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DCN3103 SESSION COMMUNICATION.pptx by oturen moses
- 1. Communication in Nutrition Education VND2203 Dietetic Counselling & Guidance Ndahura Nicholas Bari Kyambogo University
- 3. What is communication? •The act or process of using words, sounds, signs, or behaviours to express or exchange information or to express your ideas, thoughts, feelings, etc., to someone else. • In summary communication is the transfer of information or a message from the source to the receiver. It is vital for a nutrition educator to have good communication skills in order to effectively deliver the intended message to the community.
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- 7. What is effectivecommunication? • Using appropriate language to the client’s/patient’s level of understanding. • Talking to the client/patient in a way that relieves anxiety. • Communicating in a way that ensures the client/patient is able to recall information. • Providing feedback to the client/patient.
- 8. Components of thecommunication model • Sender: these speak first/initiate the communication. • Receiver: these listen to what is being said, interpret and transmit simultaneously. Note: Senders make inferences based on the receivers appearance and demeanor and adjust subsequent communication accordingly.
- 9. Components of thecommunication model • Message: the receiver interprets two messages simultaneously. The actual verbal message and the non-verbal message (sender’s voice, facial expression, dress choice of words and pronunciation) inferred from the sender and the environment.
- 10. Components of thecommunication model • Feedback: this refers to the process of responding to messages after interpreting them for oneself. – Unless the communication channel is kept clear for feedback, distortion occurs leaving the sender unable to detect accurately how the message is received. – While senders are talking, they are receiving nonverbal reactions from receivers. Based on these reactions they may change their tone, speak louder, use simpler language or in some other way adjust their communication so that their message is better understood.
- 11. Components of thecommunication model • Interference: this term denotes many factors ( size of the room, a crying baby, furniture arrangement etc)that may affect the interpretation of the message. – The sender must generate in receivers those meanings for language that are closest to the senders own. Because meanings are not universal they can be affected by external as well as internal influences (bias, prejudice etc)
- 12. Verbal and Nonverbal communication • Verbal communication is the actual words selected by the senders and the way in which these symbols are arranged into thought units. • Non verbal communication includes the communication environment, manner and style in which the communication is delivered and the internal qualities inherent in the sender and receiver that influence their interpretation of eternal stimuli.
- 13. Verbal communication • Itis important that during communication that a supportive climate is created in which one person speaks and attends to the message rather than to his own internal thoughts and feelings.
- 14. Non verbal communication •Communication experts and social scientists feel that the image that a person projects accounts for over half of the total message conveyed to another person at the first meeting. • Personal appearance including clothing, hairstyle and accessories is one of the most important elements of image. • Research has shown that when it comes to health care there has been a documented ‘strong association’ between the professional physical appearance and the clients initial perceptions of competence.
- 15. Non verbal communication •Non verbal communication is the process of communication through sending and receiving wordless (mostly visual) cues between individuals. • Different types of non verbal communication include facial expressions, gestures and posture etc.
- 16. Nonverbal communication There aremany different types of non-verbal communication. They include: • Body Movements: for example, hand gestures or nodding or shaking the head. • Posture: how you stand or sit, whether your arms are crossed, and so on. • Eye Contact: where the amount of eye contact often determines the level of trust and trustworthiness. • Para-language: or aspects of the voice apart from speech, such as pitch, tone, and speed of speaking. • Closeness or Personal Space: which determines the level of intimacy. • Facial Expressions: including smiling, frowning and even blinking. • Physiological Changes, for example, sweating or blinking more when nervous.
- 17. Culture-specific non-verbal communication •It is important to note that non-verbal communication can be very culture- specific. .....The use of the left hand when taking food or an object from someone else is also regarded as a sign of disrespect. A person should either use both hands or the right hand to support the left one. The receiving of objects is sometimes followed by a curtsy. It is also unacceptable for children to put their hands in their pockets during a conversation with adults or when interacting with their parents or with those of higher status. Beckoning to someone is another nonverbal gesture that is regarded inappropriate in African culture. However, this is acceptable in Western culture in some circumstances......
- 18. Listening • Listening isthe ability to accurately receive and interpret messages in the communication process. • Listening is key to all effective communication, without the ability to listen effectively messages are easily misunderstood – communication breaks down and the sender of the message can easily become frustrated or irritated. • Listening is Not the Same as Hearing; Hearing refers to the sounds that you hear, whereas listening requires more than that: it requires focus.
- 19. Common Barriers toEffective Communication • The use of jargon. Over-complicated, unfamiliar and/or technical terms. • Emotional barriers and taboos. Some people may find it difficult to express their emotions and some topics may be completely 'off-limits' or taboo. • Lack of attention, interest, distractions, or irrelevance to the receiver. • Differences in perception and viewpoint. • Physical disabilities such as hearing problems or speech difficulties.
- 20. Common Barriers toEffective Communication • Physical barriers to non-verbal communication. Not being able to see the non-verbal cues, gestures, posture and general body language can make communication less effective. • Language differences and the difficulty in understanding unfamiliar accents. • Expectations and prejudices which may lead to false assumptions or stereotyping. People often hear what they expect to hear rather than what is actually said and jump to incorrect conclusions. • Cultural differences. The norms of social interaction vary greatly in different cultures, as do the way in which emotions are expressed. For example, the concept of personal space varies between cultures and between different social settings.
- 21. Message • A goodmessage should motivate target audiences to change their behaviour or practice the desired behaviours. • The message should be clear. • The message should be creatively developed to make it appealing and interesting.
- 22. Guiding components ofa good message • It should define the target group • It should clearly specify who should take action • It should define what action has to be taken • It should contain or show the benefits for the people who take action i.e. contain motivations • It should be short, easy to understand, interesting, appealing and memorable