COMMUNICATION ASSESSMENT CHILD AND FAMILY

Member of Group: Annisha Rahmani Intan Yuanita Rika Pebriani Rudi Fajarudin Sariayuningtyas Siti Robiah

Infants
Infants communicate primarily nonverbally and by vocalization, e.g., crying. Parents are best able to discriminate differences in meaning of their infant's cry. Sounds that were familiar in utero tend to calm the infant, e.g., music or singing. Gentle touching, cuddling, patting, and light bouncing are comforting to the infant, as well as a soft, low calm voice. Smile at the infant and respond to his or her cues. Approach the infant slowly, as sudden movement may be frightening. Keep the mother in the infant's view.

Toddler to 5 years
preschoolers have limited verbal communication, therefore they continue to rely heavily on nonverbal communication kneel to look at the child at eye level when speaking touch the gently on the shoulder to gain attention introduce your self in terms the child can understand show interest in the child speak to child in familiar terms use humor: make funny faces, imitate, or tickle the child in an appropriate manner provide positive reinforcement through words and tangible objects

6 to 12 years
younger school-age children desire explanations. When providing answers to questions, give the how, when, where, and why as the child requests use humor use simple role play allow fearful children to sit with parents if the parents desire, ask them to perform the activity/explanation. Allow the children to participate as his or her own pace.

Adolescent
Adolescents communicate most often in verbal form and develop a "language" that is shared by their peers; ask for clarification of terms, if needed. Use adolescent terms in moderation. Because of the adolescent's fluctuating emotions and behavior, communication may be adultlike one moment and childlike the next. Use humor by taking advantage of funny events that happen, telling jokes and riddles, listening to the adolescent's jokes, or watching a funny video. Play a board game or card game with an adolescent to facilitate discussion. Express a nonjudgmental attitude by not reacting to issues that differ with personal values. Adolescents may at one time reveal feelings and at another be silent.

 Attend to conversations without interruption and avoid comments that are value-laden. Remain aware of developmental issues that the the adolescent may wish to talk about, (e.g., peer relationship, sexuality, parental relationships, and identity concerns.) Decide whether to talk with the adolescent and parents together or separately; when possible, communicate directly with the adolescent and retain confidentiality. Inform the adolescent of limits to confidentiality, e.g., if the adolescent would have suicidal or homicidal ideations. Assist with resolution of conflicts with parents by role playing assertive communication, arbitrating a family meeting, or brainstorming solutions.

Communication technique for children

Third Person : Express a feeling using the third person, then be silent to allow the child to respond. Facilitative responding : listen for underlying feeling and expression of major themes.

 Storytelling : children often make up stories (using fantasy) to reflect what they are thinking and feeling. Storytelling takes advantage of this typical activity.
Bibliotherapy : This technique helps the child face feelings and concerns, whether being read to or reading the books himself or herself.

 Fairy tales : tell the child a familiar fairy tale that brings out a conflict the child seems to be experiencing. Dreams : when the child / family member brings up a particularly disturbing dream, it is helpful to discuss the dream with them. Often, underlying conflicts will emerge as the dream is revealed.

 Three Wishes : Ask the child what he or she would wish for with three wishes. Rating Game : The child is asked to rate something on a scale from 1 to 10.

 Word Association Game

Using a list of key words, ask the child to say the first word that comes to mind. This is best used when desiring information about a particular area. Begin with non threatening or neutral words, then proceed to possible anxiety producing word. E.g. Needles

Sentence Completion
Using sentence completion encourages the child to communicate areas of concern. Present the sentence stems and ask the child to fill in the ending. Allow the younger child to verbally complete them, or have the older child or adolescent read the sentences and complete them in writing. Sample questions are: 1. The thing I like to do best (least) is.. 2. What I like (dislike) about school is generally, ask question with potentially less strong emotions attached at the beginning, proceeding to those that evoke stronger feelings.

 Pros and cons Select a topic any have the child list five good things and five bad things about it. Topics can concern experiences (e.g. Being in the hospital) or things they like or don't like about themselves (to elicit information about self-esteem) or family members. Writing writing can be used in a variety of ways, by it self or in conjunction with other techniques, as previously noted. Suggest the child keep a diary, write about his or her feelings in a journal, write letters to someone that are never mailed (to express strong emotion, to a make believe pen pal, or to say good bye to someone who has died) frequently, the child may need to discuss what is written. Offer to read the writing if the child would like, if he or she doesn't wish to share, respect the child's privacy. Suggest the child go back at a later time to read what was written. Tape or video recording tape or video can be used for the same purposes as writing. However it is frequently used to share information with someone or as a gift of remembrance before death. For example, one girl used a tape recording to tell a ''fantasy'' story about a girl who had been sexually abused. She gave it to her therapist to reveal those secret, fearful memories she could not discuss in person.

 Drawing
Drawing is an active medium of communication that provides the child an active mode of self expression. Drawing can be spontaneous or directed. The child can reveal basic knowledge about developmental level and feelings. Interpretation of the drawings should be developmentally based and validated with the child and the child's experience. The kinetic family drawing is used to elicit the childs or family members feelings about the family relationship.

COMMUNICATING IN SPECIAL SITUATION

IMPLEMENTATION nonverbal communication technique

Steps 1. Body image a. Use pointing and gesturing Rational It is understood universal by those who can see If the hearing impaired child normally communities by sign langage, the facility has a duty to provide communication by that means, including obtaining a qualified interpreter if necessary.

b. Use sign language

c. Approach child in a slow, calming manner

A child is more likely to be calm when around adult who is calm

2. a. b. c. d.

Touch Cuddling Stroking Patting Gentle touching of arm, shoulder,ect

Touch can provide comfort and direction.

assurance,

STEPS

RATIONAL

3. Visual aids

Visual aids are more concrete in nature and more easily understood a. use pencil and paper, chalk and Pencil, paper, chalk, and chalkboards are chalkboard, or magic slate to write readily accessible. messages or ask questions. Chalkboard and Magic Slates are reusable. All three aids are easy and fun to use.

STEPS

RATIONAL

b. Provide an alphabet board for the child with poor handwriting or diminished strength

With alphabet boards, the child only needs to point to spell out a word

c. Use word cards written in the childs primary language

It saves the child time and energy. It is comforting to him or her.

STEPS

RATIONAL

d. Provide lap board

The lap board combines the advantages of an alphabet board with word cards.
Pictures or graphic representations sometimes present an idea easier than words.

VERBAL COMMUNICATION TECHNIQUES

Use a soothing tone of voice and mood. Make nonverbal messages consistent with verbal messages. Speak clearly and only slightly slower but do not shout Provide an interpreter when needed

REFERANCE