COMMUNICATION SKILLS - TargetHIV

Core Competencies: Communication SkillsINTRODUCTION TO COMMUNICATIONSKILLS*ABOUT THIS ACTIVITYTime: 70 minutesObjectives: By the end of this session,participants will be able to:t %FmOF WFSCBM OPOWFSCBM BOE QBSBWFSCBM DPNNVOJDBUJPO t -JTU UISFF CBSSJFST UP FGGFDUJWF DPNNVOJDBUJPO t -JTU UISFF XBZT UP FOIBODF DPNNVOJDBUJPO t %FmOF BDUJWF MJTUFOJOH t *EFOUJGZ BDUJWF MJTUFOJOH UFDIOJRVFT Training Methods: Brainstorm, Role1MBZ -FDUVSF 4NBMM (SPVQ "DUJWJUZ 4LJMMT 1SBDUJDFIn This Activity You Will t &YQMPSF DPNNVOJDBUJPO DPODFQUT BOE TLJMMT UISPVHI B TFSJFT PG FYFSDJTFT t %FWFMPQ BOE WBMJEBUF EFmOJUJPOT GPS DPNNVOJDBUJPOT DPODFQUT NJOVUFT t *MMVTUSBUF UIF EFmOJUJPOT UISPVHI B discussion of two role plays NJOVUFT t %JTDVTT BOE QSBDUJDF iBDUJWF MJTUFOJOH TLJMMTw JODMVEJOH PQFO BOE DMPTFE ended questions, focused questions,BOE QBSBQISBTJOH NJOVUFT DPOUJOVFE OFYU QBHFInstructions1. Introduce session and ask participants for a definition ofcommunication. The definition should include the idea thatcommunication is a two-way exchange of information which takesthe following forms: verbal, nonverbal, and paraverbal.2. Discuss each form of communication with the class.t Verbal – Communication through languaget Nonverbal – Communication other than through spoken language.More powerful messages are usually conveyed throughnonverbal cues than through words themselves. 7090% of our communication is nonverbal. Examplesof nonverbal communication include:Body language (e.g., folded arms)Eye contactMuscle tension (are neck or jaw muscles taut, fists clenched?)PostureMannerisms (e.g., fiddling with hair, biting nails)Proxemics (how close we stand when talking. In the US, we standbetween 18 inches to 2 ft. from each other; we getuncomfortable if that boundary is violated. Proxemics varyfrom culture to culture.)t Paraverbal – Communicating not by what you say, but how yousay it. Examples of paraverbal communicationinclude:Voice qualities/voice tone (is voice flat or monotone?)Rate of speech (how fast or slow one talks)Cadence/rhythm of voiceVolumeInflection* This module comes from the Comprehensive Peer Worker Training, Peer AdvancedCompetency Training (PACT) Project Harlem Hospital Center, Division ofInfectious Diseases, 2008.Building Blocks to Peer Success1

INTRODUCTION TO COMMUNICATION SKILLSABOUT THIS ACTIVITY (CONT.)Materials:t 5BQFt .BSLFSTt )BOEPVU 3PMF 1MBZT BOE copies for trainers)t )BOEPVU 5ZQFT PG DPNNVOJDBUJPOt )BOEPVU %FmOJUJPO PG "DUJWF -JTUFOJOHt )BOEPVU #BSSJFST UP &GGFDUJWF Communicationt )BOEPVU &GGFDUJWF PNNVOJDBUJPO 4USBUFHJFTt )BOEPVU "DUJWF -JTUFOJOH 4USBUFHJFTt )BOEPVU 0QFO BOE MPTFE &OEFE Questionst )BOEPVU 'PDVTFEt )BOEPVU 1BSBQISBTJOHt 'MJQ DIBSU QBQFS GPS FYFSDJTF FBDI FOUJUMFE #BSSJFST UP &GGFDUJWF PNNVOJDBUJPO 4USBUFHJFT GPS *NQSPWJOH PNNVOJDBUJPO "DUJWF -JTUFOJOH 4USBUFHJFTPreparation:t 1SFQBSF nJQ DIBSUTt PQZ IBOEPVUT3. To illustrate how powerfully messages are conveyed bothnonverbally and paraverbally, the facilitators will act out twoshort role plays in front of the class. The facilitators start byacting out Role Play #1: Nonverbal Communication.4. Ask the class to analyze what was going on in the role play.Participants should note that in spite of Isabel’s statements thatshe was listening to Donna, her nonverbal cues were sayingmore convincingly that she did not have the time or the desireto listen.5. Ask the class to observe Role Play #2 and to note the differencesin the attitudes portrayed. After the facilitators act out therole play, ask participants what messages they feel were beingconveyed in both versions of the role play. The class shouldnote that in the second interaction, the tone and volume ofthe voice (and perhaps some of the body language) conveyedan entirely different message than came through in the firstinteraction.6. Lecturette: At the beginning of the session, we talked abouthow communication is a 2-way process. One part of thatcommunication process is how we send messages out, eitherverbally, nonverbally or paraverbally. The other part of thecommunication process is how we understand the message thatis being sent to us, in other words, how we listen. Have youever heard the term active listening? How would you defineactive listening?7. After acknowledging the participant responses, read anddistribute the following definition of active listening:Active listening is a way of listening that focuses entirely on what theother person is saying and confirms understanding of both the contentof the message and the emotions and feelings underlying the messageto ensure that understanding is accurate.8. Divide the class into 3 groups. Direct Group #1 to the flipchart, Barriers to Effective Communication, and ask themto list all the barriers they can think of that might hindercommunication. Direct Group #2 to the flip chart, Strategiesfor Improving Communication and ask them to list all the waysBuilding Blocks to Peer Success2

INTRODUCTION TO COMMUNICATION SKILLSTRAINING TIPSt "DLOPXMFEHF UIBU QBSUJDJQBOUT BSF BMSFBEZ HPPE DPNNVOJDBUPST BOE HPPE MJTUFOFST CZ UIF WFSZ OBUVSF PG UIF QPTJUJPOT UP XIJDI UIFZ WF CFFO BQQPJOUFE BOE UIBU UIFZ IBWF B MPU PG FYQFSUJTF XIJDI XF DBO BMM MFBSO GSPN t 3FNJOE QBSUJDJQBOUT UIBU UIFTF BSF EJGmDVMU TLJMMT BOE XF BSF KVTU JOUSPEVDJOH UIFN TP UIBU UIFZ DBO CFHJO UP UIJOL BCPVU UIFN BOE XPSL PO UIFN XIFO UIFZ IBWF UIF PQQPSUVOJUZ t )BOEPVUT DBO CF HJWFO PVU BT POF QBDLFU they can think of to improve communication. Direct Group #3to the flip chart, Active Listening Strategies, and have them listall the ways that they can think of to engage in active listening.Give an example of each. Give the groups 10 minutes to compiletheir lists.9. Ask each group to share their list with the class, making sure thatthe Active Listening group goes last, since this topic will segueway into the next exercise. (See Communication Brainstorm cheatsheet for possible answers). The groups’ lists may overlap andthat is okay. For the Active Listening group, make sure to define,discuss, and give examples of the following:Open- and closed-ended questionsFocused questionsParaphrasing10. Tell the class that we are now going to practice some of theactive listening techniques discussed in the brainstormingexercise. Hand out the worksheets on closed-ended versus openended questions, focused questions, and paraphrasing. Review thecharacteristics of closed-ended and open-ended questions andask participants to read one of the closed-ended questions. Askfor a volunteer to re-phrase it as an open-ended question. (Dothe first example together as a class.)11. Next, do the same for focused questions and paraphrasing.12. Ask participants how it felt to use these active listeningtechniques. Ask participants what differences there will be inboth the information they get from their client and the rapportthey will be able to establish.SummarySummarize these verbal techniques as ways to get moreinformation from clients. Each technique has the potential toprovide richer information about what the client has experienced,is feeling, or is thinking.Building Blocks to Peer Success* This module is part of the online toolkit Building Blocks to Peer Success. For moreinformation, visit http://www.hdwg.org/peer center/training toolkit.This module comes from the Comprehensive Peer Worker Training, Peer AdvancedCompetency Training (PACT) Project Harlem Hospital Center, Division of InfectiousDiseases, 2008.3

SESSION HANDOUT #1 of 9INTRODUCTION TO COMMUNICATION SKILLSROLE PLAY #1: NONVERBAL COMMUNICATIONBoth facilitators are standing in front of the class. Facilitator A approaches Facilitator B.Facilitator A: Hi, Isabel. Look, do you have a few minutes? There’s something I really want to talkto you about.Facilitator B:Oh sure, Donna. Of course I have time for you. What is it you wanted to talk to meabout?Facilitator A: Well, I’m having a problem with this client I’m working with. I just can’t seem to get ahandle on it. I feel I’m getting mixed messages from Lisa. She tells me that she needsto find new housing since she can’t keep staying on her sister’s couch but then everytime I see her – she hasn’t made any of her appointments with housing. I feel like sheis at risk of ending up on the street.Facilitator B:(Acts distracted and annoyed that Donna is taking up her time. She taps her foot, looks ather watch, twirls her hair, looks away, picks her nails, etc). Oh really? Well, I just wantyou to know that I’m here for you, Donna.ROLE PLAY #2: PARAVERBAL COMMUNICATIONFacilitator A: Donna, I put that report on your desk this morning.Facilitator B:(in a loud voice, dripping with sarcasm) Oh thanks, Isabel, I really appreciate that.(The faciliators remind the class to note how the previous interaction differs from the following one.)Facilitator A: Donna, I put that report on your desk this morning.Facilitator B:Building Blocks to Peer Success(in a sincere tone of voice) Oh thanks, Isabel, I really appreciate that.4

SESSION HANDOUT #2 of 9INTRODUCTION TO COMMUNICATION SKILLSTYPES OF COMMUNICATIONt Verbal – Communication through languaget Nonverbal – Communication other than through spoken language. More powerful messages areusually conveyed through nonverbal cues than through words themselves. 70-90% ofour communication is nonverbal. Examples of nonverbal communication include:Body language (e.g., folded arms)Eye contactMuscle tension (are neck or jaw muscles taut, fists clenched?)PostureMannerisms (e.g., fiddling with hair, biting nails)Proxemics (how close we stand when talking. In the US, we stand between 18 inchesto 2 ft. from each other; we get uncomfortable if that boundary is violated.Proxemics vary from culture to culture.)t Paraverbal – Communicating not by what you say, but how you say it. Examples of paraverbalcommunication include:Building Blocks to Peer SuccessVoice qualities/voice tone (is voice flat or monotone?)Rate of speech (how fast or slow one talks)Cadence/rhythm of voiceVolumeInflection5

SESSION HANDOUT #3 of 9INTRODUCTION TO COMMUNICATION SKILLSDEFINITION OF ACTIVE LISTENINGActive listening is a way of listening that focuses entirely on what the other person is saying andconfirms understanding of both the content of the message and the emotions and feelings underlyingthe message to ensure that understanding is accurate.Active listening is not:t 2VJDLMZ BHSFFJOH XJUI DMJFOU CFGPSF UIFZ ëOJTI TQFBLJOHt 1BTTJOH KVEHNFOUt "TLJOH GPMMPX VQ RVFTUJPOT UIBU BSF GPS ZPVS PXO JOGPSNBUJPOt 3FBTTVSJOH UIF DMJFOU UIBU UIF TJUVBUJPO JT iOPU UIBU CBEwt (JWJOH BEWJDF FJUIFS GSPN ZPVS QFSTPOBM FYQFSJFODF PS GSPN QSPGFTTJPOBMTBuilding Blocks to Peer Success6

SESSION HANDOUT #4 of 9INTRODUCTION TO COMMUNICATION SKILLSBARRIERS TO EFFECTIVE COMMUNICATIONt )FBSJOH POMZ QBSU PG UIF NFTTBHFt 'BJMVSF UP MJTUFOt -JTUFOJOH XJUI B QBSUJDVMBS NJOE TFU QSFKVEJDFt 3FBDUJOH FNPUJPOBMMZt .BLJOH BTTVNQUJPOTt "DDFOUTt 1IZTJDBM CBSSJFSTt VMUVSBM CBSSJFSTt 3FMJHJPVT CBSSJFSTt 5JNF QSFTTVSFTt %JTUSBDUJPOT JOUFSSVQUJPOTt 'BJMVSF UP XBJU GPS GFFECBDL SFTQPOTFt -BDL PG TFOTJUJWJUZ UP FNPUJPOTt 1PPS WPMVNF UPOF FNQIBTJTt 'JOJTIJOH QFSTPO T TFOUFODF GPS IJN IFSt /PU BDLOPXMFEHJOH QFSTPO T FYQFSJFODF FNPUJPOT GFFMJOHT EFTJSFTt VNQJOH GSPN UPQJD UP UPQJDt "DUJOH QIPOZBuilding Blocks to Peer Success7

SESSION HANDOUT #5 of 9INTRODUCTION TO COMMUNICATION SKILLSEFFECTIVE COMMUNICATION STRATEGIESt .BLJOH FZF DPOUBDU MJLF NBOZ OPOWFSCBM DVFT UIJT JT DVMUVSBMMZ TQFDJëD JO TPNF DVMUVSFT EJSFDU FZF contact is a sign of disrespect)t 6TF BUUFOUJWF CPEZ MBOHVBHF TJU TMJHIUMZ GPSXBSE XJUI B SFMBYFE FBTZ QPTUVSFt #F BXBSF PG ZPVS HFTUVSFTt 4UBZ PO UIF UPQJDt %PO U CF QIPOZ CF ZPVSTFMGt #F DVMUVSBM TFOTJUJWFt 'PDVT PO UIF PUIFS QFSTPOt %FUFSNJOF XIBU UIF PUIFS QFSTPO BMSFBEZ LOPXT UIFO ëMM JO UIF HBQTt 4NJMF PS OPEt %PO U NPOPQPMJ[F UIF DPOWFSTBUJPOt &TUBCMJTI SBQQPSUt "SSBOHF GPS QSJWBDZt SFBUF BO BUNPTQIFSF GSFF PG EJTUSBDUJPOT BOE JOUFSSVQUJPOTt #F XBSN BOE FOUIVTJBTUJDt 4IPX JOUFSFTUt -PPL CSJHIU BOE BMFSUt "TL PQFO FOEFE RVFTUJPOTt 6TF BDUJWF MJTUFOJOHBuilding Blocks to Peer Success8

SESSION HANDOUT #6 of 9INTRODUCTION TO COMMUNICATION SKILLSACTIVE LISTENING STRATEGIESt 'PDVT PO UIF PUIFS QFSTPO t 6TF BUUFOUJWF CPEZ MBOHVBHF TJU TMJHIUMZ GPSXBSE XJUI B SFMBYFE FBTZ QPTUVSF t 6TF WFSCBM DVFT TVDI BT iVN INNN w iTVSF w iBI w BOE iZFT wt "TL PQFO FOEFE RVFTUJPOT t 6TF GPDVTFE RVFTUJPOT UP HFU B NPSF EFëOJUJWF BOTXFS UIBO ZPV XPVME XJUI BO PQFO FOEFE RVFTUJPO &YBNQMF PVOTFMPS i8IFSF EP ZPV TQFOE NPTU PG ZPVS EBZ w MJFOU i* EPO U LOPX o JU T IBSE UP TBZ w Focused question: i0LBZ MFU T UBLF ZFTUFSEBZ 8BT UIBU B SFHVMBS EBZ GPS ZPV 8IBU EJE ZPV EP JO UIF NPSOJOH w t 6TF MBVOESZ MJTU RVFTUJPOT UP PCUBJO TQFDJëD JOGPSNBUJPO BCPVU TPNFUIJOH CZ QSPWJEJOH B TFSJFT of choices and to get information you haven’t been able to get at with open-ended or focusedquestions. &YBNQMF PVOTFMPS i8IBU TJEF FêFDUT IBWF ZPV FYQFSJFODFE GSPN UIF )*7 NFET ZPV HPU w MJFOU i* N OPU TVSF XIBU T UIF EJTFBTF BOE XIBU T UIF ESVHT w Laundry List question: It’s good to distinguish between side effects and diseasesymptoms, so let me list what side effects can be caused by (name of medicine). Have you had .(list side effects ofNFEJDJOFT UIF QBUJFOU JT UBLJOH wt 1SPCF GPS NPSF JOGPSNBUJPO VTJOH PQFO FOEFE RVFTUJPOT PS TUBUFNFOUT UP PCUBJO BEEJUJPOBM information. &YBNQMF Building Blocks to Peer Successi5FMM NF XIBU ZPV LOPX BCPVU )*7 w9

SESSION HANDOUT #6 of 9 (cont.)INTRODUCTION TO COMMUNICATION SKILLSACTIVE LISTENING STRATEGIES (CONT.)t "TL DMBSJGZJOH RVFTUJPOT UP IFMQ JOUFSQSFU XIBU PUIFS QFSTPO JT TBZJOH &YBNQMF MJFOU i0I ZPV LOPX * EPO U IBWF B ëYFE BEESFTT * BN MJWJOH IFSF BOE UIFSF wClarifying statement: Tell me a little bit more about what you mean by here andUIFSF w t 1BSBQISBTF XIBU UIF PUIFS QFSTPO IBT TBJE &YBNQMF MJFOU i* IBWF TP NVDI UP EP o NFEJDBM BQQPJOUNFOUT XPSLJOH UBLJOH DBSF PG UIF LJET * EPO U LOPX IPX * N HPJOH UP LFFQ JU BMM UPHFUIFS w Paraphrase: i:PV SF GFFMJOH PWFSXIFMNFE CZ BMM PG UIJOHT HPJOH PO JO ZPVS MJGF SJHIU OPX wt .JSSPS PS SFìFDU XIBU UIF PUIFS QFSTPO IBT TBJE Example:Building Blocks to Peer SuccessClient: Why should I tell any of my partners that I’m HIV positive? Let them findout the way I found out – by getting sick.Mirroring statement: i*U TPVOET MJLF ZPV SF BOHSZ CFDBVTF OP POF JOGPSNFE ZPV UIBU you were exposed to HIV.10

SESSION HANDOUT #7 of 9INTRODUCTION TO COMMUNICATION SKILLSCLOSED VS. OPEN-ENDED QUESTIONSClosed-ended questions invite a yes or no answer. They begin with Do, Does, Did, Is, Are, Was,Has, Have, Could, Would, and Will.Open-ended questions cannot be answered by yes or no. They begin with: Who, What, When,Where, Why, and How.The purpose of open-ended questions is to facilitate engagement with the client so that the client willopen-up to the worker. This can help to improve the client-worker relationship as well to helpgather more information.1. Closed: Do you live with somebody?Open: Tell me about your living arrangements and anyone you live with?2. Closed: Have you ever been really sick before?Open:3. Closed: Do you work?Open:4. Closed: Did you have any side effects from the medicines you had to take?Open:Building Blocks to Peer Success11

SESSION HANDOUT #8 of 9INTRODUCTION TO COMMUNICATION SKILLSFOCUSED QUESTIONS1. Worker:Client:Where do you spend most of your time?I don’t know, it’s hard to say. 'PDVTFE 2VFTUJPO @@@@@@2. Worker:Client:Who do you have contact with on a regular basis?Oh, I guess with some people over at the shelter, and then some other people I meetfor a drink now and then. 'PDVTFE 2VFTUJPO @@@@@@3. Worker:Client:How have you been feeling recently?Pretty lousy. 'PDVTFE 2VFTUJPO @@@@@@4. Worker:Client:What kind of work do you do?A little of this, a little of that. I hustle. Whatever it takes. 'PDVTFE 2VFTUJPO @@@@@@Building Blocks to Peer Success12

SESSION HANDOUT #9 of 9INTRODUCTION TO COMMUNICATION SKILLSPARAPHRASINGHow to Paraphrase:Repeat the meaning of what the client says, but use different words.ɨF QBSBQISBTF TIPVME CFHJO XJUI i:PVw UP SFìFDU XIBU UIF DMJFOU JT FYQSFTTJOH 1. Client:I don’t know how I got emphysema. I only smoke one cigarette after each meal.Paraphrase:2. Client:I feel worse when I exercise, I’d rather just sit around.Paraphrase:3. Client:I have always taken care of myself. I should not have had a stroke. I blame my doctorfor his incompetence.Paraphrase:4. Client:My boss just fired me even though it was only the second time I was late this week.Paraphrase:Building Blocks to Peer Success13

Core Competencies:CommunicationSkillsCONFIDENTIALITYAND CREATINGBOUNDARIESIN THE WORKPLACE (CONT.)ATTENTIVE LISTENING*InstructionsABOUT THIS ACTIVITYTime: 20 minutesObjectives: By the end of this session,participants will be able to:1. Lead a discussion using the following brainstorm questionprovided making sure to cover the talking points listed with thequestions.Brainstorm Question: How can someone demonstrate listeningskills using words and gestures?t 6OEFSTUBOE MJTUFOJOH TLJMMT JO CPUI B verbal and nonverbal way.t %JGGFSFOUJBUF BNPOH MJTUFOJOH QBUUFSOT BOE UP BEPQU B MJTUFOJOH style that is conducive to effectivecommunication.Training Methods: Brainstorm,%FNPOTUSBUJPOIn This Activity You Will t -FBE B EJTDVTTJPO VTJOH UIF brainstorm questions provided NBLJOH TVSF UP DPWFS UIF UBMLJOH points listed with the questions (10minutes).t %FNPOTUSBUF OPO WFSCBM DVFT BOE JEFOUJGZ LFZ RVFTUJPOT UP BTL UP TIPX UIBU ZPV BSF CFJOH BUUFOUJWF JO B conversation (10 minutes).Materials: NonePreparation: None2. Make sure the following points are covered:Nonverbal listening skills show a person that you areinterested without really speaking. Some nonverbal listeningtechniques include: t .BLJOH FZF DPOUBDU t /PEEJOH ZPVS IFBE t -FBOJOH GPSXBSE t 3FìFDUJOH ZPVS GFFMJOHT XJUI GBDJBM FYQSFTTJPOT Verbal listening skills use verbal responses to show acceptance,understanding, respect, empathy and encouragement. Someactive listening techniques include: t 6TJOH WFSCBM SFTQPOTFT iSFBMMZ w i8IBU IBQQFOFE OFYU w t PNNFOUJOH EJSFDUMZ PO XIBU VT CFJOH TBJE t 3FTUBUJOH UIF TQFBLFS T JEFBT JO ZPVS PXO XPSET iEP ZPV NFBOy w t &ODPVSBHJOH UIF QFSTPO UP FYQSFTT GFFMJOHT i* HVFTT ZPV NVTU IBWF GFMUyw t &ODPVSBHJOH NPSF JOGPSNBUJPO iUFMM NF BCPVUyw t &NQIBTJ[F UIF JNQPSUBODF PG OPU QBTTJOH KVEHNFOU Summary 8SBQ VQ TFTTJPO * This module is pa

COMMUNICATION SKILLS SESSION HANDOUT #2 of 3 CASH REGISTER WORKSHEET!e Story " CVTJOFTTNBO IBT KVTU UVSOFE Pê UIF MJHIUT JO UIF TUPSF XIFO B NBO BQQFBSFE BOE EFNBOEFE money. !e owner opened a cash register. !e contents of the cash register were scooped up, and the man sped