Unit 16

Verbal Communication

Grammar

Gerund

Reading and Speech Practice

Task 1. A. Discuss the following questions with your partner.

1. Do you think verbal communication is important in social work practice? Why? 2. Do you know any special techniques that can be used by a social worker? 3. Do you know any other ways of making communication effective?

B. Read the first paragraph of the text. Can you guess what other parts of the text describe?

Task 2. Now read the whole text and say which paragraph describes:

a) the way how to end an interview;

b) the ways of asking questions;

c) the information to be provided;

d) the role of explanations;

e) the importance of empathy;

f) the techniques helping to check understanding and maximize interaction.

Key: a7; b5; c2; d3; e4;

(1) Knowing how to communicate effectively is essential if the relationship between social worker and service-user is to be characterized by best practice. Verbal communication refers to communication using words and conversation. Koprowska argues that providing information that is clear and context-related underpins social work practice. For a social worker it is particularly important to have as highly developed skills as possible within the following areas: listening; providing information; gathering information; paraphrasing and summarising; using commands and corrective feedback; and bringing relationships to an end if one’s verbal communication is to be effective.

(2) Within social work listening is deemed as being particularly important to listen. Koprowska says that listening enhances verbal interaction because when we listen to others we are effectively giving value to what they are saying. In order to enhance verbal communication it can be suggested that it is important to provide information that is readily understood. Koprowska emphasises the significance of providing information that is factual. It is important that we provide facts at a pace that the service-user can manage.

(3) Providing verbal boundaries is ‘green light’ behaviour because it is answering inner-person questions. I am going to be with you for 30 minutes is an example of verbal communication that provides a positive boundary. A further important way of enhancing verbal communication is to offer appropriate, effective explanations of professional practice as many service-users know very little about social work other than the impressions they have formed about the profession.

(4) Koprowska goes on to emphasise the importance of opinions and proposals in determining the effectiveness of communication. It is essential that we let service-users know about our opinions and proposals if the professional relationship is to be congruent. ‘Proposals’ ought to be thought of as being possibilities and choices that are offered to service-users. In enhancing verbal communication it is also important to ensure that ‘opinions’ are supported by facts. Alongside these aspects of good practice, it is imperative that verbal communication communicates empathy. Koprowska emphasises the importance of using empathic statements such as I can see that this really has affected you. Using verbal communication in this way can enhance the professional relationship and lead to best practice.

(5) If we put good verbal skills into effect our gathering of information is likely to be of a high standard. Koprowska draws attention to three different kinds of questions that may be phrased as narrow questions, broad questions and inner-person questions. Narrow questions can be answered using ‘yes/no’ answers. Broad questions encourage others to give their views and opinions. Inner-person questions are phrased as being both narrow and broad. Their critical characteristic is that they aim to elicit individual feelings and emotions. Questions such as are you angry with me? and how do you feel about living alone? are examples of inner-person questions. Whereas leading questions such as don’t you think it would be a good idea to go to the family centre? do little other than coerce the other person into agreement and diminish the quality of verbal communication.

(6) Koprowska draws attention to the importance of paraphrasing and summarizing if verbal communication is to be of a high standard. Paraphrasing can be understood as repeating back to a service-user what they have said. It is an aspect of verbal communication that is considered to be important because it helps to check understanding and maximise interaction. Summarising is equally important because it helps to communicate the individual’s shared goals. If these skills of verbal communication can be combined with appropriate commands and corrective feedback, assertive verbal communication can be the central characteristic of the social worker/service-user relationship.

(7) Koprowska draws attention to the importance of bringing working relationships to a positive end. The ideal is to avoid unplanned endings, especially so that the relationship between the social worker and the service-user does not break down. By considering what needs to be said at the conclusion of a meeting so that the encounter ends on a note of congruence, best practice can be put into effect.

Task 3. Find the answers to the questions below.

1. What is meant by paraphrasing? 2. What three kinds of questions can be phrases during a social worker-service-user encounter? 3. What kind of information should be provided? 4. What areas is it particularly important for a social worker to have highly developed skills in? 5. Why should social workers provide offer effective explanations of their professional practice? 6. Why is it necessary to avoid unplanned endings? 7. Which technique can help to check understanding? 8. Which questions encourage clients to give their views and opinions? 9. What are the central characteristics of the social worker/service-user relationship? 10. How is emphatic communication helpful?

Task 4. Say which of the words in the list below are used in the text with the following words. Give their Russian equivalents. Make up sentences with the word-combinations you built.

to bring to an end; to gather; assertive; good; to provide; to be of high standard; factual; professional; social worker/service-user; to break down; verbal; to enhance; effectiveness; congruent; to understand; effective; highly-developed.

information →

communication →

relationship →

skills →

Key:

information → to gather; to provide; to understand; factual;

communication → assertive; verbal; to be of a high standard; effectiveness; to enhance; effective;

relationship → to bring to an end; to break down; social worker/service-user; professional; to enhance; congruent;

skills → highly-developed; good; verbal.

Task 5. Find the English words or expressions that are used in the text to give the following meaning in Russian.

1. внесение уточнений/корректировка при помощи обратной связи_________ 2. гармоничный____________________________________________________ 3. вынуждать, принуждать к__________________________________________ 4. выявить, выведать________________________________________________ 5. наводящий вопрос_______________________________________________ 6. улучшать, повышать качество______________________________________ 7. добиться передового практического опыта____________________________ 8. реализовывать на практике________________________________________ 9. привлекать внимание к__________________________________________ 10. способствовать________________________________________________ 11. позитивное взаимодействие/общение________________________ 12.клиент_________________________________________________________

Key: 1. correcting feedback; 2. congruent; 3.coerce into; 4. to elicit; 5. leading question; 6. to enhance; 7. to lead to best practice; 8. to put into practice; 9. to draw attention to; 10. to encourage; 11. assertive communication; 12.service-user.

Task 6. Match the English and Russian equivalents.

1. significance	A. to evaluate
2. to deem	B. to force
3. to give value	C. to emphasize
4. to diminish	D. opinion
5. to draw attention to	E. to consider
6. to enhance	F. importance
7. to elicit	G. to offer
8. to coerce	H. to identify
9. view	I. to reduce
10. to suggest	J. to improve

Key: 1F; 2E; 3A; 4I; 5C; 6J; 7H; 8B; 9D; 10G.

Task 7. Replace the words in bold with their opposites to make them true to the text.

1. If the encounter ends on a note of discord, best practice can be put into effect. 2. The social worker should aim for unplanned endings. 3. Confronting verbal communication is the central characteristic of the social worker/service-user relationship. 4. It is also important to bring working relationships to a negative end. 5. Broad questions can be answered using ‘yes/no’ answers. 6. It is essential that we keep service-users unaware of our opinions and proposals. 7. It is unnecessary that verbal communication communicates empathy. 8. Broad questions help to hide individual feelings and emotions. 9. For a social worker it is important to have low-level communication skills. 10. Active listening decreases the quality of verbal interaction.

Key: 1. congruence; 2. avoid; 3. assertive; 4. positive; 5. narrow; 6. let … know; 7. imperative; 8. elicit; 9. highly-developed; 10. enhances.

Task 8. Fill in the correct preposition, then choose any three and make sentences.

1. … a pace; 6. to lead …

2. to put … practice 7. … this way

3. to be … a high standard 8. to give value …

4. to end … a note 9. to bring relationships … an end

5. to draw attention … 10. to refer …

Key: 1. at; 2. into; 3. of; 4. on; 5. to; 6. to; 7. in; 8. to; 9. to; 10. to.

Task 9. When dealing with different vulnerable client groups a social worker has to choose a communicative approach that works well for this group. With clients who are poor a social worker has to keep the following things in mind. Turn these sentences into questions to address your client during an interview. One question is already provided for you.

1. Specific concern, problem, or request. Lack of money/some nonmonetary concern.	What are your specific concern, problem, or request? Is it related to a lack of money or to some nonmonetary concern?
2. Client’s goals. Something to happen to achieve these goals.
3. Strengths developed to survive and cope with his or her very difficult circumstances?
4. Personal and family characteristics, situational factors, and economic forces contributing to the poverty experienced by this individual.
5. A time when the client was self-sufficient. Changes in the situation.
6. Growing up in a family living in poverty or in a family with adequate economic resources.
7. Meaning of poverty.
8. Family and close relatives who are poor/ economically different from family and relatives
9. Being abandoned or rejected by family/relatives who are better off economically. Any problems (mental illness, substance abuse, or criminal activity) contributing to this ostracism?
10. Client’s sources of social support and everyday assistance.
11. Strengths or resiliency factors to rely upon to survive and cope with the challenges of living in poverty.

Key: 2. What are your goals, and what needs to happen in order for you to achieve these goals? 3.What strengths have you developed in order to survive and cope with your very difficult circumstances? 4. What personal and family characteristics, situational factors, and economic forces are contributing to the poverty experienced by you? 5. Was there a time when you were self-sufficient and making an adequate living? If yes, what happened to change the situation? 6. Did you grow up in a family living in poverty or in a family with adequate economic resources? 7. What meaning do you assign to being poor? 8. Do you have family and close relatives who are poor, or are you economically different from family and relatives? 9. Have you been abandoned or rejected by family and relatives who are better off economically? If yes, did a problem such as mental illness, substance abuse, or criminal activity contribute to this ostracism? 10. Who are your sources of social support and everyday assistance? 11. What strengths or resiliency factors have you relied upon to survive and cope with the challenges of living in poverty?

Task 10. When dealing with a child you should adjust your vocabulary and manner of speaking to the age of the child. Match the steps one should follow with sample conversations. For one step there are two sample conversations.

Steps to Follow	Sample Phrases
1. Introducing yourself.	A. When I was your age, I was afraid to talk to people.
2. Explaining why you want to talk to the child (the purpose of the interview).	B. Beckie, I am going to make some guesses about what is bothering you. If my guesses are getting closer to what is troubling you, tell me that I am getting warm. If my guesses are wrong, tell me that I am getting cold
3. Engaging the child in a parallel activity.	C. Could you complete the story?/Could you describe what the doll/the character in the pictures is doing/thinking/feeling?
4. Gathering information from children.	D. My name is John Brown. Please call me John. My job is to help children who are having problems at home.
5. Eliciting information if the child is having difficulty articulating a concern (the game of Hot and Cold).	E. What happened next? Then what did you do? Where did this happen? Who was with you?, etc.
	F. Katie, we are going to be doing a lot of talking and we may get thirsty. Should we get some juice now or should we wait until later?

Key: 1D; 2A; 3F; 4C, E; 5B.

Task 11. A. Match the steps the social worker should follow when dealing with the client who is in crisis with sample phrases.

1. Listen actively and offer emotional support. This support may range from simply acknowledging the existence of the upsetting experience to offering strong reassurance.	A. If you lose control and again injure your child, she will be placed in a foster home.
2. Involve others in the helping process. Encourage the client to reach out to others, or, with his or her permission, contact these significant others.	B. Let us discuss what particular problems you have to handle in this situation and then we’ll prioritize them.
3. Allow the client to express emotion, whether crying or expressing feelings of fear or anger, while you continue to provide emotional support and acceptance.	C. You did the right thing in leaving that violent situation and coming to our shelter.
4. Communicate hope.	D. We offer some programs through the college of technology that will help you to get back into the work field.
5. People in crisis are preoccupied with their pain and problems. They are not able to objectively analyze their situation. Ask questions and actively examine the details of their situation as a way of helping them think more clearly.	E. You can give way to your emotions. It’s OK with me.
6. Use partialization. The person in crisis feels as if he or she is facing a giant and completely unmanageable problem. By breaking the problem down into several smaller ones, to be addressed one at a time, the client will feel more hopeful about regaining control.	F. - Do you have any friends or close relatives that you'd be able to talk all these options with? - Do you have family or friends you can talk to?
7. Provide factual information.	G. I am sure that we can set you up both physically and mentally to prepare for this difficult life transition.
8. Provide highly specific directions as to what the person needs to do or what will probably happen if he or she takes a certain course of action.	H. I think that you are really able to cope with the problem.
9. Reinforce adaptive behavior. Help the individual identify what worked in the past; encourage the client to take similar actions to address his or her current problem.	I. Do you mind if I ask you some more specific questions so that we can make sure that we can get you the best help possible today?

Key: 1C; 2F; 3E; 4G; 5I; 6B; 7D; 8A;

Task 12. A. Questioning is one the most important communication techniques in social work. Match the information about the most common types of questions used during an interview with the sample questions below. For some question types two sample questions are provided.

A. Open-Ended Questions (allow the interviewee a chance to explain the answer is more useful than a yes or no answer): _________________________________

B. Situational Questions (require the interviewee to explain how he would handle a situation you present):_______________________________________________

C. Negative Balance Questions (ask the client for a situation in which things did not turn out well)___________________________________________________

D. Probing Questions (move the interview in the right direction, or explore an area of concern in more detail)_____________________________________________

1. "Tell me about a time that".

2. Some persons find that music, meditation, or prayer help relieve pain. Are any of these you would find helpful?”

3. “Is there anything you are hoping for during this time?”

4. Can you recall any episode when the things went wrong/did not turn well for you?

5. “Where do you turn for strength?”

6. "What would you do if…?"

Key: A3,5; B1,6; C4; D2.

B. Ask all the question types above to gather the information about:

1. a case of domestic violence (interviewee is an adolescent suffering from it);

2. a case of child abuse (interviewee is the victim’s grandmother who is trying to protect the child);

3. a case of a bulimic adolescent girl.

Task 13. The other basic communication techniques used in social work are as follows: reflection, conveying empathy, focusing, summarizing, confrontation or challenging, etc. Read the descriptions of these techniques, then, match the technique to the appropriate sample conversations. For some techniques a few examples are provided.

Technique	Example
1. Reflectionis the verbal understanding of a client statement, it restates the patients cognitive or emotional material, directs the client’s thoughts back to the client. It may use the same words.	SW: I wonder whether you have at times thought of this experience in different ways;
2. Paraphrasing is a verbal technique used by social workers to rephrase what the client is saying to the social worker (in different words).	b) C: My mother is out most of the night leaving me alone. She comes home at all hours, sometime she doesn’t come home at all.- SW: What is your mother doing when she is out like this?
3. Clarification uses other verbal techniques, like questioning, paraphrasing and restating client statements to ensure that the social worker is fully understanding the client's ideas and thoughts.	c) C: I just can't seem to get anywhere in my life - SW: Your lack of progress frustrates you?
4. Reframing is the verbal technique of showing the client there are different perspectives and ideas.	d) SW: Although your doctor has told you nothing more can be done for your cancer, please rest assured there is a lot we can do to help you and your family during this difficult time.
5. Confrontation helps the client become aware of inconsistencies in his or her feelings, attitudes, beliefs, and behaviours.	e) C: Thoughts are racing in my mind, I just can’t concentrate, I'm confused. SW: These strange things in your mind are disturbing to you?
6. Self-disclosure reveals personal experiences to another person.	f) C: I only drink a couple of times a day.  SW: let's be honest. You drink every morning and every night after work. Wouldn't you say you were dependent on alcohol?
7. Focusing identifies a specific area for discussion, concentrating on a single point.	g) C: I realize now he'll never change I have to accept that. SW: How could you take advantage of the situation so that it can benefit you?
8. Exploration is delving further into a subject or idea.	h) C: People don't understand what it's like to not be able to learn. I can't get good grades in school. I'm stupid. SW: When I was in school, I was dyslexic too. But you can still do well in life despite this problem. You're not stupid, you have a learning disorder.
9. Summarizing is the restatement of the main ideas in a as few words as possible.	i) C: My father used to beat me. SW: Can you give me more information on that? How often did he beat you? How did he do it? Why did he do it?
	j) C. My friends started to avoid my company, my wife left me. I did all I could to keep my job, but finally, I was fired too. - SW: So that was the final straw, I guess?
	k) SW: This problem seems worth looking at more closely
	l) Would you describe it more fully?
	m) SW: Of all the concerns you’ve mentioned, which is the most troublesome?
	n) C: Do you think I should tell my children about my condition? – SW: Do you think you should?
	o) SW: During the past hour, you and I have discussed your ways of coping with the problem?

Key: 1c, n; 2e; 3b; 4a,d, g; 5f; 6h; 7k, m; 8i, l; 9j, o.

Task 14. The following words and phrases are in the interview. Check the meaning and the pronunciation in your dictionary.

To mind; to address; record; to proceed from; to submit; to fill out; to look for; unemployment; to rent; to come due; tough; to close down; a run-out; savings; pelvic pain; benefit; health insurance, to cease.

Task 15. Listen to an extract from a social work interview. Choose the correct options speaking about the problems the client is facing:

1. She is homeless at present.

2. Her husband lost his job.

3. They can’t afford a new house.

4. They don’t have enough money to pay the rent.

5. They don’t spend much time with their kids.

6. She is in too much pain.

7. Her husband is on unemployment.

8. Her husband’s unemployment ran out.

9. Their savings is all gone.

10. She’s got a pain in her right arm.

11. She‘s got a pelvic pain.

Task 16. (поместить сам текст в Appendix) Read the script of the Social Work Interview in the Appendix. Identify the communication techniques employed by the social worker.

SW: Hi, I’m Eninsia Hamison. How are you today?

C: Hello, good, how are you?

SW: And your name is…

C: Lorry Davies.

SW: Thank you, Ms Davis, and how may I address you?

C: You may call me Lorry.

SW: Great. And this is our office here, if you don’t mind having a seat. Is there anything I can get you to start.

C: No.

SW: Wonderful. And Lorry I was a […] officer I am a social worker at the Claiman office. I do have your record in front of me and I want to remind you everything what will remain confidential. Is it all right if I proceed from some of the information that was filled out that you submitted to the office.

C: Sure.

SW: Great. Can you give some more information of why you are here today.

C: I am here looking for some help

SW: Oh, we’ll be happy to help you.

C: My husband lost his job nine months ago. His unemployment ran out. I don’t have my employment. I am in too much pain all the time. We’ve got three kids at home, we rent a home and the rent’s coming due. I almost have {крошериз groceries). I just help

SW: It seems a lot going on. And that seems like a tough time. Do you mind if I ask you some more specific questions so that we can make sure that we can get you the best help possible today.

C: Go ahead.

SW: Let’s start with you telling me about what happened with your husband losing his job.

C: All the economy was quite bad and he lost job, his business closed down.

SW: And that was nearly nine months ago you said.

C: Uhu.

SW: And then he filed for unemployment

C: He did a run-out.

SW. And how long ago did he run out?

C: Husband - a couple to three months. And our savings is now gone.

SW: Everything you have saved up for. And you said that you originally from the information that we gathered had a job.

C: I did. And I ended having a pelvic pain, like that and I just couldn’t work, I can’t stand. I can’t sit.

SW: Did you also take unemployment?

C: I did. And the benefit’s over now too.

SW: I understand. And let me ask you how many members are in the family.

C.: There’s my husband, myself, and we have three children.

SW: And is it accurate from what I was shown your husband was a primary provider with the health insurance and after that those medical benefits ceased.

C: Yeah, as soon as he lost his job those benefits ceased.

SW: I understand. Let me ask you since you, since that unemployment run-out you said it was a couple of months ago and you coming today to find more work essential…

C: Work, money, the way to pay my food, rent, power, all of it.

SW: Okay, so what we’ve assessed so far is that your children are without health insurance and you and your husband are without health insurance because we do have programs, we could give you the information and we could look further such as Medicaid, Medicare, Tenf and Chips.

C: Okay.

SW: We’ll make sure that we can get the paperwork if you don’t mind filling it out before you go we could get on that right away. I also wanna to address the other concern. You said that the savings is all gone

C: It’s the other fact my bank account is overdrawn.

SW: Okay. And let me ask you this – since the savings is all gone, are you renting or paying a mortgage?

C: We are renting and the rent still the fifth, first.(дифитс) defeats/ theft.

SW: That’s correct and today is the […седие] let’s take a look at what we can do for the resources in that area. Have you considered a moving in with relatives.

C: Yeah, but it will cost us money to move in with relatives and I just have that kind of money right now.

SW: That’s understandable. With respect to and just finalizing us a clarifying question. We’ve established essentially all of your needs and how we gonna be able to further assist you doing that paperwork, it does seem that it be a good qualifier in these areas from the information that you’ve given me. My question would be at this time – we could most of the way get your word to those offices so that all the family could see a provider for the dental and medical – How long has it been since you last saw your doctor.

C: It’s been a year.

SW: Okay. Let me just make a note of that to make sure that we can get him in as soon as possible. And then let me ask you what your husband has been able to find in his search.

C: A couple of temporary jobs at seven dollars an hour and usually he makes fifteen dollars an hour and it helps stretch but it doesn’t’ pay the bills.

SW: That’s understandable. Has he updated his resume?

C: I think so, but I am not sure.

SW: Okay. Because may be an area of opportunity after you have seen the doctor what would you like to do, would you like to be – a stay at home mum or would you like to go back to the work field.

C: No, I need to go back to work.

SW: Okay, even if it’s part-time.

C: Uhu. Anything.

SW: Anything. Great. Well, because what I would suggest in the situation – how would you and your husband feel about coming to one of our free workshops where we could work on you resume, look for jobs by updating your skills and possibly a vocational program. We do offer free programs through the college of technology to be able to build on skills to make you more to make you more marketable to get back into the work field.

C: That’s great but what I gonna do about child care.

SW: We could most certainly look into that as an option of-, where we could…. It would just be for one night and class is one hour, in the evenings, when hopefully most people-, we scheduled that in the evenings for most people to be off work at that time is there anywhere else that you could leave the children for that time.

C: No, my sister watches the children when I need her to but she works nights.

SW: That’s understandable, so let’s make a note we’ll make sure that we get your reference for a childcare so that you could attend the free workshop and possibly get you there a lot faster and especially your husband by updating the resume.

And let’s take a look at the other issue you told me and that was the food, and the money you said you had run out. We do have some phone numbers and resources within the community that we could give you to help you at this time.

C: That would be great.

SW: Well, certainly. So we will do this if you do not oppose it sounds like we need to get you to fill out the paperwork so we could see what programs you do qualify for. We will get you the specific date for the workshop. We’ll ask you to fill out the forms and we’ll submit those today and that way we could do follow-up by a phone call, I know you came out of your way today and I could give you a phone call next week, by the latest Friday to be about if there’s I want you to qualify for and before you leave the office today we’ll make sure that you have all of those numbers to follow up for other resources, for both food and monetary funds.

C: And what if don’t have all the information you need today?

SW: What would be-, when would be the best time that you could get it back to us you could fax it in? It’s understandable, you may not have all the paperwork with you. Would you like to fax it in?

C: I don’t have access to a fax machine, I have to go back down. I could may be get it to you by tomorrow or the next day.

SW: That would be wonderful or the other suggestion I was gonna say. You could possibly stay with us, fill out the best-, the most amount of paperwork that you can do today and I was looking in your area, there is a local library that will send a free fax.

C: Oh! Okay.

SW: Just so you are aware. And that might be a better option because we know you are in financial hardship and gasping and what it is. And the overall suggestion that I was looking over if you don’t have any other questions or concerns…

C: I don’t think so.

SW: And I just wanna to ask, I am sure this has taken a psychological and mental toll on your family, would you have a group session with families or would you have a counselor that would be able to provide free services to address how everyone in the family is feeling at this time?

C: Okay.

SW: Compared to you feeling, compared to your husband and the children. You could provide the resource especially since you’ve been through this hard time and what we could do after that is you also gonna go to the next milestone in your life of going back to and [playing …] so we gonna make sure we set you up physically and mentally to prepare.

C: Okay. Thank you.

SW: So, thank for coming into, Lorry.

Task 17. Make up dialogues adapting your interaction style to the situation: The participants are as follows: