- 2.4 Reviewing available information and making valid decisions
- 2.3 Using factual data, recommendations, suggestions, and ideas in a logical and purposeful manner to inform decision making
- 1.4 Strategies for keeping aware of own stress levels and for maintaining wellbeing
- 1.1 Elements of management decision-making
- Unit 10- Decision Making in Adult Care NVQ Level 5
- 1.2 Values, belief systems, and experiences affecting working practice
- 1.1 Emotions affecting own behavior and the behavior of others
- 2.2 Providing support to engage others in the decision-making process
- 2.1 Evaluating range, purpose, and situation for effective decision making
- 4.3 Prioritize own development goals and targets
- 4.4 Use personal and professional development planning
- 4.2 Establish own learning style
- 4.1 Evaluate own knowledge and performance
- 4.2 Ways in which team members are supported to understand their role in safeguarding children and young people from danger, harm, abuse, or exploitation.
- 4.1 Reasons adult care practitioners need to be aware of national and local requirements that seek to ensure the safety and wellbeing of children and young people.
- 3.7 Demonstrate ways of assessing the effectiveness of risk management practice
- 3.6 Demonstrate positive approaches to risk assessments
- 3.5 Revise plans to take account of changing circumstances
- 3.4 Delegating responsibilities to others
- 3.3 Use digital technology to enhance own efficiency
2.4 Adapt communication in response to the emotional context and communication style of others
Course: NVQ Level 5 Diploma In Leadership & Management for Adult Care
Unit 9: Managing Self
LO2: Manage personal and professional behavior
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2.4 Adapt communication in response to the emotional context and communication style of others
To effectively and prematurely wrap around the emotional impact of communication, it is important to understand the user’s current emotional state. This will allow for effective Adaptation towards the user’s current message and style in order to best meet their needs at the time.
So it is important to understand what the study participants understand by emotions and the ways they react emotionally to certain words, precursors, etc.
Communication Problems occur immediately (immediate terminations such as hang-up or dialing parking or service numbers) or indirectly (cost-saving every time instead of immediately). Regardless of the type of interruption, Deaf users have similar problems as Hearing people due to a difference in attention and paying attention to the same input rather than dividing attention.
Communication errors that elicit emotional reactions may go unnoticed by the receiver and lead to misinterpretation of the information provided. Accordingly, Deaf people tend to communicate only when they have something to communicate rather than making contributions frequently enough. As a result, they may misinterpret or feel ignored and act inappropriately with equal or greater frequency often indirectly and unintentionally causing them stress, anxiety or anger.
The communication process results in an association of language or non-language behavior that is shaped by perceived meaning and expectation.
A certain code implies stereotypes regarding conversational competence. There are code languages whose patterns are perceived as ambiguous and easily misunderstood; such as chatting rhythm when coding spoken words in print OR speed of reading when coding vocalization.
However limited the meaning associated with it may be, Deaf people would treat something like that as if it were a normal convention even though it actually incites stupidity among hearing people who ‘see’ echoes of what was said prior to the event but silent until some post-commotion emotions start to affect their judgment, resulting in obtuse weird behavior towards what just transpired with notable confusion and a lot of stress.
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