4. Introduction

This unit describes the skills and knowledge required to communicate effectively with clients, colleagues, management and other industry providers. 

This unit applies to a range of health and community service contexts where workers may communicate face-to-face, in writing or using digital media and work with limited responsibility under direct or indirect supervision. 

4.1.1 Use verbal and non-verbal communication to enhance understanding and demonstrate respect

Effective verbal communication is important to build and maintain positive working relationships and to encourage cooperation and involvement in services. Therefore you need to pay attention to your verbal communication in the following ways:

• Think before you speak - try and think about what you want to say beforehand and think about how it is best worded, and what tone and other non-verbal language to use. Pauses can be a way to think about what you have heard before responding and also helps the other person take the information in that you have delivered.

• Consider using pauses in a sentences: Pauses can be a way to emphasise your message. For example, when talking to a client, you might say, 'After this flu injection, please (pause) wait here 15 minutes before leaving.' You have caught the client's attention and they are more likely to remember how long they need to wait before leaving.

• Be up to date by ensuring you have checked that what you communicate is current and accurate. For example, has the criteria for medicare benefits for participating in counselling / psychological sessions changed and if so is your client still eligible?

• Be clear paying attention to pronunciation, grammar and the speed in which you speak: 

If we use grammar incorrectly  people can misunderstand us. For example, "I go to the store yesterday."  It's confusing. Are you talking about the past or now? or confusing pronouns, like,  "When John met Mike, he was angry." Who was angry? John or Mike?

When we talk too fast or pronounce words unclearly, it can be hard for others to understand us. Our clients can’t keep up       or catch important words.

For example: “Iwenttothestoreandboughtsomeeggsandmilk,"  is hard to understand when it's all rushed together.
 

Poor pronunciation - If you don’t say words clearly, they can sound like other words.  For example, saying “tree” instead of      “three” or “gonna” instead of “going to” can confuse people, especially if they don’t know the slang or accent.

Australians can be difficult to understand as they can speak by running words together, making it hard for non-English             speaking clients. Example, 'goodonya.'

• Be polite and professional which includes not pointing either at the person you are talking with or at others. Gesturing is fine but pointing is considered rude in many cultures. Remember from earlier learning, what is polite or acceptable in one culture may be rude or unacceptable in another. Can you remember any examples? Touching the head for example? 

Sources * https://www.mvorganizing.org/what-percentage-of-information-do-we-retain-through-words/ 

https://jackmalcolm.com/2012/08/how-much-of-your-presentation-will-they-remember/ 

All of your non-verbal behaviours - the gestures you make with your hands, your posture and eye contact send strong messages. They can make someone feel comfortable, build trust and draw people towards you.  

For example, by nodding when you say 'yes,' you are confirming and reinforcing a message. This is important in community services industries where people may be stressed and unsure about seeking support. 

However non-verbal communication can also create confusion, be offensive and even create mistrust and result in a person not accessing a community service for support.

Hokkaido University, Japan study

In a study completed at Hokkaido University, Japan, researchers had participants watch videos of female faces that were computer-generated. Some of the face animations nodded their heads, others shook their heads and others were still. Participants were asked to rank which faces they liked and felt they would be able to approach. 

The nodding faces were the ones they liked and felt they would be able to approach. * 

What does this show? 

This shows the importance of positive body language / approachable facial expressions when communicating to build engagement and positive working relationships.

Sources * https://yourfuturenow.com.au/what-is-non-verbal-communication/ 

https://www.helpguide.org/articles/relationships-communication/nonverbal-communication.htm 

https://enableme.org.au/

For example, if you say to someone, 'Uh-huh, yes, I understand,' but you are continuing with a task or don’t make eye contact, looking out the window or at the floor, they will probably feel that you are not listening, you do not understand and are not interested.  

For example, a person who continually nods and smiles in understanding but sits with arms tightly folded against their chest may simply be cold.

In a community services setting, you will need therefore to observe both verbal and non-verbal signals to reinforce the meaning of the words you use, which will help build trust and draw people towards you. 

Sources * https://yourfuturenow.com.au/what-is-non-verbal-communication/ 

https://www.helpguide.org/articles/relationships-communication/nonverbal-communication.htm 

We communicate with people daily at school, at home, at work and in the community. 

How we communicate with others is important when we want to send a specific message to someone or we want to work with other people to achieve a specific task.

Effective communication is important in community services organisations for clients and co-workers to:

• Build respectful and trusting working relationships which supports decision-making and cooperation 

• Reduce the likelihood of disagreement and misunderstandings with clients and co-workers and associated stress

• So that tasks are carried out accurately and in a timely manner 

• So clients get the information and support they need 

Sources*https://everythingwhat.com/why-is-communication-important-in-health-and-social-care-settings 

4.1.2.0 Principles of Effective Communication

Effective communication ensures information is shared clearly, accurately, and respectfully, helping to build understanding, trust, and collaboration with clients and colleagues. Key principles are:

• Clarity: Use simple, clear language and avoid jargon unless explained.

• Active Listening: Focus on the speaker, reflect back understanding, and ask questions for clarification.

• Respect: Communicate in a way that values diversity, culture, and individual needs.

• Appropriateness: Match communication style and tone to the situation and audience.

• Feedback: Encourage and respond to feedback to confirm understanding.

• Confidentiality: Ensure sensitive information is shared only with authorised people.

Effective communication only occurs when a message is sent (sender) and the message is understood by the receiver. 

It begins with the sender. To send a message, a person must say or do something that represents an idea.

If someone sends a message and there’s no one to receive it, is it communication? 

No it is not communication. This is because communication needs both a sender and a receiver. *

We are going to conduct an activity where you will have the opportunity to see how a message can be misinterpreted by the receiver.

Source * https://psychcentral.com/blog/anger/2016/01/communication-sending-and-receiving-messages#1 

types of communication

Each type of communication fits a different purpose and setting. Recognising which one to use can make your message more effective and appropriate.  Here are a few:

1. Formal Communication: Planned, professional, and often follows rules or structure. Used in workplaces, schools, official settings.

Example: A manager sends an email to staff about company policies.

2.  Informal Communication: Casual, spontaneous, and often personal. Happens between friends, classmates, or colleagues in relaxed settings.

Example: Two students chatting during lunch about their weekend plans.

3. Collaborative Communication: People work together, share ideas, and solve problems as a team. It’s open, respectful, and cooperative.

Example: A group project team discussing who will do each part of the assignment.

4. Therapeutic Communication: Supportive communication used in healthcare or counseling to build trust, listen with empathy, and help others feel understood.

Example: A therapist says, “It’s okay to feel overwhelmed.  Let’s talk about it together.”

5. Motivational Interviewing: A guided, non-judgmental conversation to help someone find their own motivation for change. Common in health, coaching, and therapy.

Example: A nurse asks a patient, “What matters most to you about your health?” to encourage them to quit smoking.

6. Coercive Communication: Forceful or manipulative communication where someone uses pressure or threats to control others.

Example: A manager says, “If you don’t do this, there will be consequences.”

People from different cultural backgrounds (cultural beliefs, values):

• Where possible research the different beliefs of different ethnic groups to better prepare and avoid offence as people may have very different ideas about what is appropriate and what is not. 

For example, in many parts of Asia such as Thailand the head is sacred and should not be touched.

Beliefs about the role of different family members in personal life should be understood to avoid people withdrawing from a service. 

For example,  the oldest male in the family in Pacific Islander communities like Fiji and Samoa are often the person who decides on the medical treatment for other family members which is not questioned. This means you may have to communicate with the whole family to get the 'older male' on board. *

• Ask how the person prefers to be addressed (example their full name or their first name only and if they have a preference to be supported by a particular gender when accessing support or care.)

Taboo (off limits) Topics:

Across all cultures there are many 'taboo' (off limits) topics and should should tread carefully and as a general rule only talk about the things that are needed. Taboo topics can include sex and sexuality, politics and religion.

For example, in India talking about divorce is taboo as divorcees can be shunned by their family losing respect and status. *

Religious beliefs:

• Be aware of prayer times and rituals across different ethnic groups; attending a temple or Mosque or church means appointments will not take priority. In order to show respect and encourage effective communication organise appointments around these rituals.  

For example, you might suggest ten different appointment times across a four week period to which a Muslim client say's 'No.' You might think they are not wanting (avoiding) a service whereas in fact it might be that this is the time of Ramadan- the Muslim month of fasting which means they are not disrespectful or deliberately being difficult. 

To avoid wasted time through missed appointments know this in advance or ask the client, 'What days and times are best suited to you?' and try and be flexible.  

Age: 

As people age there may be conditions that impact communication such as hearing or vision, pain and medication effects. Adapt your communication accordingly. 

• Be calm, speak clearly, be patient and use active listening skills

Health

A client’s health can influence how a community service worker communicates with them. Conditions such as hearing loss, mental illness, or cognitive impairments can affect a client’s ability to understand, remember, or respond to information. 

For example, you might be supporting elderly clients in an aged care facility diagnosed with early-stage dementia, a condition that affects memory, thinking, and communication. To support these clients who can come confused during conversations. you would:

• use simple, clear language and 

• speak a little slower

• repeating key points when needed and 

• provide written summaries for the client to refer to later

Children

• Use simple language

• Get down to their level (example, kneel down)

• Distract with toys

Disability

A disability is a physical, mental, sensory, or cognitive condition that limits a person’s movements, senses, or activities, affecting how they interact with the world. Examples of how disability can influence communication in health or community services:

• Hearing impairment – May not hear spoken instructions
  Example: Needs a sign language interpreter
  
  

• Speech/language disorders – May struggle to express needs
  Example: Needs more time to speak or alternative communication tools
  
  

• Cognitive/intellectual disability – May not understand complex language
  Example: Needs simple, clear instructions
  
  

• Vision impairment – Can’t rely on visual info
  Example: Needs verbal explanations instead of written material
  
  

• Mental health conditions – May affect focus or emotional responses
  Example: Needs a calm, patient communication approach

Emotional state

A person's emotional state can significantly impact communication.

• Strong emotions (e.g. fear, anxiety, anger, or distress) can affect how a person listens, speaks, or understands information. Example: A scared patient may struggle to absorb important details or may appear uncooperative due to stress.

Sources *https://www.commisceo-global.com/blog/10-taboos-to-avoid-when-doing-business-in-india 

https://www.skillsyouneed.com/ips/barriers-communication.html 

Confirming understanding can occur throughout or at the end of a discussion. 

Can you recall from earlier learning how can we confirm a person's understanding?

• We can confirm a person's understanding by repeating the important parts of what you have said including appointment times. 

• Ask closed questions such as, Do you have any questions? or 'Do you mean?' 

• You can also ask specific closed questions about important information such as, ' Can you tell me when your next appointment is?' or 'So you are going to go to the anger management group session this afternoon at 11:00 am at the YMCA?'

• Summarising important information using words and phrases that take the focus off the person to ensure they don't feel like they haven't been listening. For example, 'If you don't mind, I'm going to repeat this information again to make sure I didn't forget to give you any important information.'

You can also ask for the message to be repeated. 

You can also paraphrase (put into your own words) what you have heard back to the speaker, so they can confirm your understanding as well as their own, or correct any misunderstandings. 

Requests should be respectfully listened to and fulfilled when possible. If they cannot be carried out,  clear, direct and accurate information should be provided stating why the request cannot be fulfilled and if needed repeated to get your point across. 

For example, a client might request their child attend your childcare centre on a Monday, Thursday and Friday, however the centre is filled to capacity on Monday's.  You would then clearly offer a different day alongside Thursday and Friday and suggest their child is placed on the wait list also for their preferred day.*

Source *https://theimportantsite.com/10-reasons-why-questioning-is-important/  

• Summarising the information to let the person know that you have understood. This involves using your words to repeat what the speaker has said. You focus on the main points of the message and repeat them clearly, allowing for the speaker to correct you if needed. For example, 'I heard you say that it really makes you angry when your partner spends all their weekly wages at the pokies because there is no money left to bug groceries for the family.' Is that correct?

Non-verbal active listening includes:

• Maintaining eye contact (ensuring this is culturally appropriate)

• Nodding your head - not necessarily in agreement with what the person is saying but showing that the speaker's message is being listened to and understood

• Smiling demonstrates you are paying attention

• Posture- turning your head slightly to one side or leaning slightly in or to the side can demonstrate attention and interest

• Avoid distractions - active listeners do not fidget with their hands, phone, pens or look outside the window, at the clock or their watch or talk to another person about something else

Open questions begin with, Who, What, When, Where, How and Why (be careful using 'Why' as it can lead to feelings of defensiveness.) 

Consider a person who discloses they are using illicit substances daily and you ask the question, 'Why haven't you been able to make the changes that you have said you want to make?' While you are seeking to understand the person's challenges this can also create a feeling of 'uselessness' and the client feeling they need to justify themselves which is not what you are aiming to achieve. 

Closed questions can also be effective when communicating with clients from non-English speaking backgrounds as they are not requiring a great deal of information and can reduce misunderstandings and confusion. 

They can be useful when you are seeking specific information from a client. For example, you might need to assess the severity of a client's substance abuse after they confide they are wanting to undertake a detoxification (detox) inpatient program because their substance use has resulted in not being able to have contact with their child. Detox is the process of letting the body remove the drugs in it. The purpose of detox is to safely manage withdrawal symptoms when someone stops taking drugs or alcohol.*

With this example, you might ask a series of closed questions to start with such as: 'Have you used today? How much have you used? Have you tried to detox before? Where did you detox - at an inpatient facility or as an outpatient? At home?

Then you might explore this further by asking open ended questions to explore the type of substances used, triggers to using, asking 'if you had a magic wand and you woke up tomorrow, what life might look like if they were able to go a day, a week without craving or using?'

The challenge here is to know how to close the conversation, important with talkative clients. You might say, ' It's 4:45 pm and I have another client to see, so I'll see you at your next scheduled appointment Mr Wright.'

Sources https://www.mindtools.com/pages/article/

https://www.whoson.com/customer-service/8-probing-questions-to-use-in-customer-service-conversations/ 

Motivational interviewing (MI) is a counselling communication technique used across community services, health care, the criminal justice system and education. Its aim is to support people to strengthen their personal motivation to make positive changes. MI involves:

• Being non-judgemental - listening and asking questions to understand the person’s viewpoints and experiences and accept the person's right to make decisions about making changes or not changing  

• Expressing and showing empathy - 'I understand where you are coming from,' can help a client feel heard and respected for their opinions

• Change talk - supporting not forcing the client to see the mismatch between where they are at and where they want to be to then support the clients ability to believe that change is possible. For instance,  'What are the three best reasons for you to make this change?' and 'How might you go about making this change?' and 'What you you think you will do?' 

• Open ended questions to encourage the client to explain/provide more information (How, When, Where, How, Why)

• Affirmations (identifying the strengths of the client- 'It took a lot of strength to come today. You are very brave.'

• Reflections (putting the client's information into your own words while also expressing your understanding of the client's feelings making them feel valued and listened to. For example, 'It sounds like you really see the benefit to making this change but are unsure how to go about it?'

• Summaries (drawing the communication to a close by summing up the main ideas.)*

Source * https://motivationalinterviewing.org/understanding-motivational-interviewing

As a community services worker you have legal (set out in law) and ethical (considered the right thing to do) responsibilities and must carry out these legal and ethical responsibilities and duties at all times. These laws are covered in earlier units of competency. 

For example, most workers understand it is a legal responsibility, a worker does not 'steal.' Imagine you are working in an aged care facility with vulnerable clients. 

An elderly client drops a sum of money from their bag unknowingly and you observed this while assisting them to get on a bus. 

Do you pick it up? Do you return this to the elderly client or keep it yourself? What do you do? 

It is considered an ethical duty here where the right thing to do would be to return the money to its rightful owner. 

As discussed previously, Legal and ethical responsibilities are set out in the following legislation (and enforceable by law): 

• Privacy Act 1988 

• Sex Discrimination Act 1984 

• Age Discrimination Act 2004

• Disability Discrimination Act 1992

• Racial Discrimination Act 1975

• Work Health and Safety laws *

In regard to these laws, ethical decision-making are decisions you make that support patient privacy, diversity, and safety and health, as well as other personal needs. 

They are decisions you make that provide a high level of professionalism, respecting the rights, needs, and personal beliefs, attitudes and practices of your patients. 

Conflicts of interest may sometimes arise in your workplace such as in your role as Intake Child Protection worker, you take a call from a person who wants to make a report about a family you identify as being connected to you (the children are your partner's sister's.) 

In this instance, you would politely re-direct this call to another Intake worker and alert your supervisor to this conflict of interest ensuring you are restricted from accessing information on your data system about this report. 

Your workplace will also have policies in place that you must follow involving conflicts of interest and when in doubt ask your supervisor /manager or Human Resources Department. 

Source * https://humanrights.gov.au/our-work/employers/quick-guide-australian-discrimination-laws 

Community service organisations can ensure the confidentiality of their clients through:

• Storing all personal information in a secure location with access only allowed by staff members who need this information

• Password protection to control who has access

• Provide clients with privacy when filling out forms that ask for their personal information

• Provide regular training to staff about the importance of not discussing clients outside the organisation in their personal lives and only with those who need this information

• Request new staff sign a confidentiality agreement at the start of their employment which includes information about consequences for breaches*

Source * https://www.goodtherapy.org/blog/psychpedia/client-confidentiality 

4.1.5.2 Discrimination legislation (Law)

Specifically workers need to be aware of and ensure they follow anti-discrimination laws to ensure no person is prevented from participating in or accessing services due to for example, their race, gender, ethnicity, age and disability. 

Your workplace will have policies and procedures in place for you to access to ensure you are aware of and up-to-date with these laws and it is also your responsibility to ask Human Resources or your supervisor when in doubt. 

For example to protect a client, visitor or volunteer from physical harm due to an unsafe working environment or violence from others using the workplace, you need to know and follow your workplace's Work Health and Safety policies and procedures and raise any safety issues with your supervisor or designated Work, Health and Safety members.  

Source * https://www1.health.gov.au

It is important from the beginning of your communication with a client that you are clear about your role and establish boundaries (explain your working relationship) to prevent the lines between client and worker becoming blurred.  This is important to avoid misunderstandings, breakdowns in communication and unrealistic expectations. 

For example, you might calmly and politely say to a new client attending your service to explore parenting support, 'I am not a Family Counsellor, but I am the receptionist responsible for sharing information about what our service offers. I will do m best to answer your questions about the service to help you decide if this is the right service for you.' 

This also means that you shouldn’t do things or make decisions which are not part of your normal job role. For example, as a receptionist at a Family Counselling Service such as Anglicare Bendigo, you would NOT suggest over the counter medication for a client who is experiencing insomnia as you are not a medical practitioner or psychiatrist. Instead you might explore possible stressors in their life that might be contributing in your role as a Family Support Worker and suggest the client attend their GP for medical advice also.

You must also maintain professional boundaries and not become personally involved. For example, it would not be appropriate to agree to go for a coffee with a client after work or offer a homeless person you are working with in your role as a 'Housing Support Worker,' a temporary place to stay at your home. 

Your job role will be set out in your job description and your responsibilities guided by your qualifications and level of experience. Relevant workplace laws, policies and procedures will also guide your job role and responsibilities. If you are unclear about your job role or responsibilities you should clarify this with your supervisor or direct line manager in the first instance.*

For any unresolved conflict situations involving for example, clients, colleagues and other organisations and situations that you become aware of that may involve a breach of procedures (for example confidentiality breach or discrimination against a client or colleague) you have a responsibility to raise these concerns according to your workplace policies and procedure. This may mean speaking to your line manager or Human Resources or an external body. 

Source* https://www.ausmed.com.au/cpd/articles/professional-boundaries 

In Victoria, if you form a 'reasonable belief' a child or young person (under 17 years of age) is at risk of suspected abuse or neglect,  you have an ethical or moral obligation to report this to the nearest Department of Health and Human Services (Child Protection). This is as stated above one exception where personal information normally protected under the Privacy Act (1988) does not apply. 

In addition certain professional groups of workers are legally mandated (legal requirement) to report suspected cases of physical and sexual abuse. *

In Victoria, under the Children Youth and Families Act 2005, mandated reporters must make a report to child protection if:

•   in the course of practising their profession they form a reasonable belief that a child has suffered or is likely to suffer significant harm as a result of physical injury or sexual abuse, and

•   the child’s parents have not protected or are unlikely to protect the child from harm of that type

The report must be made as soon as practicable after forming the belief and after each occasion on which they become aware of any further reasonable grounds for the belief.

What is a reasonable belief?

A reasonable belief is formed if a reasonable person, doing the same work, would form the same belief on those grounds, based on the same information.

If you work in the following professions you are a Mandatory Reporter and everyone else has an ethical or moral responsibility to report suspected cases of child abuse. Child Protection is everyone's responsibility.

Mandated Reporters in Victoria:

• registered medical practitioners

• nurses

• midwives

• registered teachers and early childhood teachers

• school principals

• school counsellors

• police officers

• out of home care workers (excluding voluntary foster and kinship carers)

• early childhood workers

• youth justice workers

• registered psychologists

• people in religious ministry*

Source * https://providers.dffh.vic.gov.au/mandatory-reporting  

4.1.9.1 Ethical decision making and Conflicts of interest 

In community service industries you will need to collaborate with colleagues within your organisation and with colleagues outside of your organisation. 

For example, working in Juvenile Justice, you will need to collaborate with your colleagues to manage tasks and responsibilities in regard to your client’s welfare and negotiate breaks and annual leave to ensure there is appropriate staff coverage at all times. 

You will also need to collaborate with colleagues outside the organisation. For example, advocacy support services for young people (12-21 years of age) involved in the criminal justice system who may also have drug and or alcohol issues and family relationships issues. You might refer them in this instance to YSAS Bendigo (Youth Support and Advocacy Service).

When colleagues do not collaborate best outcomes for clients can be compromised and working relationships strained which can also lead to reduced job satisfaction and reduced productivity.*

Sources * https://www.police.vic.gov.au/sexual-offences 

  https://www.nutcache.com/blog/the-importance-of-collaboration-in-the-workplace/ 

For example, effective communication requires that you follow the confidentiality requirements legally enforceable by the Privacy Act before you give out personal information (ask yourself, 'Does this person need to know this information?) 

The meeting will then occur at the agreed time, day and venue. 

Meeting Minutes are notes taken of discussions and decisions made in the meetings about each of the Agenda items. It is important that the right person takes the Meeting minute notes because the note-taker must be able to quickly determine which information is important and which can be left out. 

Meeting notes are important because they can be used to provide future reference to draw on (facts, conflicts, decisions, votes taken, attendees, give information to absent staff, provide reminders of action steps to take and by whom and measure progress and effectiveness of team members in terms of their expected actions agreed upon at these meetings.) In more formal settings such as a workplace performance issue, Minutes are taken and kept on file as a legal document. 

At a minimum Meeting Minutes for a meeting will generally include:

• A subject title, date, time 

• List of attendees/ Location

• Agenda items (what is to be discussed?)

• Update on action items (all items you want your team to provide feedback on)

• Date and time of next meeting

• Expected actions of team mates by the next meeting

• Items to be discussed at next team meeting *

Source * https://www.zippia.com/advice/meeting-minutes/ 

For example you would speak to Human Resources if you had an issue with your wage or salary, a designated Health and Safety Representative (HSR) or your supervisor about  a work, health and safety issue and your direct manager about a change of work hours. 

Lines of communication occur also between your organisation and external organisations. For example, in Child Protection, Child Protection workers will on a daily basis communicate with family Support organisations in relation to children and families, doctors, schools and the police to gain and share information in order to assess risk issues and reduce risk through support referrals.

When communicating with other services it is important to:

• Understand their role including their limitations

• Be aware of who to speak to for the enquiry or type of communication you want to make 

• Be aware of their preferred form of communication, email, phone, web enquiry, or in person

• Be aware of waiting times, for example, don't ask for a support service to meet a family within two days when you know the usual time frames they work to. *

Source * https://www.datis.com/resource/the-importance-of-an-organizational-chart/ 

If you are working in the industry then you will probably use such terminology daily and without much thought. 

It is important that as an employee you understand terminology not only in your workplace such as in childcare, aged care or Juvenile Justice but also the industry terminology used within organisations you will have communication with as part of your job role (example, medical professionals and medical specialist and mental health services.)

This will support you to better assist clients and avoid misunderstandings and errors being made that can impact clients care and well-being. If you are in doubt about a term or acronym (an abbreviation formed from the initial letters of other words and pronounced as a word  such as HACC- Home and Community Care), ask a colleague. However, this may not always be possible. It is important to learn, and remember, the terminology used in your job role. *

Source* https://www.proofreadnow.com/blog/dos-and-donts-for-using-industry-jargon 

• Greeting and address clients in person and on the phone, such as 'Good morning, Good afternoon.'

• Responding to client requests and queries through email and other correspondence such as letters

• Addressing colleagues in the presence of clients 

• The correct procedure for reporting and documenting Work, Health and Safety 'near misses' and  incidents

• Reports and/or handover notes relevant when working across shifts

Source * https://www.datis.com/resource/the-importance-of-an-organizational-chart/ 

Why Linking with Support Services is Important

In health and community services, no single organisation can meet all the complex needs of a client. Many people who seek support may be experiencing issues across several areas – such as mental health, housing, financial problems, disability, or family conflict.

Linking with other services (also called inter-agency or cross-agency communication) is important because it:

• Provides holistic care by addressing all areas of a client’s life.

• Ensures timely referrals so clients get the right help from the right professionals.

• Encourages collaboration to improve outcomes for individuals and families.

• Prevents clients from “falling through the cracks.”

Example:

If a young person presents to a youth worker with signs of depression and homelessness, the youth worker might:

• Refer them to a mental health service for counselling such as Headspace.

• Connect with a housing organisation to help them find safe accommodation such as Youth Homelessness Service Anglicare.

This ensures the young person is supported emotionally and practically.

Examples of Support Services and How They Assist Clients

1. Mental Health Services (e.g. Headspace, Child, Adolescent and Mental Health Services (CAMHS):

   • Provide counselling, mental health assessments, and therapy.

   • Help clients manage anxiety, depression, trauma, or other mental health challenges.
     
     

2. Housing Support Services (e.g. Haven Home Safe Bendigo and Anglicare Bendigo (Youth)

   • Assist individuals and families who are homeless or at risk.

   • Help find emergency accommodation or apply for long-term housing.

These services often work together, sharing updates and making joint plans to support the client’s progress.

Interrelationships Between Parts of the System: Why They Matter

Knowing how different services interrelate (or connect) helps staff understand:

• Who to contact and when to refer a client.

• How to coordinate care effectively.

• Which services offer the right type of support.
  
  

Example:

A school counselor who understands how the child protection system works can make a faster, more accurate referral to Child Protection Services if there are concerns of neglect or abuse. This can lead to early intervention and better protection for the child. 

Roles and Responsibilities in Health and Community Services

Different workers have different responsibilities depending on their training and role. Some examples include:

Role and responsibilities

Social Worker: Provides counselling, crisis intervention, advocacy, and case management. Often supports vulnerable individuals and families.

Youth Worker: Supports young people through mentoring, engagement activities, referrals, and advocacy. Builds trust and connection.

Nurse: Delivers clinical health care (e.g. medication, health checks), education on health issues, and supports recovery.

Case Manager: Coordinates services for clients, develops care plans, monitors progress, and ensures communication across services.

Personal Care Assistant / Support Worker: Assists with daily living (e.g. showering, dressing), provides companionship, and helps clients stay independent.

Interrelationship (link) between health and community services 

The wide range of health and community care services from medical care to welfare services all inter-relate (or connect) and work together. 

Different organisations have different skills and resources. For example, a doctor can help with health issues, a counselor 

can help with mental health and a housing service can help someone find a safe place to live.  By working together, they can give the person full support, not just part of it.

Knowing the interrelationships between different parts of the system can improve service delivery.

Example:

A youth worker is supporting a teenager who is experiencing anxiety and regularly missing school. The youth worker understands the interrelationship between schools, mental health services, and family support services. They:

• Communicate with the school counselor to understand the student’s needs.

• Refer the young person to a mental health service for professional counselling such as Headspace.

• Connect the family to a parenting support program to help improve the home environment, for example Parentzone at Anglicare.

How this improves service delivery:

• The teenager receives coordinated care that addresses both their emotional well-being and home situation.

• The school, youth worker, and mental health service work together, leading to better outcomes.

• The young person is more likely to return to school, feel supported, and recover faster.
  
  

Two Examples of How Interrelationships Benefit Clients

1. School + Youth Services

   • A school identifies a student at risk of dropping out.

   • They refer to a youth service that provides mentoring and family support.

   • Outcome: Improved school attendance, emotional support, and family engagement.
     
     

2. Hospital + Community Support

   • A hospital discharges an elderly patient after hip surgery.

   • A case manager links them to a support worker for home care, and a physiotherapist.

   • Outcome: Safer recovery at home and reduced chance of re-hospitalisation.
     
     

The Importance of Keeping Up to Date

As a community or health worker, it is your responsibility to stay informed about:

• Available local services.

• How to refer clients.

• Who to contact in other organisations.

• Any changes in policy or service availability.
  
  

This ensures you are giving current, accurate information to clients and providing the best support possible.

Communication Between Services (Cross-Agency Communication)

Cross-agency communication works best when:

• Everyone understands each other’s roles and areas of expertise.
  
  

• Professionals follow the agreed lines of communication and referral pathways.
  
  

• All parties respect confidentiality while sharing relevant information.
  
  

Example in an Early Childhood Setting:

 An educator notices delays in a child’s speech. They:

• Talk with the family and refer to a speech therapist.

• Also communicate with a maternal and child health nurse.

• Together, they support the child’s development with a coordinated plan.

Evidence shows that person-centred care results in better health care results because people feel more motivated when following a plan they have input into and is tailored to their needs and wishes. 

Person-centred care can also help the client or patient feel more at ease and positive about the service they are receiving. 

There are benefits for the professionals and organisations providing person-centred care to.

Because the client can feel more motivated and willing to follow their care plan, this can have a flow on effect where the professionals can experience greater job satisfaction working with their clients in seeing the benefits. 

Person-centred care can also be more cost efficient and time efficient because clients and patients are more cooperative with their personalised plans. This means community support and health care professionals are less likely to be prescribing medication that patients will not take or referring them for services they will not engage with. In other words, taking any course of action without ensuring that it is line with a patient’s preferences and priorities is potentially a waste of time and a waste of financial resources. 

A person-centred approach involves:

• Talking with the person rather than about them

• Planning and brainstorming with the person rather than for them

Examples of person centred care include providing a client information abut the benefits and risks for managing mood disorders through prescribed medications, group therapy, cognitive behavioural counselling or lifestyle changes or a combination of some or all of these. 

It might also involve negotiating a treatment plan for people with recurrent mental health problems; working with them during a well period to plan for how their treatment should look when they are less able to choose to prevent choice being taken out of their hands. *

Sources *https://www.safetyandquality.gov.au/our-work/partnering-consumers/person-centred-care 

 https://www.safetyandquality.gov.au/our-work/partnering-consumers/person-centred-care 

As a client and patient's condition changes over time, the make-up of the team may change to reflect the changing needs and wishes of the client or patient. For example, a client may have been receiving drug and alcohol support to manage withdrawal from pain medication as part of their care team plan. 

At a scheduled care team meeting the client with the support of their drug and alcohol counsellor may identify they have achieved their goal of making lifestyle changes and no longer require this drug and alcohol support. The drug and alcohol service is then stopped to be re-engaged if needed. 

To be able to deliver effective and timely community and health care for patients and clients, professionals need to be able to work together as a team which means regular communication, cooperation, problem-solving and transparency. This is where following lines of communication (that is, who to contact in an organisation) and understanding terminology used across different services becomes essential.*

Example 1: Multidisciplinary team working with a family where multiple parenting issues exist might include:

• Allied health professionals such as a maternal and child health nurses and speech pathologists

• community services professionals such as domestic violence support services, intensive family support services to provide parenting skills education, childcare and housing support. This coordinated support can improve outcomes for families.

Example 2: Multidisciplinary team: A client with mental health issues is experiencing housing insecurity or homelessness 

Mental health and housing services work together to support a client struggling with mental health issues.  Mental health counsellors manage emotional needs, while housing staff handle practical issues. With stable housing, the client's sense of safety and control improves, which with the mental health team then able to more effectively focus on therapy or medication without the constant disruption of unstable living conditions. This joint approach can help improve the client’s overall well-being.

Source * https://www.health.nsw.gov.au/integratedcare/Pages/multidisciplinary-team-care.aspx  

Under Medicare, the Australian federal and state governments also jointly fund public hospital services so they are provided free of charge to people who choose to be treated as public patients. This includes specialist clinics at the hospitals including paediatrics and child health, psychiatry, rehabilitation and obstetrics (pre-natal and post-natal care) and gynaecology (dealing with the health of the female reproductive system) and dental health services* 

Most pathology collection services are funded by Medicare for Medicare cardholders. Some tests require upfront payments with a rebate (sum returned under the Medicare scheme). For example, while a Optometrist (primary eye care service provider) is generally medicare funded an Ophthalmologist (provides diagnostic treatment and management of eye diseases eye specialist) generally will require an upfront payment.

The Pharmaceutical Benefits Scheme (PBS)

The Pharmaceutical Benefits Scheme (PBS) ensures that all Australians have access to 'life saving' and preventative medicines free of charge or at a subsidised (reduced) cost. About 140 medicines are covered under the PBS and are available to Australians who have been prescribed them and hold a Medicare card. *

Private Health System

Australians can choose to pay for Private Health Insurance also which enables them to choose their doctor, hospital, specialist and timing of procedures. It can also assist in subsidising (reducing the cost) of healthcare services not covered by Medicare like physiotherapy and podiatry. The private health system reduces pressure on the public system for access to services and procedures by reducing wait times. *

National Disability Insurance Scheme (NDIS)

The National Disability Insurance Scheme (NDIS) is an Australian Government scheme that funds costs with disability. The NDIS funds Australians under 65 with a 'permanent' and 'significant' disability to full funding for what is considered to be 'necessary and reasonable' to support their needs related to their disability.*

Sources * https://www.provision.com.au/article/optometrists-vs-ophthalmologists/ 

https://medicine.unimelb.edu.au/school-structure/obstetrics-and-gynaecology 

https://www.privatehealth.gov.au/

It might be a situation where a person might be speaking in another language or presenting as emotional providing you with signs of potentially difficult or complicated situations. You need to know your oganisation's policies and procedures for reporting any difficult situations.  

Every person is different and will not always respond in the same way, but you should try and identify possible constraints so you can then use various strategies to try and support the client. 

Strategies to resolve the constraint:

• Don't take it personally and react emotionally - often when angry it is easy to say things that the person does not mean.

• Do not tell the person to calm down as when people are angry they are reacting with the emotional part of the brain and often cannot see reason with this statement possibly inflaming the situation. 

• Do not try and match the volume of your voice with theirs, lower your voice, give the person space by taking a step back; show open body language- arms at your sides and palms facing outwards

• Speak calmly and use active listening techniques (let the person speak; try not to interrupt; respond by summarising what they have said to show you have been listening

• Don't make promises - such as 'We can get you in to see the counsellor in 5 minutes,' when you know there is another client waiting first.'

• Set boundaries by firmly but calmly explaining your role, what you can and can't do and warn the person that abusive behaviour is not acceptable. 

Example, 'I want to help you. I am here to help you, but I can't do that if you continue yelling at me. Please lower your voice.'  

• If you feel your personal safety is under threat let the person know where possible when you are going to seek further help in line with your organisation's procedures. *

Identify the constraints to effective communication in the advertisements

The following 'I' statements can be used with clients (for example, when supporting an adolescent and parent in a family support service). They can also be used between colleagues (workers) in an organisation where there has been conflict. 

For example, instead of saying, ' You're not listening to me,' you could say, ' I feel like I'm not getting a chance to explain myself.'

I statements involve:

• Using an 'I' statement about how you feel (an emotion) NOT what the person has done or failed to do: 

For example, 'I feel annoyed, worried, angry, hurt....' 

• Refers to the behaviour, not the person. For example, 'when you don't explain new tasks but become frustrated with me when a task is not completed correctly. '

• Why you feel this way. 'This make me feel like I am not capable.'

• State what you would like or need to happen. For example, 'What I would like to see happen is,' or 'I would like you to..... explain or show me how to complete new tasks and ask me if I have any questions before asking me to complete a new task.'

When using assertiveness to manage conflict it is important to ensure you are not presenting as aggressive.*

Sources * https://www.cleverism.com/skills-and-tools/conflict-resolution/ 

https://www.goodtherapy.org/blog/psychpedia/i-message

"I' Message examples:

Blaming: 'You can't keep coming home so late. It is inconsiderate.'

'I' Statement: 'I feel worried when you come home so late, I can't even sleep.' Next step.. What you want to see happen.

Blaming: ' You never call me. I guess our friendship didn't mean anything to you.  

'I Statement: 'I feel hurt when you go so long without calling. I'm afraid you don't care. Next step. What you want to see happen. 

Sometimes, you might choose to avoid a conflict, because the issue feels small, you need time to think, or you’re uncomfortable speaking up. For example, a co-worker not cleaning the staff kitchen or taking your lunch is annoying, but you decide to focus on more important tasks for now.

Avoiding conflict can be useful in the short term, but if the issue keeps coming up and isn't addressed, it can build tension, reduce job satisfaction, and hurt workplace productivity.

Example:

Two workers have different ideas for growing the company. The more experienced one dismisses the other's ideas and dominates a team meeting. The less experienced worker chooses not to speak up, worried it might cause tension or make the workday harder.

By not raising their ideas, they may be seen as passive, which can make it harder to be taken seriously in the future. The company also misses out on potentially valuable ideas, and workplace morale can suffer, leading to lower productivity and possible future conflict.