OT roles - week 6

communcation

it has a two-way nature which is important to recognise to ensure open, respectful and effective communication is provided during OT services and in extreme cases a miscommunication can lead to misdiagnosis, errors or death in the healthcare system

effective communication

it requires mutual understanding, needs to have a deep understanding of yourself and others values and beliefs with highly development communication skills and a needs to engage in critical self-awareness, self-knowledge and development

effective communication - elements

contributions to miscommunication include imbalance of power, lack of time and cultural/language differences, healthcare professional have a duty of care over their patients, consideration of the mindset of the patient and environment its taking place and establishment of trust and common goals

verbal communication

spoken or sign language to transfer a message in the form of information

two types of verbal communication

prosodic features which combine to create the rhythm of speech and paralinguistic features which combine to create the meaning of language

two types of verbal communication - prosodic features

volume, pitch and the rate/speed of communication

two types of verbal communication - paralinguistic features

pauses, tone and emphasis on particular words

five elements of communication

sender, message, receiver, transmission and feedback

three types of communication

verbal, non-verbal and written

skills for effective verbal communication

the 5 c’s, occupational profile and the calgary-cambridge model for history taking

skills for effective verbal communication - the 5 c’s

clear, concise, complete, cohesive and courteous

skills for effective verbal communication - occupational profile

summary of a clients occupational history and experiences, patterns of daily life, interests, habits, values and needs

skills for effective verbal communication - CCMHT

observation skills, active listening skills, questioning skills (open and closed) and skill clarifying and facilitating skills (reflection, summarising, paraphrasing, clarifying and focusing)

non-verbal communication

considers what is happening in parallel to spoken words, contributes 80-90% of the meaning, expresses respect, acceptance, openness and empathy when used correctly and confusion and lack of trust can occur when not used correctly

considerations when using non-verbal and verbal communication

environment, appearance, manner and style of communication, behaviours and actions accompanying the words and emotional and relational information

two types of non-verbal communication

environment is the layout demonstrating interest and support of the client and body language is the name given to non-verbal cues

two types of non-verbal communication - environment

disturbances, lighting and arrangement and type of furniture

two types of non-verbal communication - body language

body position, eye contact, facial expression, gestures and proximity

skills for effective non-verbal communication

SOLER model and the calgary-cambridge model for history taking

skills for effective non-verbal communication - SOLER

Squarely sitting
Open posture
Lean towards
Eye contact
Relax

skills for effective non-verbal communication - CCMHT

initiate the session, gathering information, providing structure, building a relationship and closing the session

skills for effective written communication

purpose, audience, ethical requirements, content organisation and professional writing style

therapeutic use of self

self-awareness, developing trust and empathy, verbal and non-verbal communication, active listening and use of therapeutic modes

observation in communication

observation skills are the paramount of OT, help us modify verbal and non-verbal communication, help us assess and intervene and is a requirement to be able to observe a person in their daily life

active listening

its an art which requires practise, we shouldnt listen to just listen and to speak/respond and use of technology leads to less face to face interactions reducing the need to practise active listening

effective and active listening

consciously and visibly focusing on the patient, not being distracted or too procedural with gathering information, making the interaction feel relaxed and using verbal and non-verbal communication