1.1 Describe how a range of theories, models and approaches apply to communication and interaction in adult care

This guide will help you answer 1.1 Describe how a range of theories, models and approaches apply to communication and interaction in adult care.

Communicating effectively in adult care is fundamental. Theories, models and approaches give structured ways to look at how people interact and understand each other. These frameworks help workers and organisations provide the best support possible, respecting people’s preferences and needs.

Communication in Adult Care

Communication allows people to express themselves, make choices, and take an active role in their own lives. Good communication supports:

• Emotional wellbeing
• Physical health
• Independence
• Dignity

Many people in adult care settings might have specific communication needs. Workers must be aware of ways to reduce barriers and help everyone participate fully.

Communication Theories

Humanistic Theories

Humanistic theories, such as Carl Rogers’ Person-Centred Approach, put the individual’s feelings and experiences first. The approach values:

• Respecting people’s choices
• Listening without judging
• Showing empathy (understanding feelings from the other person’s point of view)

This approach helps build trust. People feel genuinely heard, which encourages them to communicate more openly.

Key elements:

• Unconditional positive regard (accept and value each person)
• Genuineness (being honest and real)
• Empathy (show understanding of how the other person feels)

Using the person-centred approach means treating everyone as unique. Each care plan and conversation should consider the individual’s background, skills, and wishes.

Behaviourist Theories

Behaviourist theories focus on observing and shaping behaviour using rewards and consequences. In communication, this means:

• Encouraging positive behaviours by responding in helpful ways
• Giving feedback to guide future interactions

B. F. Skinner’s Operant Conditioning theory is an example. It explains that communication can improve with positive reinforcement (praise, a smile, or attention when someone tries to communicate).

Application in practice:

• Thanking people when they make an effort to express their needs
• Offering clear, consistent responses to build confidence

This approach is very useful for people with learning disabilities, autism, or speech difficulties. Simple, repeated interactions supported by encouragement can make a real difference.

Social Learning Theory

Albert Bandura’s Social Learning Theory blends behaviourism with learner observation. People often copy or “model” communication they see:

• Watching how staff greet each other
• Noticing tone of voice, body language, and expressions

In adult care, workers set examples through:

• Speaking clearly and respectfully
• Using suitable gestures (such as nodding or smiling)

People learn what is expected by seeing how others behave. This modelling supports a positive care environment.

Transactional Analysis

Eric Berne developed Transactional Analysis (TA) to understand social interactions. He identified three “ego states”:

• Parent (standing for rules or advice)
• Adult (rational, based on facts)
• Child (emotional responses)

Every conversation shifts between these states. In adult care, using the ‘Adult’ state—calm, reasoned communication—promotes clarity and avoids misunderstandings. For example, when a person is upset, responding from the ‘Adult’ state helps calm the situation.

TA encourages:

• Self-awareness (recognising your own state)
• Adjusting your approach when needed
• Understanding why others might react strongly

Communication Cycle (Argyle)

Michael Argyle described communication as a cycle rather than a single event. The steps are:

1. Idea occurs
2. Message coded (put into words or actions)
3. Message sent
4. Message received
5. Message decoded (meaning understood)
6. Feedback provided

If any stage breaks down, communication might fail. In adult care, checking understanding is key. It could be as simple as asking, “Did that make sense?” or noticing a puzzled expression.

Tuckman’s Stages of Group Development

Groups communicate differently at each stage. Bruce Tuckman identified five phases:

• Forming (getting to know each other)
• Storming (conflicts start)
• Norming (rules and trust develop)
• Performing (working well together)
• Adjourning (group ends)

Staff teams and people using services both pass through these stages. Recognising where a group sits helps workers use the right communication style for each stage.

Communication Models

Shannon and Weaver Model

This is one of the first formal models of communication. It describes communication as:

• A sender encodes a message (puts ideas into words)
• The message travels through a channel (spoken, written, electronic)
• The receiver decodes (understands) the message
• Noise (background, misunderstanding, distractions) can interrupt

For example, if someone wears a hearing aid, background noise might block important information. Being clear, reducing distractions and checking understanding helps limit misunderstandings.

SOLER Model

Gerard Egan’s SOLER model outlines good non-verbal communication:

• S: Sit squarely facing the person
• O: Open posture (arms uncrossed)
• L: Lean towards the person (shows interest)
• E: Eye contact (as comfortable for the other person)
• R: Relax

This approach shows the person you are listening and that their words matter. It is helpful when supporting people who need reassurance.

Stages of Communication (Hargie)

Owen Hargie described communication as a process with different stages:

• Preparation (finding the right time and place)
• Initiation (making the first contact)
• Exploration (finding out more)
• Resolution (agreeing a way forward)
• Closure (ending the exchange appropriately)

Recognising each stage helps workers prepare sensitive conversations, such as discussing medical news or changes to care plans.

Communication Approaches

Verbal Communication

Verbal communication means using spoken words. In care settings, clear verbal communication:

• Reduces confusion
• Lowers risks of mistakes
• Supports understanding

Short, plain sentences help. Speaking slowly and checking back is useful, especially with people who have memory problems or speak English as a second language.

Non-Verbal Communication

Non-verbal communication is everything other than words. It includes:

• Facial expressions
• Posture
• Gesture
• Tone of voice
• Touch (where appropriate and with consent)
• Eye contact

People often trust non-verbal messages more than spoken words. If your words say “You are safe” but your face looks worried, the person might feel unsure. Matching words and actions build trust.

Augmentative and Alternative Communication (AAC)

Some people need different ways to communicate. AAC covers:

• Communication boards or books
• Symbols and pictures
• Electronic speech output devices

Workers support people to use AAC by:

• Learning how the tools work
• Adapting communication speed
• Being patient if answers take time

Active Listening

Active listening means giving your full attention when someone speaks. This includes:

• Nodding or saying “yes” to show understanding
• Repeating back key points
• Asking open questions (“How do you feel about…?”)
• Allowing silence so people have time to think

Active listening builds confidence. People are more likely to share concerns if they feel respected.

Total Communication Approach

Total communication uses every possible method to help someone understand or be understood. This includes:

• Speech
• Signs such as British Sign Language (BSL)
• Gestures
• Photographs
• Writing
• Technology
• Touch cues (such as tapping someone gently when it is their turn)

This approach is flexible. It works well for people with complex needs, progressive conditions, sensory loss, or learning disabilities. Workers should ask people and families what works best for them.

Biopsychosocial Approach

This approach considers three things together:

• Biological (health, senses, pain, fatigue)
• Psychological (thoughts, emotion, memory)
• Social (relationships, background, culture)

All these affect communication. For instance, someone who is tired or unwell might struggle to find the right words. If someone is anxious or upset, they might avoid eye contact or struggle to express themselves. Culture and language background can also influence how messages are sent and received.

Being aware of these factors helps workers choose the right approach for each person.

Barriers to Good Communication

Several things can prevent good communication:

• Physical: hearing loss, speech problems, pain or fatigue
• Emotional: stress, worry, anger or low mood
• Environmental: noise, poor lighting, lack of privacy
• Cultural or language differences

Theory and models help identify barriers. Workers can then plan what to do:

• Using hearing loops or clear writing
• Being patient if someone is anxious
• Offering quiet spaces

Reflecting on Communication

Reflective practice means thinking about your own communication and how it affects others. Workers can ask themselves:

• Did the other person understand me?
• Did I listen properly?
• What could I do differently next time?

This links to the Kolb Reflective Cycle, which has four stages:

1. Concrete experience (what happened)
2. Reflective observation (what went well or not)
3. Abstract conceptualisation (what could be learned)
4. Active experimentation (trying something new)

Reflecting improves confidence and the quality of care.

Empowerment and Communication

Empowerment means helping people speak up for themselves. Workers support this by:

• Giving information in ways the person understands
• Breaking down choices into smaller steps
• Using advocates if needed
• Respecting silence or protests

This approach supports dignity and human rights.

Law and Good Practice

Laws and standards guide communication, such as:

• The Equality Act 2010 (everyone should be able to communicate and access services)
• The Mental Capacity Act 2005 (giving information so people make choices)
• Care Quality Commission guidelines (demand person-centred communication)

Using a range of theories, models and approaches helps meet legal duties and promote dignity.

Working with Families and Colleagues

Communication theories also support teamwork. When workers understand each other’s roles and how they work, care is more joined-up. Open communication avoids mistakes and reduces conflicts.

Care plans often use communication models to explain how best to interact with the person. Family and friends can share tips about what works, improving everyone’s understanding.

Adapting Communication

No single approach works for everyone. Workers must:

• Be flexible
• Learn from each interaction
• Adjust to each person’s mood, abilities, and wishes

Being aware of different theories, models and approaches gives more options. This supports individualised, dignified care.

Final Thoughts

A mix of communication theories, models and approaches supports effective interaction in adult care. These include person-centred theory, behaviourist and social learning theory, transactional analysis, the communication cycle, and models like SOLER and Hargie’s stages. Practical approaches such as active listening, total communication, and AAC help meet a wide range of needs. Workers who use these tools improve understanding, relationships, and the quality of care. Applying these ideas every day helps adults in care feel heard, respected, and valued.