Message Sent: The coded message is then sent to the second person. Message Received: The second person then gets the message from the first person. Message Decoded: The second person then tries to understand the message that was sent to them. Message understood: If the message is successfully understood then the second person may give positive feedback and the cycle can carry on (or finish) however if the message has not been understood, they may give a negative response and the cycle may have to be repeated.
At placement I use the immunization cycle on a day to day basis, about a week ago when I was giving fruit packs to students during break, first had the idea that it was break time and the children would need to be given their fruit bags (idea occurs). Then I had to code the message for each student that I would ask, most of the students I could talk to them and their friends all at once however there is one child in the class who has a form of ADD which means that in order to make sure my message is communicated effectively I have to gain his attention and talk to him on his own.
I do this by calling his name, facing IM and making sure I get eye contact (message coded). Afterwards I would then send my message to each child; they would then receive it and decode what I have sent. If I am successful in the way I have communicate my message would usually get a yes or no answer however sometime I would get asked a question, “can I have two? ” , or my attempt would be unsuccessful – usually due to background noise meaning that the child couldn’t hear me – and I would have to try again.
Another example from my placement is when I had to talk to the head teacher for the first time, asking for work experience at the school. First had the idea that I wanted to ask for work experience at the school (idea OCCUrs). Then I processed what I would say; I knew it would be formal conversation so planned to stay clear of slang and improper words, I would also have to tell him necessary information such as why I wanted to do work experience.
I thought some forms of non-verbal communication like having an excited tone of voice, good posture as well as bright clothes, would help me to communicate that I’m a happy, bubbly person which feel is important when encouraging children to learn (message coded). After that I sent my message y using the speech and non-verbal communication like I had coded, the head teacher then heard the message (message sent, message received). Finally I got an appropriate response which means that the head teacher was able to decode what I was saying and understood (message decoded, message understood).
In health and social care there are many situations where the Communication cycle is used, for example: At meal times in a day care centre a nurse may decide she needs to ask a service user what they would like to eat (idea occurs). The nurse would then have to think how best to communicate their dead (message coded), this could be by considering food options and which form Of communication would have to use so that the service user could understand, like sign language or by changing the tone of her voice.
The message would then be sent in the way that the nurse had coded it and the patient would receive it either by looking or listening to the nurse (message sent, message received). Once the message is received the service user would try to understand what the nurse is trying to ask (message decoded), if the service user has understood correctly then they would be able to respond ND tell the nurse what it is they would like to eat – starting the cycle again.
It is important that this example of the communication cycle is used in the health and social care setting because by giving the service user options and by asking for their opinion then it will help them to feel empowered, however it can be a slow process especially if one of the stages fails because then the cycle may have to be repeated, this is why it is important that nurses and other H&SC staff are very patient with the people they talk to.
Barriers to communication can cause the communication cycle to break down ND it is important that care workers understand these barriers so that they are able to prevent them from happening. A few examples of these include: later stages of dementia meaning that an idea could be forgotten or muddled before it is sent to another person, background noise can cause a person to struggle to code their messages and by not considering the individual needs of the service user you’re talking to you may code the message incorrectly (e. G. Y not using sign language if you’re talking to a Deaf person who can only speak sign language), lots of background noise and/or low lighting as ell as nerves can interfere with the sending and receiving Of the message making it unheard/unseen or difficult to understand, if any of the previous stages are broken down due to barriers of communication then it can mean that decoding the message is very difficult or does not work and the message cannot be understood. The next theory of communication is Dustman’s Stages of Group Interaction (1965). It explains the way a group of people interact in order to complete a task.
There are five stages to his theory that go as follows: Forming: When the roofs task first starts, the people may be meeting for the first time and though a leader is usually established people may be unclear about what their role will be in completing the task, because of this it is likely that the leader will be asked a lot of questions and they may have to compete with the other members of the group to ensure that they are the one leading the task. Storming: This is the stage when the group may experience the problems that could occur during the activity.
The leader may struggle to gain control whilst the other members of the group who might form groups or friendships with people they can relate to, this may cause some team members to become bias – supporting those they can get along with. Morning: The group will resolve any problems that they have by making compromises or by being more understanding of the other team member’s opinions. The roles of each member of the team are understood/accepted and the team can focus on their group values, the team will then be able to move on to the next stage.
Performing: The team are then able to complete their task in a productive way, each member understands their individual tasks and are able to look to he leader for guidance if needed. Adjourning: This is when the group has finished their task; it Will be completed successfully if the group is able to make all of the other stages work effectively. Afterwards they are able to move on to their next task or to other things; people may say goodbye and the team should feel good about the outcome.
I have experienced group interaction at placement, for example during PEE classes it is likely that the children will be split into teams so they can play sport. The group would be formed when the teacher split them into teams, usually the teacher will elect team captain and then they are all ready to play (forming). Although the other student may not always be happy with their team captain, some may fight for attention whilst others try to stay out of the way or huddle up with their friends who are on their team (storming).
The team leader would sometimes have to try to gain control and if they are unable to do so then it would be up to the teacher to help the kids resolve any problems they have (morning). Now the children are able to play their game in a more productive way no one is left excluded and one of the teams are able to win (performing). Finally the game has ended and the kids can changed and move on to their next task (adjourning). Another group interaction I have been involved with at placement is when I have been asked to read with a small group of kids.
I would take place as the leader and select an appropriate book for the group to read (forming). Sometimes the kids are not happy with the book have chosen, whist some students want to pick the book we read for us (storming). It’s important that I pick a book that is a challenge for them to read but is a book they all can manage; usually reach a compromise by selecting a few books to choose room and then get the group to agree on which one to read (morning). Then we are able to read as a group, everyone has their own copy and we take it in turns to read a page (performing).
Once the book is read we then put the copies away and all of their reading books are signed the children can move on to their next task, hopefully being a little bit more comfortable at reading (adjourning). Group interactions like Dustman’s theory are very common at meetings or during group activities in the H&SC sector. An example of this could be when a care home decides to create and activity for the care users to go to the enema, not only will there be a group interaction where the staff have to organism the activity, considering health and safety as well as cost, informing the service users, etc.
The trip to the cinema will also count as a group interaction. First the task will be explained to all service users and they will have to prepare by traveling to the cinema, some service user may not understand exactly what is happening or what they will need to do, the care workers will have to deal with these issues and decide on a leader – deciding a leader and delegating jobs will be quite easy if the roles of each care worker eave already been established as part of their everyday job (forming).
Next there may be problems that occur, some service users may be unhappy about the film they will be seeing or some service user with mental health problems may become distressed if there is a lot of noise and the cinema is busy (storming). Afterward it is important that the care workers maintain control, they will need to diffuse any confusion or anger and make sure all service users are happy and calm, the service users may have to reach a compromise about the film there are seeing and be understanding of the there service users wants and needs (morning).