Communication and Professional Relationships with Children, Young People and Adults Tda 3.1 Essay

Communication and Professional Relationships with Children, Young People and Adults TDA 3. 1 1. 1 Effective communication is vital when dealing with children and young people, in particular within the working environment, as it helps establish and maintain clear boundaries for the adolescents who are being dealt with. For example; if a young person is corrected on a behaviour that is negative, such as swearing, they need to see that staff follow the same rule, and that staff lead by example. Otherwise, they will see this as a contradiction of rules and will therefore lead to resentment and double standards.

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On the same note, effective communication is necessary when dealing with adults in the work environment, as it ensures consistency throughout the staff team. For example, if a supporting member of staff has been called to deal with a situation involving a young person, and the lead member of staff is unaware, it can lead to a heightened situation where the lead member of staff is unsupported, and if there has been ineffective communication, this situation can lead to resentment between colleagues.

A way of preventing this happening is for the support staff to ensure the lead member of staff is aware of what has occurred. . 2 It is important that firm boundaries and clear relationships are established when working with children, young people and adults. The main principles are effective communication, being clear with instructions, being respectful, being sensitive and also considerate. It is also important to maintain a sense of humour, so that the working environment is not too intense, as this can make people uncomfortable. It ensures that all parties involved are able to ascertain what is expected of them. If others are comfortable in our company, they are more likely to communicate effectively.

However, if there is mistrust, they are less likely to confide and important issues are less likely to come to the surface. For example, a young person with an abusive parent is less likely to talk to a member of staff if that staff is inconsistent and the young person is not sure where they stand with them. Establishing trusting relationships, particularly with young people, is very important. However, a situation where this confidentiality has to be breached includes Child Protection issues or situations where a child may be physically or mentally harmed.

If this arises, the first port of call will be that member of staff informing the Child Protection Officer, and documenting what the child has said. It is important to quote the language the child has used. 1. 3 We communicate with others in many different ways, i. e. gestures, eye contact, body language, sartorially and of course the spoken word. How attentive you are during conversations and how quickly you reply to an email or phone call are unspoken forms of communication and can be misread, not replying by a given deadline could be deemed as disrespectful or unimportant to you.

It is important to remain aware of peoples’ backgrounds, for example, different religions and cultures to ensure that no offense is caused, direct eye contact during conversation can be deemed as impolite in some cultures, while others may expect eye contact from you and think you disrespectful if you do not engage with them. In the work environment you adapt your behaviour and language accordingly, whilst attending a meeting with other professionals you will have to conduct yourself in a professional manner and use formal language, whilst at other times, such as breaks and after work, you could be relaxed and informal. 2. 1

The skills needed to communicate with children and young people are: Finding opportunities to speak – it is important that people are given sufficient opportunities to talk. This could involve a mini-mentoring or any free time that staff have able to spend with that young person. Ensuring eye contact is given – if a child is talking and staff is playing with their phone or showing distraction, that person will not feel listened to. Using body language and facial expressions – ensure that the child feels listened to and react appropriately. Get down to their level don’t stand over them as this can feel intimidating. Be positive and smile.

React ¬¬¬- When communicating with students it is important that you react to what is being said and your understanding, you may need to repeat it back to them so it is clear especially if they have used incorrect language i. e. ‘I ain’t gonna take me coat off its nips in ere,’ ‘You’re not going to remove your coat because it is cold in here? ’ Maintain conversation – children learn through experience, so ensure the conversation follows the ‘norm’ as it will be good practice for the future. Encourage them to ask questions or offer suggestions ask them ‘what do they think? ’ This builds confidence and ensures there is a two-way dialogue. . 2 When building relationships with children and young people you must adapt your behaviour and communication to suit the situation and age of the child or young person. Children need to feel secure and valued this can be achieved through positive communication, showing that you are interested in what they have to say and value their opinions whilst not giving pupils attention whenever they demand it! Children and young people of different ages need different levels of attention. A younger child may need more physical contact and reassurance when coping with the transition into secondary education.

During puberty they may need to talk through their thoughts and issues, be mindful that older that older children may be more self-conscious and emotional so adapt your vocabulary accordingly. You will be dealing with children and young people in a variety of contexts and so will have to adapt your verbal communication to suit, when in a social setting such as break time you can should use this time to build relationships and have some fun while at the same time remembering to speak to them as a professional to a young person. It is important not to divulge information about your private life or any personal contact details.

Try to deal with this in a light hearted manner as a refusal can sometimes be misunderstood. When in a class situation make sure all the students are focused on the task and distractions are dealt with so as not to interrupt others learning. Young people with communication difficulties need to be handled with care and sensitivity; give them time and be calm and relaxed. Do not try to fill in the words for them if they have a stammer as this will not help and may cause heightened anxiety. They may be nervous so it is important to reassure them adapting your vocabulary accordingly to meet the individuals’ needs. . 3 The main differences between communicating with adults, children and young people are the way you speak to them being mindful of their age and the context of the conversation, you would keep your vocabulary simple when dealing with a younger child and you may issue more complicated instruction to an older child always being aware of their level of understanding. Some younger children may desire a level of physical contact, although this is discouraged it is sometimes unavoidable but you should be aware of this and never offer this type of contact.

Try to keep the relationship on a formal footing as the pupils in your care need to understand the boundaries and where you and they stand within your role as a carer. Make sure your communication is clear and understood and above all be respectful and courteous when dealing with people of all ages! 2. 4 When dealing with adults you must remember that in certain situations you will need to adapt your communication skills accordingly. Some parents may only speak English as a second language and their understanding may be limited. A meeting may need to be scheduled with a translator present.

Be sensitive to each individuals needs or beliefs, some behaviour displayed at school may be deemed as perfectly normal at home but possibly inappropriate in school. In this kind of delicate situation you must use a sensitive approach when explaining why this is the case and why school rules are put in place. Most people will adapt or adjust automatically as we do this all the time in social situations. Sometimes you will need to ask a parent why they have not responded to a written communication such as a letter or email, be aware they may have a learning difficulty themselves or may not be computer literate.

Do not assume that they are uninterested in what your school has to convey, they might prefer a phone call to update them instead. Take time to listen, by being approachable and showing interest you can build on your relationship. If someone is hearing impaired you would make sure you speak clearly and make eye contact, many people with hearing problems will tend to read lips. Use gestures also if it helps but do not do this in a condescending manner. If necessary write your message down.

You may need extra training such as sign language to promote effective strategies. 2. 5 Disagreements can and do arise in life and the workplace this is usually down to a misunderstanding or misinterpretation. This can cause bad feelings for all and needs to be addressed as soon as possible. You may need to give those involved some space and time to calm down and reflect on the situation. But you should arrange a meeting so that both sides can express their thoughts and feelings regarding the issue and resolve the areas of conflict.

In stressful situations tempers can sometimes get frayed but you should always endeavour to conduct yourself in a professional manner. 3. 1 Data Protection Act 1988 Any organisation which holds information on individuals needs to be registered with the Information Commissioner’s Office. This is designed to ensure that confidential information cannot be passed on to others without the individuals consent. There are eight principles of practice which govern the use of personal information. Information must be:

Processed fairly and lawfully Used only for the purpose it was gathered It should be adequate, relevant and not excessive Accurate and kept up to date where necessary Kept for no longer than necessary Processed in line with individuals rights Kept secure Not transferred outside the European Union without adequate protection. Data Protection Good Practice Note Taking Photographs in Schools Aim of this guidance This Good Practice Guidance is aimed at Local Education Authorities and those working within schools, colleges and universities.

It gives advice on taking photographs in educational institutions and whether doing so must comply with the Data Protection Act 1998. Recommended Good Practice The Data Protection Act is unlikely to apply in many cases where photographs are taken in schools and other educational institutions. Fear of breaching the provisions of the Act should not be wrongly used to stop people taking photographs or videos which provide many with much pleasure. Where the Act does apply, a common sense approach suggests that if the photographer asks or permission to take a photograph, this will usually be enough to ensure compliance. Photos taken for official school use may be covered by the Act and pupils and students should be advised why they are being taken. Photos taken purely for personal use are exempt from the Act. Examples Personal use: A parent takes a photograph of their child and some friends taking part in the school Sports Day to be put in the family photo album. These images are for personal use and the Data Protection Act does not apply. Grandparents are invited to the school nativity play and wish to video it.

These images are for personal use and the Data Protection Act does not apply. Official school use: Photographs of pupils or students are taken for building passes. These images are likely to be stored electronically with other personal data and the terms of the Act will apply. A small group of pupils are photographed during a science lesson and the photo is to be used in the school prospectus. This will be personal data but will not breach the Act as long as the children and/or their guardians are aware this is happening and the context in which the photo will be used.

Media use: A photograph is taken by a local newspaper of a school awards ceremony. As long as the school has agreed to this, and the children and/or their guardians are aware that photographs of those attending the ceremony may appear in the newspaper, this will not breach the Act Disclosure of Information Schools will need to ask for additional information about pupils in their care but this has to be directly relevant such as: Health or medical information Records from previous schools Records for children who have special educational needs

This is confidential information and should only be shared with people who have a right to have it, your line manager or an external agency. You should never pass on this information unless the express permission of the parent has been given and a consent form signed. The legislation surrounding data protection, confidentiality and sharing information is constantly under review and you should make sure your knowledge and understanding is up to date through reading the relevant publications. Every Child Matters (England 2003) Every Child Matters is a set of reforms supported by the Children Act 2004.

Its aim is for every child, whatever their background or circumstances, to have the support they need to: be healthy stay safe enjoy and achieve make a positive contribution achieve economic well-being This came into being after the tragic case of Victoria Climbie when there was no communication between health and social workers, so although you must follow the guidelines for confidentiality you must also be aware of when information should be shared to safeguard the young people in your care. 3. 2 Reassuring Children, Young People and Adults of the Confidentiality of Shared Information.

It is important to reassure others that the information they give you will be treated in a confidential manner, this information could be very personal and therefore embarrassing to the individuals involved. They may not want to part with this information and reassurance may be needed to help them do this. It is vital to let them know that the information given will be held on record but that only the relevant agencies will be party to this, but at the same time you must also inform them that you have a duty of care and if there are any issues where a child is at risk from harm or abuse you have a legal obligation to disclose this. . 3 When Confidentiality Protocols must be breached As previously mentioned in 3. 2 you have a duty of care to the young person and also a legal obligation to disclose information if you think a child is at risk such as a suspected case of child abuse. Although the young Person has chosen to confide in you, you must tell the individual that you will not be able to keep the confidentiality if they tell you something that you feel puts them at risk. Schools as Organisations TDA 3. 2 1. Entitlement and provision for early years education All 3 and 4 year old children in the U. K are entitled to receive 12. 5 hours of part-time education per week. This is provided under the Every Child Matters and the Childcare Act 2006, it is free of charge and is government funded for 38 weeks a year. These first two years are known as foundation Stage and is aimed at supporting very young children through play as it an important learning tool at this stage in their development.

The Childcare Act 2006 provides for the EYFS learning and development requirements to comprise three elements: The early learning goals – the knowledge, skills and understanding which young children should have acquired by the end of the academic year in which they reach the age of five; The educational programmes – the matters, skills and processes which are required to be taught to young children; The assessment arrangements – the arrangements for assessing young children to ascertain their achievements.

The Early Years Foundation Stage was introduced in England in2008 A Unique Child Every child is a competent learner from birth who can be resilient, capable, confident and self-assured. Positive relationships Children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person. Enabling Environments The environment plays a key role in supporting and extending children’s development and learning. Learning and Development Children develop and learn in different ways and at different rates and all areas of Learning and Development are equally important and inter-connected.

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