Professional Communication Skills: Six Foundation For Effective Practice

Professional communication skills are a key requirement in the Standards in Social Work Education (SISWE), which state that in order 'to work effectively in changing and complex situations alongside other professionals, social work graduates would need communication skills alongside other transferable skills such as: analytical, planning and teamwork skills' (Scottish Government, 2003). According to Thompson (2009, p.93) the ‘ability to communicate and engage’ is one of six foundations for effective practice. I felt sceptical when I started this module. I believed that my communication skills are well developed. I made such assumption because I have personal experience of working in social care settings during last years and learnt a lot how

Trying to be more proactive, 'thinking on my feet' (Shön, 1983), applying new techniques on practice also added some anxietyto my perfomance. Analysing the difference, I understand that positive extrinsic feedback (Race, 1993) can help me to reduce a level of stress, focus on my strengths and do not fall into a trap of self-destructive criticism. Lishman (2009) argued that our interactions in practice can be effected if we are unaware of own personal attitudes, assumptions and feelings. By being clear about our 'difficult' areas and by being 'aware how functional or dysfunctional I am likely to be' (Lishman, 2009, p 93). As Coulshed & Orme (2012) noticed 'people can say one thing but their behaviour can indicate the opposite'. During the module I learnt, that by listening carefully and observing a person it is possible not only to get a message right, but also to see a 'metamessage' such as specific body language, tone of voice, avoidance answering certain questions or lack of interest. I learnt, I can change primarily chosen approach during a conversation to suit the person I am dealing with to more appropriate and effective. I do not have to be trapped in 'tram lines'(Bassot, 2013) and to be more creative. I become aware that my part of engagement process can be more effectife by simply smiling to help to open up a conversation at start, to be sympathetic to help atmosphere to be more relaxed and reduce level of anxiety, being clear about purposes of interaction, accepting what person says without judging or making assumptions, asking 'good questions' to help to engage rather than alienate a person and coping with silence as it can be the 'best thinking times'(Davies, 1985). By applying those communication skills in practice I can show to others that they were accepted and listened to. I worked with elderly people and people with dementia. I caught myself guessing what they are trying to say, instead of