misunderstanding happens it is important to have a range of methods to clarify the situation and improve communication. Adapt your message:
Sometimes the message needs to be said or written in a different way. Perhaps the tone needs to change, or the message’s style. The language you have used might need to be simplified. Maybe a phone conversation has been unsatisfactory in some way, but a face to face meeting would help to establish better communication.
Change the environment:
It might be necessary to make changes to the environment to enable better communication. A health and social care environment can be noisy, distracting and confusing at times. It is important that you recognise this and reduce any background noise. Make sure the environment is freely accessible, and that the placement of furniture encourages individuals to interact and socialise with each other.
Ask for feedback:
In most situations it is acceptable to stop the flow of conversation with the person you are speaking with to check that you have understood correctly what is being spoken about. Equally, you can check that the person you are communicating with can hear you and understand you.
Allow time:
Much communication happens while we are busy doing other things, but sometimes in order to make sure a message is received and understood you need to make time to have a proper conversation. By doing this you may find you actually save time.
Make an apology:
Sometimes it is important to take responsibility for a misunderstanding and say you are sorry. A sincere apology can help to restore confidence and allow for the relationship to continue building, on a firmer foundation.
3.5
Depending on the reason for the problem in communication you could access extra support or services from the Stroke Association, the Deaf Association, Blind Institute, Translation services, Interpreting service, Speech and language services, Advocacy services.
4.1
Confidentiality means not sharing information about an individual without their knowledge and constant. Ensure that written and electronic information cannot be accessed or read by individuals who have no reason to see it.
4.2
Maintaining confidentiality is a very important aspect of building a trust between the service user and yourself. There are occasions when you may have to break confidentiality, situations such as: * A person is likely to harm themselves or others * A vulnerable adult has suffered, or is at risk of suffering, significant harm * A person has been, or is likely to be involved in a serious crime
Ways to maintain confidentiality * Do not discuss service users outside the work base unless it is a formal meeting specifically held about them. * Confidential information should be marked as such and kept in locked filing cabinets – not left on desks or windowsills etc. where unauthorised people can read through them. * Only relevant information should be recorded in the ‘Day Book’ about the service user and this should not be on view to unauthorised people. * Workers should not talk amongst themselves about service users where other people can hear i.e. in corridors. This should be done in a formal meeting, discussed with a manager etc. or in an office behind a close door. * The contents of reports, files and other written information, which is made about the service user, should be shared with them. * Personal information recorded and store on a computer should be accessed by a passcode so that only people with the code can gain the access to information. Personal information should not be left unattended on a computer screen for unauthorised people to read. * Workers should not discuss service user with other agencies/professionals unless it is a ‘need know’ situation/formal meeting. * There is a need to carefully plan the passing on the information at hand-over times to other worker. * In inter-agency meetings personal information should not readily be discussed such medical information unless consent has been given by the service user and the particular medical staff.
4.3
The potential tension between maintaining an individual’s confidentiality and disclosing concerns could leave individuals feeling angry, upset, betrayed and/or have an awkward, uncomfortable atmosphere. If you have concerns that a service user was being abused, you would be bound to inform your manager quickly and securely as not to break confidentiality even further. Your manager would follow the policies and procedures and report to the safeguarding board. The effects of this are if your concerns prove to be false the service user may ask to not have you care for their needs or wants or in extreme cases may move to another residential care home.