In this essay I will attempt to analyse the use of communication skills within a practice setting. I will briefly acknowledge the six areas of skill studied in the communication module and analyse, in more detail, two of these areas; empathy and working with difference. I will examine communication theory in relation to practice and reflect on the usefulness of the learning undertaken, during role-plays, in preparation for practice. Social work practice is a skilled activity that requires effective communication in order to enhance the lives of others. Trevithick (2000:1) notes that 'Social work is located within some of the most complex problems and perplexing areas of human experience, and for this reason, social work is, and has to be, a highly skilled activity.' Pierson and Thomas (2002:95) recognise that '..in social work and social welfare agencies, good, clear, accurate communication is essential' and that 'all workers need to develop appropriate communication skills both for face-to-face and for written communications'.
[...] Goal setting requires skilful judgement; goals need to be challenging but more importantly, realistically achievable. The sixth key skill, working with difference, involves the recognition of differences between the worker and client. These differences may be subtle or very much evident; they may be linked to a person's gender, ability, sexuality, age, ethnicity, cultural or religious beliefs. The failure for a worker to recognise and value diversity and to recognise the discrimination and oppression their client experiences as a result of difference will undoubtedly affect their ability to practice anti-oppressively. [...]
[...] In order to help us develop an understanding of the nature of communication and the ways in which our communication skills can impact on another, we draw our knowledge from various theoretical perspectives. Milner and O'Byrne (2002:70) note that ‘Theories help us to develop informed opinions when they increase our understanding of the likely relationships between events in peoples lives'. Egan (2004) takes a humanistic approach to communication and presents a four stage model with which to work. Stage one examines the ‘present state', whereby, a worker will enable the client to tell their story. [...]
[...] (2005) Learning Disability; A Life Cycle Approach to Valuing People', Open University Press, Berkshire Gross, R. (2001) ‘Psychology; The Science of Mind and Behaviour', Hodder and Stoughton, London Horner, N. (2004) What is Social Work?; Context and Perspectives', Learning Matters, Exeter Lamont,C. (1965) Philosophy of Humanism'(5th ed.), Frederick Unger, New York Lishman, J. (1994) ‘Communication in Social Work', Palgrave, Hampshire Milner, J. and O'Byrne, P. (2002) ‘Assessment in Social Work', Palgrave, Hampshire Payne, M. (1997) Modern Social Work Theory' (2nd [...]
[...] Other forms of non-verbal communication that may affect the way a client perceives us is the use we of facial expression and body movements, both of which can be perceived either positively or negatively. Without the correct use of either symbolic or non-verbal communication the chances of successful interaction with our client is limited; thus making it difficult for transparency during interaction, that in turn, makes it difficult to attempt to empathise. When looking at the various forms of communication studied in the module, it is clearly apparent that each one of these skills is required in order to allow the worker to respond empathically. [...]
[...] However, with regards the problems social workers encounter in their everyday interactions with clients, we could question whose ‘problems' these actually are. Thompson (2000:15) suggests that we could argue that . the role of social work is to contribute to social stability, to ensure that the level of social discontent does not reach a point where the social order may be threatened'. The humanist theoretical underpinning of communication skills in social work, that concerns itself with personal development and fulfilment, has been suggested by Payne (1997:294) as being concerned with social change and . [...]
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