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What will be the purpose of the interaction?The purpose of this particular interaction is for me to be aware of different individuals who may have different learning disabilities or needs than others. This interaction will hopefully enable me to expand on my communication skills as well as my people skills. The interaction will allow me to experience what life may be like for those less fortunate than others.
When will the interaction take place?The interaction will take place on Tuesday 17th of November in a medium sized tow in a fairly rural setting in Co. Armagh
How will the interaction be structured and how long will the interaction last? I am unaware as to what way the interaction will go or how long they may last. I will fit my tasks in around the school day that is entailed so that pupils are comfortable and nothing new or out of the ordinary will take them by surprise, and so no confusions are caused.
How are you going to record your interaction?I don’t want to make the pupils to feel intimidated by my presence, which may have in turn had an impact on how the pupils may respond. Therefore I will let the conversations flow freely at their own pace and take notes away from the interactions to maximise the individuals comfort and trust in me.
Do your participants have any special needs that will need to be considered? As I am attending a special school I am aware that there are various individuals who will suffer from various disabilities, therefore I must ensure that I use simplistic language which enables understanding from the students. I must adapt my personality to each individual child and their needs so that they feel valued and are willing to open up to me and not threatened by my presence.
What will be the purpose of the interaction? The purpose of this interaction is to enable me to interact with a group of children who have special needs. The interaction with the group should help me to expand on my skills of interaction and handling a slightly bigger group. Again like the one to one interaction this interaction will allow me to find out what life may be like for those less fortunate than myself.
When will the interaction take place? This interaction will take place on Wednesday 18th of November in my chosen care setting with is located in a medium sized town in Co. Armagh.
How will the interaction be structured and how long will the interaction last? I plan to do a group activity which will get all the children involved. I am not too sure how long the interaction will take place but I will fit it around the children’s school day so they are not disrupted or upset by a change.
How are you going to record your interaction? I am going to let the interaction flow freely so that the children will not feel like they are being recorded ect. At the end of the activity when all the children have interacted with me I will take notes to maximise the individuals comfort and trust in me.
What equipment or resources will I require for this interaction? I will use some of the equipment that the school already has in their P.E department. Not only does it save me having to gather up various equipment for the activity but the children will be familiar with the equipment and they will not feeling intimidated by new things.
Do your participants have any special needs that you will need to consider? Like I said for the one-to-one interaction I am attending a special school and I am aware that there are various individuals who will suffer from various disabilities, therefore I must ensure that I use simplistic language which enables understanding from the students. I must adapt to each individual child and their needs so that they don’t feel threatened by my presence.
One-to-one interaction Non-verbal
I think I made a good use of eye contact throughout my interaction with Emma. I made sure to direct my focus and eye contact to her while I was speaking to her. I also maintained my eye contact when I was talking but I knew when it was the right time to look away. I also widened my eyes when Emma said something that she was really excited about to give her the impression that I was really interested. Emma also maintained eye contact with me during the interaction which made me feel like she was enjoying our conversation.
I made a big effort to use various different facial expressions throughout my interaction with Emma. I portrayed the way I felt when Emma told me something and I made it a task to smile as much as I could to make it look like I was enjoying listening to Emma and I fully understood what Emma was saying.
Angle Of Head
I had my head tilted towards Emma throughout the interaction. I wanted him to be aware that she had m full attention throughout. Also I wanted her to know I was fully focused on what she had to say and again that I was interested.
Tone Of Voice
When I first greeted Emma I used a friendly and polite tone of voice to display my affection and also to show I was easy and kind to talk to. This would then make for an easier interaction as she would feel comfortable from the start.
Position of Hands And Arm/ Posture
At the start I had a relaxed posture so that it came across that i was easy to talk to. Emma would have picked up on this and spoke to me more freely. My held my hands together instead of them hanging limply which would give a good impression
I feel like I didn’t have to gesture to Emma too often to start off the conversation again which was a good sign as it showed the conversation flowed freely as we were both comfortable with the interaction.
I spoke to Emma and used my hands several times to highlight something for example I put my thumbs up to show Emma that she was correct at one stage.
Verbal Communication one-to-one interaction
Communication listening skills
Use of Prompts
Use of silences
Pace of conversation
Appropriate choice of language
Physical barriers to communicate
Position of Hands And Arms
Group Interaction Verbal Communication
I felt that I used my communication and listening skills very well and effectively as Listened carefully to what each child in the group had to say. I responded and answered any questions that they had to show they each had my full attention.
I felt I done very good at encouraging Katie to join in with the group and to participate even though she thought that she was not very good at this particular activity. I also responded well with Jakes enthusiasm for the game as I could tell he was so excited to start.
I didn’t make full use of prompts for this interaction except for a few hand gestures to enforce what I was saying. I didn’t feel this really was a problem anyway as the children knew what I meant.
I felt that the conversation flowed quite freely between the three children and I, we didn’t run out of things to say and we all took turns in talking.
I questioned the children seldom but I don’t feel that it took away from the interaction for example I asked Katie what she thought if the activity
There was no use of silences throughout the interaction and I felt that this was needed not to cause and awkwardness with the group as they weren’t fully familiar with me yet. This may have set the children back that they were afraid to speak out so I kept the conversation flowing.
I ensured that I used clarity in my voice so that the children would understand me clearly. This seemed to be beneficial to the children as they responded correctly and appropriately to what I had said to them.
Each person in the interaction would let the other person finish before they spoke which I found excellent for this type of interaction as nobody was interrupted which would have caused annoyance within the group.
The pace of the conversation I felt was at ease as it went at quiet a steady pace. This was good as it made the group feel comfortable in each other’s presence.
I could tell everyone understood the concept of the activity and ii would tell who was bursting with energy to get started and who wasn’t so keen on the activity. I made eye contact with each at appropriate times to show that I understood each person’s feelings.
I gave each child my attention during our interaction as I wanted each to feel like i was interested in what they had to say which in turn would make for a better activity. I made this clear through my use of body language such as tilted my head to the side and gestures with my hands.
I choose simple language that everyone was able to comprehend with. I was aware that these children would not have a very build up vocabulary and therefore I didn’t want to confuse the children with words and phrases that they weren’t familiar with.
Each of these children had a learning difficulty. I was surprised that this did not create a barrier within the interaction. I felt each child was calm and collected as they felt comfortable. I could see each one of the children’s personalities bust through and they did not let their ability stop them from communicating and participating.
The student must show that they can;
Good use of skills
Fair use of skills
Poor use of skills
Use a variety of non-verbal communication skills (eye contact, facial expressions)
Actively listen to what service users are saying (questioning, paraphrasing, prompts ect)
Respond appropriately to what clients say
Date: carefully to what each child in the group had to say. I responded and answered any questions that they had to show they each had my full attention.
There was no use of silences throughout th