Module 5 Chapter 2: Communication

Overview
Communication is a complex process. It requires people to interact and collaborate to understand what is communicated between them. In child welfare, the goal of communication is to achieve the best possible solutions for children and families. Communication the sending and receiving of messages is influenced by both culture and communication style. This chapter covers key communication concepts, including: The complexity of communication Cultural influences on communication Communication styles Effective listening.

The Complexity of Communication

Communication is a complex process. We send and receive messages simultaneously and continuously. You may think you are simply sending a message to someone, or receiving a message from someone, but in reality both people are sending and receiving messages at the same time. Communication is both verbal and nonverbal, intentional and unintentional, and has both content and relationship dimensions. Communication: Verbal and Nonverbal Communication is both verbal and nonverbal regardless of culture. The verbal part of your message includes the words and language used. Verbal communication is considered active and does not include noises or vocalizations. The nonverbal part of your message is everything else aside from words and language. Nonverbal communication is considered passive, is continuous, and most often occurs through symbolic means, body language and vocalization of sounds. Nonverbal communication includes, but is not limited to: Subvocals noises that carry meaning, such as groaning, moaning, and stammering Symbols in physical appearance hair, clothing, jewelry, cosmetics, tattoos, or piercings Body language behaviors expressed through posture, eye movement, gestures, touching, eye contact, tics, facial expressions Vocalism or inflection tone of voice, rate of speaking, volume, word emphasis.

MCWTS Module 5 Chapter 2 Printable Transcript

Communication Dimensions Communication has two dimensions - content and relationship. Content is the information being communicated and shared. Relationship is the connection between the communicating parties. Do they respect each other? Do they share an equal status, or does one have power and authority over the other?

Think about your role when a family enters the child welfare system you and the family are not equals in power and authority. Child welfare workers are extensions of government with certain authority granted by statute. Families are often fearful, intimidated and angry when involvement with child welfare occurs. Be aware that your communication with the family is influenced by the imbalance in power and authority; and remember that open, honest and respectful communication with the family is paramount! Now lets explore factors that influence communication with families.

Communication: Influences
There are two major influences on communication culture and style. As you learned in Chapter 1, culture has a profound influence on your world view. Awareness of the other persons culture, your personal culture and your cultural biases help you interact, collaborate and understand messages from another person. Another influence is style. Different people have different styles of communicating.

Communication Behaviors
Cultural groups have different norms and expectations for communication behaviors. Some examples include: The meaning of eye contact Social distance and touching Formality and informality Use of first names. The Meaning of Eye Contact To look a person in the eye may mean; An interest in the other person, a desire to know him or her. The person is seen as an equal. Aggression or an intent to compete for position or status. Disrespect or a lack of appropriate deference to elders or authority figures. An avoidance of eye contact may mean: Shyness or discomfort.
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Respect or deference in the presence of someone who holds an esteemed or honored position. A desire to ignore another person, discount his or her importance, or avoid a relationship. A lack of friendliness. A sign of deceit, of not being truthful. Remember, it is never safe to assume that you know what direct eye contact means until you understand the meaning of eye contact in the other persons culture. Social Distance and Touching Different cultures have invisible rules about social distance and touching. These rules are also influenced by age, gender, and personal preferences. Social distance refers to personal space the necessary distance between individuals to maintain comfort. When you meet with a family, be careful to observe the familys standards for personal space. For example: Some people are overtly physically affectionate. In these cultures, hugs are common. Other groups respect silence and show a preference toward modesty, reserve and control. Hugs, back slaps and handshakes may be experienced as intrusive, aggressive and disrespectful. A head bow is considered respectful. In some groups, a firm handshake communicates equality, respect and self-confidence. In other cultures, first introductions may be met with a soft grip, or no contact at all. It is important to remember that even though a family may be comfortable with touch, you are expected to maintain professional boundaries. Hugging family members may be viewed as unethical. Speak with your supervisor about how to handle uncomfortable circumstances that arise. Use of First Names All cultures have rules to acknowledge status and define relationships. These rules may differ considerably among cultures. An example is addressing someone by first name rather than by a title such as Mr., Ms., or Mrs. In some cultures being on a first name basis with another person may denote friendliness. Using "Mr." or "Mrs." may be interpreted as a desire to maintain interpersonal distance. In other cultures the use of a first name may be viewed as disrespectful, illmannered or too intimate. It can communicate that you do not hold the person in high regard or you view them as being of a lower status. Next, let s consider communication styles.
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Communication Styles

Supportive Style is low dominance and high sociability. A person using supportive style listens attentively, avoids the use of power by relying on persuasion rather than overt power, displays warmth, and expresses opinions in a thoughtful, deliberate manner. This person appears to be low-key in decision-making. Emotive Style is high dominance and high sociability. A person using emotive style displays action-oriented behavior. He or she is constantly on the go, talks rapidly and is expressive with vigorous hand gestures. This person likes informality, wants to be on a first name basis and shares personal views openly. He or she possesses a natural persuasiveness and finds it easy to express views dramatically and forcefully. Directive Style is high dominance and low sociability. A person using directive style projects a serious, no-nonsense attitude. He or she expresses strong opinions, uses firm gestures, a determined tone of voice, and appears to want to take control of the situation. This person may appear to be indifferent because she communicates in a business-like manner and tends to be more formal. Reflective Style is low dominance and low sociability. A person using reflective style expresses opinions in a formal, deliberate manner. He or she does not seem to be in a hurry and exhibits emotional control. He may appear preoccupied or aloof, and may be
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difficult to get to know. A person whose natural style is reflective prefers orderliness, appreciates an agenda, wants to review the details and makes decisions slowly. Your Communication Style Most people have a dominant communication style. Some people have two or more styles. Were you able to identify the communication style you favor? There are no right or wrong styles what is important is that you are aware of different styles and are willing to adapt or flex your style as needed to help the family achieve the best possible outcomes.

Effective Listening
A good communication technique to use regardless of your favored communication style is effective listening. Effective listening involves two basic skills: 1. Close and thoughtful attention to the messages of others, and 2. Communicate through your responses that you are listening. Lets take a more in-depth look at these two important skills. Listening with Attention Listening with close and thoughtful attention requires eliminating distractions in the environment, such as televisions or pets. When you work with families, you are likely to encounter many distractions that you need to ask the family to address. You can respectfully request to eliminate distractions like this: I really want to hear what you have to say, but it is hard for me to focus when the T.V. is on. Would you mind shutting it off? You can also arrange physical space to face the other person and make eye contact, when culturally appropriate. If you look busy writing notes or reading files, even if you really are listening, the other person will question where your attention lies. Communicate that you are listening How do we really know if someone is truly listening? The key to effective listening is clearly communicating through your response that you are indeed paying attention. Some suggested listening responses and examples for when and how best to use each type, are listed below. Suggestion 1: Listening Silently In some circumstances it is best to simply remain quiet and give full attention to the speaker. Example: Dont interrupt when a caregiver is telling his or her story; be patient even if the story is long. Suggestion 2: Questioning
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Ask questions to clarify family strengths and needs, gather facts about alleged maltreatment, or to encourage the speaker to elaborate. Example: Tell me more about how your neighbor helps you. Tell me more about your daughters behavior when you feel she is being disrespectful and breaking the rules. Suggestion 3: Paraphrasing This classic listening skill is used to restate the content of the message, or to interpret the underlying, unspoken message. Paraphrase a caregivers explanation of what was happening when maltreatment occurred. Example: What I hear you saying is that you are afraid your son wont respect you if you dont exert your authority in a physical manner. Suggestion 4: Empathizing Use empathy to try to see things from the speakers point of view. Empathizing is about understanding the perspective of the other person; empathy does not require you to agree with the other persons perspective. A child welfare worker may express understanding of emotions when maltreatment occurred, but the worker does not agree that emotions are a sufficient cause for maltreatment. Expressing understanding of another persons point of view through empathy may help reduce anxiety. Example: I understand how you can be angry with your daughter for mouthing off to you and leaving the house without permission; however, slapping may not be the best way to help her change her behavior. Suggestion 5: Supporting Supportive responses can affirm the other person through agreement, praise, offering assistance or reassurance. When families identify strengths, past successes or protective factors, workers affirm those positive experiences or occurrences. Affirmation empowers the family to try again or be more aware of utilizing internal strengths; these are cornerstones for child safety. Example: You really handled your daughters disrespectful behavior appropriately by taking her iPod and cell phone privileges away for a week. Acknowledge family successes in completing goals, objectives or tasks on their case plans. Brainstorm with the family for ways they can celebrate success and document how the family chose to celebrate. Example: Your family has successfully attended the agreed-upon counseling sessions and successfully implemented the techniques that were suggested to you. What can you do together as a meaningful celebration of ending counseling? Suggestion 6: Analyzing As you work with families, analysis of information occurs as you begin putting your own interpretation on the speakers message and explaining what you think the speakers message really means. Analyzing may also include offering your
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perspective about a caregivers behavior in the context of all available information; or, offering a restatement of a caregivers information in an effort to help others understand. Example: When I look at all the information you have shared with me, I think your outbursts of anger are often related to how overwhelmed you feel. Suggestion 7: Evaluating Child welfare workers are evaluating information when they offer an appraisal of the other persons message, or assess his or her ideas. Child welfare workers must evaluate the effectiveness of the caregivers proposed strategies for child safety. This often occurs during safety planning, Family Group Decision Making and case planning. Example: I think your idea of calling your grandmother for support when you feel overwhelmed is an excellent way to keep your son safe.

Summary
Many of the communication concepts in this chapter are not new to you. You most likely practice many positive communication techniques without being aware of them. The more you know, practice and adapt your communication skills, the better your ability to serve families.

Next Steps
The Module 5 Transcript is available from the website. Consult with your supervisor regarding questions you may have about the content of this chapter.
Remember to check the website and print the documents labeled for classroom use. You will need to bring those documents to class with you.

When you are ready, begin Chapter 3.

MCWTS Module 5 Chapter 2 Printable Transcript