Revision Flashcards
Health communication
symbolicprocessesbywhichpeople,
individuallyandcollectively,understand,shape,andaccommodate
healthandillness
Communication with patients
Understandingapatientandtheirproblem,fromhisorher
perspective
Allowingthepatienttonarratetheirownstoryintheirown
words
Demonstratinginterest,empathy,andrespect
Explainingprocedures,discussingtreatmentoptionsandtheir
effectstopatients
communication with colleagues
Respectfulcommunication
Assertivecommunication
Beinglistenedtoandlisteningtoothers
Sharingimportantpatient‐centredinformation
Checkingunderstandingofimportantinformation
emotional aspects of communication
Beawareoffeelings:yourown,andtheotherperson’s;expressemotionsina
constructivemanner.
Ownyourfeelingsandopinions:beawareofwhenyouareexpressingyourownopinions,
feelingsorideas.Whenyouexpressanopinion,feelingoridea,sayso– use‘I’language.
Describingfeelings:Itisreallyimportanttoappropriatelycommunicatefeelingsinyour
relationships.Communicatingfeelingsisusefulforself‐disclosureandtoteachpeople
howtotreatyou.
eliciting and clarifying information
Questioning:Questionshelpyoutoincreaseyourunderstandingofamessagethathas
beenconveyedtoyou,ortogainmoreinformation.
Paraphrasing:Paraphrasinginvolvesconveyingyourunderstandingofanotherperson’s
messagethroughreflectingbacktheunderlyingmeaningofthemessageasyou
understoodit.
clear communication
Makesurethemessageyouaretryingtoconveyisdeliveredtoyourlistenerbyproviding
clearinformation.
Adaptthelanguageyouusetoyouraudience,avoidjargon,slangorotherwordsor
informationyouraudiencewillnotunderstand.
Useconcreteexamples
sender/first person
sends information
reciever/second person
receives information
observer/third person
watches over the conversation as an objective outsider
Barriers to effective communication
- language barriers
- filters
- stereotyping
- inappropriate advice giving
- hearing but not listening
- jumping to conclusiosn
perception
Howweorganiseandinterprettheinformationinour
environmentdetermineshowwecommunicateabout
thatinformationandtheenvironment.
self awareness
understanding of who we are
self esteem
evaluation of who we percieve oursleves to be
self concept
self awareness + self esteem
perspective taking is associated with
bettersocialfunctioning;self‐esteem
isenhancedbysatisfyingsocialrelationships,therefore
expecttoseethesetworelated
relationship between self esteem and empathy
largely non existent
how does emotion effect communication
influenceshowwetalktoothersandhowothershearwhat
wesay
emotional intelligence
competenceinexpressing
emotionandinlisteningandrespondingtothe
emotionalcommunicationofothers
self regulation
yourcapacitytomonitoryour
behaviour,identifyifanychangesarenecessaryto
reachyourgoals,andsetaboutmakingthosechanges
keys to effective communication
ask questions think twice distinguish perspectives avoid stereotyping be honest active listening be flexible
kleinman’s 8 questions for health professionals
- What do you call your illness?
- What do you think caused the illness?
- When did it start?
- What do you think the illness does? How does it
work? - How severe is it? Will it have a short or long course?
- What kind of treatment do you think the patient
should receive? What are the most important
results you hope s/he receives from this treatment? - What are the chief problems the illness has caused?
- What do you fear most about the illness?
culture
the characteristics and knowledge of a particular society
refers to the cumulative deposit of knowledge, experience,
beliefs, values, roles and customs acquired by a group of people in the
course of generations;
bronfrenner’s ecological model of communication
family culture, company culture, national culture.
culture and communication
Each culture has set rules that its members take for granted -
taught or absorbed subconsciously
a culture’s norms are based on local knowledge, life rules, religious
beliefs, group values,
Taboos are based on rules phobias and anxieties`
issues minority groups face
-stereotypes myths discrimination kinship traditional laws gender issues disadvantage (no access to education, employment etc.)
cultural similarities and differences
uncertainty avoidance high/low context formal v informal individualist v collectivist context ambuiguity masculine v feminine direct v indirect sequential v synchronic
sequential
time is linear and can be spent, wasteed etc.
synchronic
time is a constant flow to be experienced
context
high context cultures= meaning is verbal and explicit
low context= meaning is conveyed by situation and context
power distance
the extent to which a culture values
status and power and expect that these are distributed
unequally.
Low power distance cultures are more consultation or democracy
High power distance cultures are structured and hierarchical approach to
communication with those in power
gender and culture
Masculine cultures value assertiveness and dominance
Feminine cultures value nurturing/caring and cooperation
affective language
cultures with high affect show their feelings plainly by
laughing, smiling, grimacing, scowling, shouting, etc
neutral language
neutral cultures do not telegraph their feelings, but keep
them carefully controlled and subdued
cultural competence
knowledge
skills
awareness
3 R’s of cultural communication
respect, reciprocity, recognition
6 models to cultural training
cultural awareness cultural competence cultural safety cultural security transcultural care cultural respect
transcultural care
formal areas of study and
practice in the cultural beliefs, values and life ways of
diverse cultures and in the use of knowledge to provide
culture-specific or culture-universal care to individuals,
families and groups of particular cultures
cultural security model
model emphasizes that the
responsibility for culturally secure health services
lies with the system as a whole, rather than
individual health workers.
cultural respect
‘uphold the rights …
people to maintain, protect and develop their
culture and achieve equitable health outcomes
cultural awareness
aims to
increase participants’ awareness of ‘cultural, social
and historical factors, promoting participants’ selfreflection
on their own culture and ‘tendency to
stereotype
cultural humility
a commitment and active engagement in a lifelong process
that individuals enter into on an ongoing basis with patients,
communities, colleagues, and with themselves
Deaf
someone with some degree of hearing loss (usually profound and from early life)
uses sign language as their preferred mode of communication
Hearing loss
some difficulty hearing sounds
uses spoken language as their preferred language
Deaf culture behaviours
- getting attention
- deaf nod
- long goodbye
- expressive language
exclusive language
harmful because it can inhibit or
prevents people from reaching their full potential
dementia
a brain related disorder caused by diseases and other conditions. charaterised by issues with memory, focusing attention, visual perception, reasoning, judgement and comprehension.
common communication problems for those with dementia
difficulty finding words using speech that doesnt make sense deteriorated writing and reading skills loss of normal social conventions difficulty expressing emotions some people can still read or sing songs
barriers to communication with people with dementia
- patient
- institutional
- environmental
how not to communicate with people with dementia
argue order the person around tell them what they cant do be condescending asking questions that rely on memory dont talk in front of them as though theyre not there
MESSAGE
Maximise attention Expression and body language Keep it simple Support the conversation Assist with visual aids Get their message Encourage and engage in communication
EMC
electronically mediated communication
asynchronous
takes place outside of real time
synchronous
real time
dangers of EMC
- messages get lost without nonverbals
- exposure and over exposure
- exclusion (elderly cant communicate etc.)
- harrassment and cyber bullying
media richness
the amount of feedback the communicator receives.
▪ the number and nature of the cues that the channel can convey
▪ the number and nature of the cues that can translate
▪ the variety of language used for conveying emotion
group development
dependency and inclusion counter dependency trust and structure work termination
task/instrumental roles
(E.g.Informationseeker,coordinator,
recorder,initiator,critic)
maintenence roles
(E.g.Encourager,observer,harmoniser)
negative roles
(E.g.Dominator,blocker,special‐interest
pleader,joker)
professional boundaries
a‘psychologicalspace’ordistancebetweenindividuals,onethat
isoftenusedtoemphasizetheclinician’sstanceofanonymity,
neutralityandobjectivity”
dual relationships
“Aprofessionalentersintoadualrelationshipwheneverheor
sheassumesasecondrolewithaclient,becoming[health
professional]andfriend,employer,teacher,businessassociate,
familymember,orsexpartner”
stress
The psychological and physical response you
experience when you perceive a discrepancy
between the demands of a situation and your
capacity to cope.
main causes of stress
self generated work money relationships irritants life changes
transactional process model
primary and secondary apraisal
eustress
perfect balance of stress and resources
communicating with stressed people
empathy active listening self disclosure questioning for understanding reframing
pathogenic
This traditional model is victim-based
▪ Focus on negative outcomes and how to alleviate these outcomes
▪ Outcomes inc: Depression, Withdrawal, PTSD, Anxiety /distress, Poor
communication
salutogenic
This model is survivor-based
▪ Focus on the strengths a person has to survive extraordinary
challenges
▪ Still feelings of distress, but also positive outcomes
vicarious trauma
emergency centres
secondary trauma
intergenerational
grief and loss
- Denial & Isolation
- Anger
- Bargaining
- Depression
- Acceptance
maladaptive coping
Ways of coping that are immature and defensive
• Avoid dealing with a problem
▪ An emotional response that doesn’t help reduce stress in the
long-term
• Can lead to you taking frustrations out on someone who is likely
not the cause of your stress
▪ Self-indulgence
adaptive coping
▪ Thoughts, feelings and actions that help deal
with the cause of the stress
▪ Need to consider if this is a problem that can be changed or not
▪ Problem –focussed coping
▪ Emotion-focussed coping
hope
not only a recovery element but also a protective
factor in post traumatic growth
power
not only a recovery element but also a protective
factor in post traumatic growth
principles of power
Power is part of all interpersonal messages
aggressive –assertive -passive
Power varies from person to person
Power is rarely static
Power is frequently used unfairly
failure to assert may be due to lack of perceived power
Power follows principle of less interest
greater interest = least power
Power has an age, gender and cultural dimension
High vs Low power distance
Communication skills to prevent another person from dominating
Coalitions temporary alliances increase relative power Defiance purposeful noncompliance Resistance ambiguous noncompliance
conflict
occurs when one person’s ideas, beliefs, goals
and/or behaviour are at odds with ideas, beliefs, goals
and/or behaviour of another person
interpresonal conflict
is a disagreement between
connected individuals who each want something that is
incompatible with what the other wants.
types of interpersonal conflict
pseudo fact value policy ego Metaconflict = conflict about communication & how you speak to someone during a conflict.
conflict resoluton styles
Forcing/competing Withdrawing Accommodating Compromising Collaborating
types of group conflict
- task
- personal
- process
mediation
collaborative approach involving a 3rd party or mediator to assist
the disputing parties to reach a mutually satisfying solution to their conflict.
evaluative mediation
focused on providing the parties with an evaluation of their case
and directing them toward settlement, i.e. the mediator will
express a view on what might be a fair or reasonable settlement.
facilitative mediation
Facilitative mediator facilitates the conversation
biased mediation
Biased mediators enter into a conflict with specific biases in
favour of one party or another.
arbitration
begins as mediation, but if mediation fails, the mediator becomes
an arbiter.
transformative mediation
conflict as a crisis in the way parties communicate
