in
Course
description:
Various concepts, methods, processes, techniques,
skills, and tools of communication as utilized in
social work.
Cover oral and written communication with emphasis
on interviewing and recording as well as the use of
interpersonal communication skills in relating with
the client and other systems.
Topic
Outline
I. COMMUNICATION SKILLS;
II. USE OF GENDER FAIR AND NON-DISCRIMINATORY LANGUAGE
IN COMMUNICATING WITH CLIENTS ;
III. COMMUNICATION TECHNIQUES
IV. USE OF MULTIMEDIA AND OTHER TECHNOLOGY
V. PROTOCOLS FOR PRESIDING/MODERATING, FACILITATING
MEETINGS, FOCUSED GROUP DISCUSSIONS, ETC.
VI. EFFECTIVE PUBLIC SPEAKING
PRESENTED BY: LAURICE ANNE MORALDA-PAGALAN, RSW, MSW
SOCIAL WORK COMMUNICATION
Topic
Outline
VII. WRITING/DOCUMENTING;
VIII. FORMS OF SOCIAL WORK PROFESSIONAL WRITING
IX. DOCUMENTATION FOR CASEWORK, GROUP WORK, AND
COMMUNITY ORGANIZING
X. INTAKE FORM FOR VAWC
XI. OTHER TECHNICAL WRITING SKILLS
XII. WRITING POSITION PAPERS
XIII. DEFINITION OF ADVOCACY AND COMMUNICATION
MATERIALS: QUAD-MEDIA
XIV. CREATIVE EXPRESSIONS
PRESENTED BY: LAURICE ANNE MORALDA-PAGALAN, RSW, MSW
SOCIAL WORK COMMUNICATION
Topic
Outline
XV. DEVELOPMENT OF KEY MESSAGES
XVI. REFERRAL SYSTEM DEVELOPMENT AND
NETWORKING/ADVOCACY
PRESENTED BY: LAURICE ANNE MORALDA-PAGALAN, RSW, MSW
SOCIAL WORK COMMUNICATION
INTRODUCTION
TO
COMMUNICATIO
N
PRESENTED BY: LAURICE ANNE MORALDA-PAGALAN, RSW, MSW
SOCIAL WORK COMMUNICATION
Communicati
on
▪ LATIN WORD COMMUNIS TO MAKE COMMON
COMMUNI-CARE TO SHARE OR TO IMPART
▪ IS A TWO-WAY PROCESS : SOURCE
RECEIVER
SOCIAL WORK COMMUNICATION
Communication Theory
Interactions between and among human
systems.
“is the process of transferring and sharing
messages and meanings through the use of
symbols like words, gestures, and sounds”
(Mendoza, 2008).
PRESENTED BY: LAURICE ANNE MORALDA-PAGALAN, RSW, MSW
SOCIAL WORK COMMUNICATION
Communicati
onprocess and a method by which a source
is a two-way
purposively shares messages with a receiver directly or via a
channel and both learn from each other.
“is the process of transferring and sharing messages
and meanings through the use of symbols like words,
gestures, and sounds” (Mendoza, 2008).
SOCIAL WORK COMMUNICATION
Communication Theory
The studies and scientific process of sending
and receiving all forms of information. -
Interactions between and among human
systems.
SOCIAL WORK COMMUNICATION
Receiver
ELEMENTS
Message OF INTERPERSONAL
Sender
COMMUNICATION PROCESS
Channels
COMMUNICATION
SOCIAL WORK
I.
COMMUNICATION SKILLS
IN SOCIAL WORK
Verbal Communication
Transmission of information through speaking or writing.
Morales and Sheafer’s skills in verbal communication include:
1. Listening
2. Interpreting
3. Observing
COMMUNICATION SKILLS IN SOCIAL WORK
Listening
It is the worker’s being sincerely interested in, and concentrating
on what is being said by giving clients full attention.
Emphatic listening - receiver accurately understand what the
sender is feeling and thinking through non-verbal behaviour
and verbal tone and expression (Boyle et al., 2006, p.107).
.
LISTENING IN TWO OR MORE
PEOPLE OR GROUPS
(COMPLEX)
▪ establish ground rules
▪ allocate equal time hearing different perspectives
▪ ensure the safety of each person to speak
▪ subtle facilitation that each person have their
speaking space
Interpreting
Is the worker’s ability to interpret constantly the meaning (conscious
and unconscious) of the client’s words and behaviors.
Questioning
The manner and tone in which questions are asked will often
determine whether or not the question will be answered. Ask question
with two general purposes:
A. To obtain information – to obtain more information probing
question
B. To direct the client’s conversation from fruitless to fruitful
channels
Leading and open-ended questions – stimulate the client to elaborate
Non-Verbal
This refers toCommunication
communication without the use of words. It includes
facial expressions, posture, non-vocal cues, such as pitch and tone
of voice, and encouragers such as nodding, leaning forward to show
interest in the speaker’s words – caution.
Caution:
• Highly influential and 85% of communication is conveyed through
nonverbal interaction.
• Attention to NV is vital in order to address the fear, distrust and
resistance in the helping process.
Note: social workers need to be able to reflect on their nonverbal behaviour and adjust
this to the needs of clients and their specific environment e.g. in appropriate facial
expressions.
SOLER by Gerard Egan
(2010)
S - Sitting squarely
O - Open body posture
L - Leaning towards the
other
E - Eye contact
R - Relaxed
CULTURAL DIVERSITY AND NONVERBAL
COMMUNICATION
Culturally sensitive ways of engaging with our clients. It is important to ensure that we
recognize differences yet avoid stereotyping clients and denying their individual
experience or expression of cultural identity.
Cultural Norms
Western cultures - eye contact are important for effective
Asian and indigenous cultures - can be impolite, intimidating
Native Filipinos – way of communication
Daily conversations in the society e.g. grapevine ; social technology
OBSERVATION SKILLS “INTIMATE SOCIAL WORK
PRACTICE”, TAKING NOTE OF AND ANALYZING WHAT
WE SEE AND EXPERIENCE.
Two ways to avoid:
1. Becoming well informed. Ask the client and observe the
evidence. Do not assume if necessary.
2. Attune yourself to the communication strategies of the
person/people
Effective speaking in an interpersonal context
- relationship between worker and the client is central to all methods of social work
practice.
1. focus on understanding the views of clients and or community
members
2. acceptance and a nonjudgmental attitude
3. respect for clients and significant others to participate in decisions that
affect them.
• Contextualize - know your receiver and be aware of communication process e.g.
taboos and medium.
• Staying on track and focused – checking accuracy of understanding e.g.
paraphrasing, parroting, clarification and summarizing.
• The use of questions - open-ended questions, probing questions e.g. miracle
question must be used appropriately while closed questions should be used sparingly.
II.
USE OF GENDER FAIR AND NON-
DISCRIMINATORY LANGUAGE IN
COMMUNICATING WITH CLIENTS
Essentially, sexist language is the same as gender-discriminatory language.
However, there is a subtle difference in how people use the terms: sexist
language is commonly seen as language that the user intends to be derogatory;
gender-discriminatory language, on the other hand, also includes language
people use without any sexist
Intention.
Example of sexist language: “Women must earn less than men
because they are less
intelligent.”
Gender-biased language either implicitly or explicitly favours one gender over
another
and is a form of gender-discriminatory language.
Example of gender-biased language: “Every day, each citizen must
Gender-neutral language: This is not gender-specific and considers people in
general, with no reference to women or men. It is also called gender-blind
language.
Example of gender-neutral language: “People do not fully appreciate the
impact they have on the environment.”
Gender-discriminatory language: The opposite of gender-sensitive language. It
includes words, phrases and/or other linguistic features that foster stereotypes,
or demean or ignore women or men. At its most extreme it fails to treat the
genders as equal in value, dignity, integrity and respect.
Example of gender-discriminatory language: “Ambassadors and their
wives are invited
Gender and/or sexual orientation
You should use inclusive language (gender neutral, non-
sexist, non-gender specific) that includes women and treats
men and women equally.
Ex. unnecessary reference to the relationship and/or
parenting status of a person or a group. (e.g. Jack Smith
and his wife and Jane Smith; the mother-of-five woman
appointed to the position of Minister of Education.)
Gender-sensitive Language
Is gender equality made manifest through language.
Gender equality in language is attained when women and
men – and those who do not conform to the binary gender
system – are addressed through language as persons of
equal value, dignity, integrity and respect.
Discriminatory Language
An exclusive focus on words and ideas can obscure the fact
that we are talking about whole people.
Non-discriminatory language
It promotes the use of inclusive language to address and
describe all people, regardless of sex, race, ethnicity and
physical or intellectual characteristics. Use acceptable,
inclusive language for: Gender and/or sexual orientation,
Indigenous peoples, Physical and/or intellectual disability, and
Race, ethnicity.
Gender and/or sexual orientation
Use titles and modes of address consistently for men and for women.
(e.g. Use Ms in preference to Miss/Mrs, unless this is preferred.)
Use he, his, him, himself only when referring specifically to males
(e.g. Each students is responsible for his his/her library loan.)
Use the words man/woman, girl/boy, gentleman/lady in a parallel way.
(e.g. Ladies and men gentlemen should . . . OR Men and women should . .
.)
Indigenous people
Examples
❑ Always use capital ‘A’ for Aboriginals (Aboriginal peoples, Australian
Aboriginals) and capitals for Torres Strait Islanders, or the names of the
various groups to which individuals belong (e.g. Koorie, Goorie, Yolngu).
❑ Avoid use of negative, discriminatory or stereotypical terms that would be
offensive to the Indigenous people – ex. Mamanwa – fiesta goers
Physical and/or intellectual ability
❑ Avoid unnecessary reference to the physical and/or intellectual ability of a
person or a group.
(e.g. A blind [unnecessary] musician played the violin at the local concert.)
❑ Avoid using terms which equate a person or a group with a disability.
(e.g. a blind musician – a musician with a vision impairment)
❑ Use terms that recognize that a disability is only one characteristic of the
person or group.
(e.g. a disabled person – a person with a disability or people with special
needs; deaf and blind – people with visual impairments and/or
hearing impairments; handicapped – people with physical disabilities and
people with psychiatric disorders, not a general term)
Physical and/or intellectual ability
Disabled person – a person with a disability or people with special
needs;
Deaf and blind – people with visual impairments and/or hearing
impairments
Handicapped – people with physical disabilities and people with mental
disorders)
Note: Avoid imprecise terms and euphemisms for a person or a group
with a disability (e.g. ‘schizophrenia’ is a particular type of
psychiatric disorder, not a general term)
Race, ethnicity and/or religion
Race and Ethnicity are a terms that describes shared culture—the practices, values,
and beliefs—of a group with common cultural elements that includes a shared
language, religion, and traditions.
Ethnicity denotes groups, such as Ilocano, Cebuano, or Visayan, etc., that share a
common identity-based ancestry, language, or culture. It is often based on religion,
beliefs, and customs as well as history of migration or colonization (Cornell &
Hartmann, 2007).
Ex. Use the term ‘Australian’ for all groups of people who live permanently in
Australia. If it is important to specify the descent or ethnicity of a person or group, or
to distinguish between people born in Australia and elsewhere, then use a qualifier in
conjunction with the noun ‘Australian’ or use hyphenated descriptions.
(e.g. Vietnamese-born Australian; Jewish Australians; Italo-Australian)
The use of term “Moro” for people that lie in Mindanao, nigger, amerkano (for all
white)
III.
TECHNIQUES IN
COMMUNICATION
Interview
“a person-to-person interaction that has a definite and deliberate purpose
that is recognized and accepted by both participants.”
Social Work Interview
Social work interviews are concerned with social work content, are scheduled
to achieve social work purposes, and take place primarily in social work
settings. The interview is the principal technique through which social
workers achieve their purposes. It is concerned with problems in social
functioning. It is both an art and technique which required knowledge and
skill.
Distinguishing Interview from a
Conversation
Conversation Interview
• Defines, planned purpose/objective; task
• No conscious plan, purpose or oriented
objective • Interviewer – interviewee roles
• Unclear differential roles and • Specific place, time, duration, and
obligations frequency
• Follows social expectations and • Rules of professional interactions in
norms regards to form and content
• No formal setting of time, place, • Formal speech patterns, structured and
organized
duration and frequency
• Unidirectional speech flow – in favor to
• Informal speech patters interviewee
• Flow is balanced, and reciprocal • Interviewer has professional obligation to
• Equal authority and power initiate contact and continue its purpose
• No accountability • With accountability
III.A
GENERAL PURPOSE OF SOCIAL
WORK INTERVIEW
❑ Informational – to complete a social study
❑ Evaluative – to arrive at an assessment
❑ Therapeutic – to effect change
III.B
METHODS IN INTERVIEWING
❑ Face-to-face
❑ Intake interviews
❑ Teleconferencing
❑ Phone interview
❑ Baseline interviews (socio-economic) community or group
III. TYPES OF INTERVIEW
❑ Structured Interview
❑ Unstructured Interview
❑ Mixed or Depth Interview
❑ Therapeutic interview
III. (E) SKILLS FOR EFFECTIVE INTERVIEWING
1. Skills in relating with the interviewee
A social work interview is guided by professional principles applied in
working with people, such as:
❑ Acceptance
❑ Individualization
❑ Confidentiality
❑ Worker’s self-awareness
❑ Client self-determination
SKILLS FOR EFFECTIVE INTERVIEWING
2. Skills in observing the interviewee
A skilled interviewer is:
1. Observant
2. Sensitive to what his eyes can see
3. Skill in Listening
4. Skill in Asking Questions
5. Skill in Answering Personal Questions
6. Interpreting the Client’s Response
USE OF MULTIMEDIA AND
OTHER TECHNOLOGY
WHAT IS MULTIMEDIA?
▪ Derived from the word “multi” and “media”
▪ Media - Tools that are used to represent or do a
certain things, delivery medium, a form of
mass communication - newspaper,
magazine, TV
- Distribution tool & information
presentation –
text, graphic, voice, images,
music, etc.
WHAT ARE THE LATEST
TECHNOLOGICAL MEDIA
OF COMMUNICATION?
WHAT IS SOCIAL MEDIA?
Social media are computer tools that allows
people to share or exchange information’s,
ideas, images, videos and even more with
each other through a particular network
(Siddique & Singh, 2016).
CONTEMPORARY PLATFORMS
AND TECHNOLOGICAL DEVICES
✔ Phone
✔ Email
✔ Blogs/Vlogs
✔ Podcasts
✔ Livestream
✔ Web Conferencing (Google meet, zoom, etc.)
✔ Texting
✔ Shared Calendars
✔ Group Forums
✔ Smart Speakers
THE BENEFITS OF SOCIAL MEDIA USE
� KEEP ONE IN TOUCH WITH FRIENDS,
FAMILY AND COLLEAGUES ANYTIME,
ANYWHERE.
� QUICK AND WIDESPREAD INFORMATION
DISSEMINATION
� AN EXCEPTIONAL EDUCATION
PLATFORM AND COMMUNICATION
CHANNEL.
� REACH LARGE AUDIENCES
A PLATFORM FOR HUMAN TRAFFICKING AND ONLINE
PREYING;
❖ PEOPLE SHARES PHOTOS, VIDEOS ON MEDIA THAT CONTAIN
VIOLENCE AND NEGATIVE ARTICLES WHICH CAN AFFECT THE
BEHAVIOR OF KIDS OR TEENAGER;
❖ SELLING MULTITUDES OF FIREARMS INTERNATIONALLY (IDRUS &
HITAM, 2014);
❖ SEXUAL COMMERCIALISM
❖ KIDNAPPING, MURDER, ROBBERY CAN BE EASILY DONE BY SHARING
DETAILS ON SOCIAL MEDIA. CASES REGISTERED IN POLICE STATION
WHERE ADULTS TARGET YOUNG CHILDREN AND LURE THEM INTO
MEETING THEM (SIDDIQUE & SINGH, 2016);
REINFORCE NEGATIVE MENTAL PROCESSES
INDIVIDUALS WITH LOW PSYCHOSOCIAL WELLBEING, SUCH AS
LONELINESS, ANXIETY OR DEPRESSION, ARE MOTIVATED TO USE
FACEBOOK TO FIND SOCIAL SUPPORT OR TO PASS TIME.
THE LIFT IN MOOD THAT THIS PROVIDES (ALSO KNOWN AS MOOD
ALTERATION) LEADS TO DEFICIENT SELF-REGULATION,
POSSIBLY DUE TO NEGATIVE REINFORCEMENT (RYAN, CHESTER,
& REECE, 2014)
THIS MEDIUMS LIKELY ABUSES PEOPLES
PRIVACY AND THEIR RIGHT TO
CONFIDENTIALITY:
- THE USE OF NEW TECHNOLOGIES TO
EITHER PROTECT OR DENY RIGHTS HAS
NOT BEEN DEFINED LEGALLY OR
NORMATIVELY.
IV.
IV.
PROTOCOLS FOR
PRESIDING/MODERATING,
FACILITATING MEETINGS, FOCUSED
GROUP DISCUSSIONS
CLICK HERE
V.
EFFECTIVE PUBLIC SPEAKING
WHAT IS PUBLIC SPEAKING?
Public speaking (sometimes termed oratory or oration) is the
process or act of performing a presentation (a speech) focused
around an individual directly speaking to a live audience in a
structured, deliberate manner in order to inform, influence, or
entertain them.
PUBLIC SPEAKING COMPETENCIES
Lisa Schreiber, Ph.D, 2013
1. Useful Topic 6. Suitable Vocal Expression
2. Engaging Introduction 7. Corresponding Non-verbals
3. Clear Organization 8. Adapted to the Audience
9. Adept use of Visual Aids
4. Well-supported ideas
10. Convincing Persuasion
5. Clear and Vivid
11. Closure in conclusion
Language
VI.
WRITING/DOCUMENTING
WHAT IS DOCUMENTATION?
It is a communication tool with which social workers record their
work; the means by which cases are managed; and the manner in
which services are evaluated, assessed, and often reimbursed. It is
a required professional social work function, a permanent record of
client service provision.
CONTEMPORARY FUNCTIONS OF
DOCUMENTATION
1. Assessment and Planning
2. Service Delivery
3. Continuity and Coordination of Services
4. Supervision
5. Service Evaluation
6. Accountability
ETHICAL STANDARDS IN SOCIAL WORK
DOCUMENTATION
(1996 NASW CODE OF ETHICS)
1. Client Records
(a) Social workers should take reasonable steps to ensure that
documentation in records is accurate and reflects the
services provided.
(b) Social workers should include sufficient and timely documentation in
records to facilitate the delivery of
services and to ensure continuity of services
provided to clients in the future.
(c) Social workers' documentation should protect clients' privacy to
the extent that is possible and
appropriate and should include only
ETHICAL STANDARDS IN SOCIAL WORK
DOCUMENTATION
(1996 NASW CODE OF ETHICS)
(d) Access to Records - Social workers should provide clients
with
reasonable access to records concerning the clients.
(e) Privacy and Confidentiality - protect the confidentiality of clients'
written and electronic records and other sensitive information. Social
workers should take reasonable steps to ensure that clients' records
are stored in a secure location and that clients' records are not
available to others who are not authorized to have access.
(f) Client Records – refer to organizational policies and
VII. TYPES OF SOCIAL WORK
PROFESSIONAL WRITING
1. Process recording
FIELD EDUCATOR AND
SESSION CONTENT AND FEELINGS AND FIELD EDUCATION
DIALOGUE RESPONSES REFLECTIVE ANALYSIS COORDINATOR
COMMENTS
Eg. a word for word Eg. what you were Eg. now you have considered [Link] feedback,
account of the interview thinking and feeling what you said and how you were helpful suggestions,
including verbal and non about the client and feeling what do you think about questions, clarification
verbal communications interaction. the effectiveness of your work? meanings or intentions
How do you interpret client group
feelings, behaviours, and
interactions in relation to your
work? Consider what knowledge
has informed your analysis and
identify and critique what
standards you are addressing.
2. Journal Writing
reflective writing – a way
to consider and respond to
something you have read or
learned.
exploratory writing – a way
that allows you to examine
different ideas and writing
strategies.
2. Journal Writing
reflective writing – a way
to consider and respond to
something you have read or
learned.
3. Case Recording
Narrative
Reporting of facts. It maybe condensed or process.
4. Case Notes
Records of information of all things that have happened during a
family’s involvement with Child Welfare, including phone calls,
face-to-face contacts, contact with service providers, team
meetings, court hearings and visits.
Case Notes should be:
Information recorded should be impartial (fair and just), accurate and
complete with care to ensure the following:
- include details relevant only to assessment, investigation or the provision
of a support or service;
- do not include derogatory or emotive language;
- subjective opinions are qualified with relevant background information,
theory or research.
4. Sample Case Notes
5. Intake
Forms
Sample:
VAWC Intake
Form
5. Survey report
- Contains findings about the community situation, indicating
date, place, and source of data. Data output undergoes series of
data validation and statistical analysis.
6. Case Study
Outline of SCSR
- Brief identifying [Link] Client Information
information, a [Link] Problem
synthesis of the data [Link] of the Problem
obtained from various [Link] of Client
[Link]
sources; the definition [Link] level of Functioning
of the problem for [Link] Status and History
work; the VII. The Environments
goals/objectives to be VIII. Professional Redefinition of the Problem
IX. Intervention Plan
achieved; and the
[Link] Goal
specific means to their X. Termination
achievement
7. Transfer Summaries
- Details about the client, interventions extended, proceedings
(court cases), summary of case notes, and process
recordings.
- Include updated assessment and recommendations on
future course of action
VIII. OTHER PERTINENT DOCUMENTS TO SW
PRACTICE
1. Position Paper
- presents one side of an arguable opinion about an issue.
It is like a debate. The writer must take a side of the
argument.
Why write a position paper?
How to Write a Position Paper
1. Take one side of the argument and persuade your audience that
you have well-founded knowledge of the topic being presented.
2. It is important to support your argument with evidence to ensure
the validity of your claims, as well as to refute the counterclaims
to show that you are well informed about both sides.
Organization (Sample Outline)
I. Introduction
A. Introduce the topic
B. Provide background on the topic to explain why it is important
C. Assert the thesis (your view of the issue). More on thesis statements can be found
below.
II. Counter Argument
A. Summarize the counterclaims
B. Provide supporting information for counterclaims
C. Refute the counterclaims
D. Give evidence for argument
Stating Thesis
(When stating your position)
A thesis is a one-sentence statement about your topic.
• It's an assertion about your topic, something you claim to be true and consistent with
your objective.
• To make your topic into a thesis statement, you need to make a claim about it, make it into
a sentence. Look back over your materials--brainstorms, investigative notes, etc.--and
think about what you believe to be true.
Ex. It is undoubtedly true that governments have numerous social issues to address to for
this year, however, validated statistics and surveys have proven impending issues of
economic struggles of single parents that are inadvertently marginalized and should be
given top priority by the current administration.
VII. OTHER PERTINENT DOCUMENTS TO SW
PRACTICE
2. Memo (or memorandum, meaning “reminder”)
Normally used for communicating policies, procedures, or related official
business within an organization.
It is often written from a one-to-all perspective (like mass communication)
to update a team on activities for a given project, or to inform a specific
group within a company of an event, action, or observance.
3. Correspondence - communication by letters or e-mail
the letters or e-mails exchanged
IX. ADVOCACY AND QUAD-MEDIA
What is Advocacy?
Advocacy definition in social work refers to the act of promoting and supporting the
rights and well-being of individuals, groups, or communities. According to the NASW,
advocacy is an integral part of social work practice that seeks to promote social change,
empower clients, and ensure that their voices are heard.
QUAD is an abbreviation that stands for QUADraphonic.
It is a sound reproduction system designed in the early 1970s to create a more
immersive listening experience than traditional stereo systems. This was achieved
by increasing the number of sound channels (from two to four) and allowing multiple
speakers to be placed around the listener, giving them a more realistic sense of hearing
live music or film audio. The QUAD system was used predominantly in concert halls,
cinema theatres and home Hi-Fi systems. Newer digital surround formats (like Dolby
Digital and DTS) offer higher quality (5 or more sound channels) audio than QUAD
does.
X. CREATIVE EXPRESSIONS THROUGH
COMMUNITY BASED POPULAR PROGRAMS
What is Creative Expression Approach?
Creative expression has the power to improve wellbeing by helping
us understand ourselves and shifting perspectives that reinforce
positive behaviors particularly with children and people who are
undergoing therapeutic intervention.
Physiologically, making art has powerful effects on our bodies:
reducing blood pressure, bolstering our immune system, improving
brain cognition, and fighting inflammation.
Sample Creative Expression Approach
1. Theatre arts
2. Indigenous arts
3. Painting
4. Coloring
5. Writing
6. Making music
7. Making crafts –
Useful videos:
[Link]
XI. DEVELOPMENT OF KEY MESSAGES
What are key messages and why are they important?
● Key messages are the main points of information you want your
audience to hear, understand, and remember. They are bite-sized
summations that articulate what you do, why you do it, how you
are different, and what value you bring to stakeholders.
● Communications cannot always be controlled, but key
messages can. They help you to: — Prioritize and define
information; — Ensure consistency, continuity and accuracy; —
Measure and track success; and — Stay focused when speaking
with the media or stakeholders.
XI. DEVELOPMENT OF KEY MESSAGES
What are the attributes of good key messages?
Effective key messages are:
1. Concise.
2. Strategic
3. Relevant
4. Compelling
5. Simple
6. Memorable
7. Real: Use active voice, not passive; do not use advertising slogans.
8. Tailored
XI. DEVELOPMENT OF KEY MESSAGES
How do you create key messages?
Phase 1: Brainstorm key message concepts with internal stakeholders.
Phase 2: Refine draft key messages.
Phase 3: Test, finalize, and routinely update key messages.
XII. REFERRAL SYSTEM DEVELOPMENT AND
NETWORKING/ADVOCACY
What is Referral?
Referral is the process when a health care worker or community worker assesses that their
client may benefit from accessing additional and/or different services. Referral can be an
important tool in ensuring a continuum of care for clients by helping them to access all the
relevant services available to address their physical, psychological and social needs
Referring a Client
Social Workers may refer clients to different stakeholders depending on the needs of the
client. When referring a client, in addition to providing information about the referral service,
the social worker should inform the client that in the process of referral, the client’s status
might need to move from anonymity to confidentiality.
XII. REFERRAL SYSTEM DEVELOPMENT AND
NETWORKING/ADVOCACY
Referring a Client
To help facilitate the process and help the client make the transition to care
and support services, it is important that the social worker calls up the referral
sources in the presence of the client and informs them of the referring client
and schedules an appointment if possible.
The social worker should emphasise to the referral service provider the need
for confidentiality. If the referral services does not respect confidentiality this
can impact negatively on the agency service
XII. REFERRAL SYSTEM DEVELOPMENT AND
NETWORKING/ADVOCACY
Establishing a Referral System
To find out what is available in the area, social workers could meet with relevant other
helping professionals and community workers to discuss their services and collect
documentation about the service so that this can be provided to the client when making a
referral.
The information collected could include:
❑ Name of the organization
❑ Address
❑ Phone number
❑ Name of the key contact people
❑ Services offered by the organization
❑ Hours of operation
XII. REFERRAL SYSTEM DEVELOPMENT AND
NETWORKING/ADVOCACY
A referral directory (either a book or set of referral cards) can be compiled as a
reference guide available for all staff in the clinic or programme. The information
can be grouped into different service areas
REFERENCES
Boyle, S., Hull, G., Mather, J., Smith, L. and Farley, O.W. (2006) Direct Practice in Social Work. Boston:
Pearson Education
Healy, K. (2012) Social Work Methods and Skills: The Essential Foundations of Practice. Basingstoke,
U.K. : Palgrave Macmillan.
EIGE Gender Equality Glossary and Thesaurus: [Link]
[Link]
Schreiber, L., & Hartranft, M. (2013). Public Speaking: The Virtual Text. San Francisco, California;
Millersville University.
[Link]