Noticing that some people say exactly what they mean.
Exploring how being direct can make communication clear and simple.
Seeing that two people can have different communication styles and still connect.
Thinking about what it feels like to be understood by a friend.
Considering how people can ask for what they need in different ways.
In this clip from Arthur, George meets Carl for the first time. Carl explains to George some of his extensive knowledge on trains. Carl interprets George's communication literally, for example not understanding the phrase 'pulling my leg'. The clip shows two friends finding a way to connect with each other.
• What did you notice about how Carl talked to George?
• What did you notice about how George responded?
• Is there someone you find it easy to talk to?
• Sometimes people say hints instead of saying exactly what they want. Is there a time you noticed that?
• What way do you prefer?
The questions within this guide are designed to open dialogue and facilitate discussion around the relevant topics. It is up to the user to adapt as needed to best suit the person they are supporting. A neuroaffirming approach was central to the design of these resources and remains essential to their application. This means recognising and respecting the diverse ways people think, communicate, and experience the world, ensuring all conversations are led with curiosity, respect, and without judgement. These resources are a starting point. Trust your knowledge of the person you are supporting to shape the conversation from there.
For access to playback speed, transcripts or closed captions, please click the video title in the top left of the player to access the Youtube source where these controls are provisioned.
We are always looking to grow and improve this resource and would love to hear from you. Whether you have a suggestion for a clip or topic, a question about your subscription, or feedback to share, please do not hesitate to reach out.
Please also see our knowledge base for further information.
