Communication and professional relationships with children, young people and adults

7 July 2016

Depending on whether you are building a relationship with a child or adults you will need to change/adapt your behaviour and communication skills. You need to show skills that make you approachable; children need to feel secure and happy to be around you. In order to gain respect from children you need to set ground rules and stick to them, it is important that you do this from the start. It is also important that you talk to your work colleagues and discuss how you are going to work together to gain a good working / professional relationship and for everyone to develop mutual respect.

It is important to adapt communication to include all children. In my class the children are always greeted with a smile, good morning and how are you today. Some of the children have news to tell us. I get down to their level and have eye contact and listen to what they have to say. I always show interest in what they are saying as it boosts their confidence and shows that you care. When talking to the children I use the level that the child I’m talking to can understand as some of them you have to use short sentences as they can’t handle to much information.

Communication and professional relationships with children, young people and adults Essay Example

When talking to adults I always speak clearly and use positive body language like smiling. I’m always friendly to all member of staff or anyone I come into contact with. The school has an open door policy so parents/carers are always popping in and I know a lot of them. 1. 2 How to behave appropriately for a child or young person stage of development – Children are all at different ages & stages and all have different needs which will vary the amount of time that they can concentrate and pay attention. We help children to learn the value of positive relationships in many ways.

We promote and reward positive behaviour, encourage turn taking, we ensure we are good role models; we encourage sharing and we also encourage the children to be kind to each other. As adults we must respect other peoples view even if we don’t agree as everyone is entitled to their opinion. Examples – (Foundation Stage & KS 1) Children at this stage are still very young and are still developing their skills, whilst having a conversation with them you should get down to their level to communicate so they do not feel intimidated.

They are still being reminded of how important it is to listen to others and not to interrupt others while they are talking. They are still finding it difficult to concentrate for long periods of time and find it hard to adapt to changes in their daily school routine. (KS2) – By this stage children are starting to mature in ways that they communicate with you, they will be used to conversations and know when to speak and when to answer if they have been spoken to. (KS3 &4) – Children at this level will know & understand how to communicate with one another and they will be able to do this by using text messages and emails.

Teenagers are sometimes self-conscious and will find it hard speaking in front of others or standing up in a class and talking. To encourage them to gain experiences in this they should work in small groups to gain confidence. 1. 3 Dealing with disagreements between children – I deal with disagreements between children on a daily basis whether it be in the classroom or playground, I always take the children aside and listen to what has happened from all involved, children all like to have their say in what has happened.

After listening to what has happened I then make a decision if one of the children was in the wrong and if this is so they will apologise. (In some cases I may need to speak to another member of staff). 1. 4 The ways in which we act and behave has an impact on children as they also follow what adults do, and they will always point out anything which you have told them to do but do not do yourself. You should always approach and respond to people in a manner that you would like people to approach you.

Our own behaviour will promote effective communication build positive relationships which involves trust, honesty, respect, cooperation, politeness, consideration and enables everyone to have high expectations for each other. Children always look up to adults and will take lead from adults around them. If we show good behavior then they will take that in. We have to follow the guidelines and rules, be polite and respectful towards other, if class teacher say something to do then you have to do. Always wear smart dresses. Treat everyone fairly and be aware of your own approach.

Being a team player and offering to help others is beneficial in building effective relationships. Impact negatively on interactions with children and young people Children are always watching what we do and listening.. For example, swearing in front of your children teaches them that bad language is appropriate. The teacher who seemed to be angry and unhappy put negative impact on children and young people. If we can‘t listen and respect the class teacher then it makes negative impact on children and young people. We can’t tell them to do something when we do not do it ourselves.

When a child see’s a particular teacher has few favorite students, then he/she will think he/she is been sidelined, may be thinking he/she is not good enough or smart enough, when he/she sees the other favoritized students friendly with the teacher, this results in a negative impact. 2. 1 When working within an environment of mutual support and openness you will not be able to work independently you need to work closely with your colleagues and in order to do this you need to gain a respectful and professional relationship.

When you’re in a discussion with an adult it is fair to say everyone will have different views, some adults expect you to have the same views as themselves, you’re not always going to agree on matters, as long as you show mutual respect and be professional the best way to get over this is to communicate effectively and respect each other’s views, as long as you are able to support other adults then you are on the right path.

You should always show you’re approachable, Demonstrate positive behaviour, Give support as and when it is required, Demonstrate your listening skills, Show commitment, Show respect, Don’t gossip about work colleagues and Respond politely. 2. 2 When we are communicating with adults it is important to address them by their preferred title this in turn is showing respect, for example ; * Mrs James

With adults you are communicating with you can use more complex language, (whereas children you have to keep it clear and to the point so they understand what you are talking about) it is important for them to feel comfortable with you, especially since you are going to be working closely with them in the classroom, you have to show them that you area a caring individual, Respect their wishes in the setting, Communicate politely and courteously, Give them all the support they need, Ask questions on a need to know basis and always try to handle disagreements with adults in a way that will maintain a positive relationship.

This will make it easier to work in a team and therefore less likely to cause friction in the setting, this will also make you a good role model for children aswell as the adults. It is important for children to see all adults behaving in a professional manor in a school setting and as a role model we should demonstrate positive behaviour and show mutual respect for our colleagues. 3. 1 How communication with children and young people differs across different age ranges and stages of development.

The way in which we communicate with children and young people changes dramatically over their life, from learning a baby their first words to deep discussion and debate with young adults. As an adult or professional working with children and young people we must be able to change how we communicate with the varied age ranges we may come across naturally and automatically. Younger children may need more physical contact, you will also need to change/adapt your vocabulary and more than likely repeat what you have said a few times so check the children have understood you.

3. 2 Main differences between communicating with adults and communicating with children. When you are communicating with both adults and children you should always maintain eye contact and interest. Always respond to what they are saying and treat them with good manners and respect. Children –communicate clearly when speaking to young people they will then learn to communicate well themselves, do not use complicated language keep it simple, you could ask the children ‘what did I just ask you to do? ’ that will then show you if the children understood the task.

Do not interrupt children and never dismiss anything they are saying, this will only lower their self-esteem. Do not laugh or hurry them when they are speaking. Adults – When communicating with adults you need to be respectful and consider their point of view. As adults we need to show children how to get along with each other and hot to communicate effectively. Children will copy adult’s behaviour from a very early age. 3. 3 There may be a number of reasons of why communication difficulties exist, these could be whilst working individual or in groups of people.

Poor Communication – Information may not have been passed on correctly or could have been misunderstood. Opposing Expectations – People will not always have the same idea about an activity or want to do it in a different way. Always make it clear what you want someone to do. Different values & ideas – People with different personality will have different ways of dealing with situations, e. g – a school could request for the pupils to do something in a certain way but the parent could have different views.

Special needs – you should always show care and sensitive towards people who have communication difficulties, as they may need to take their time whilst taking to you and you do not want them to feel under pressure. You will need to adapt the way you communicate with their individual needs. Lack of confidence – some children will act aggressively if they are unsure about what you have asked or if they lack confidence, you need to be sensitive and offer support and encouragement to them. 3. 4 How to adapt communication to meet different communication needs.

You will need to adapt the way your communicate to meet the needs of who you are speaking with, it will depend on the age of the person, what the conversation is about and the communication needs of the person you are talking to. These are things you would have to put in place if you had a parent that was deaf. Talking to a deaf parent in a parents evening – you will need to make sure you are facing them whilst talking so they can lip read what you are saying. If you need to contact them about something would you telephone them or write to them?

Or ask to speak to a spouse/partner etc. Schools these days send out memo’s through letters or emails, depending on a parents individual needs it may not be the best way to communicate with them, if you did need to ask a parent why they have not responded you should do this in a sensitive manner. People may be from a different country and do not speak English or only understand a little bit; in this case you they may need to have a translator in order for you to communicate the information.

3. 5 Describe how to deal with disagreements between: a) The practitioner and children and young people; Within my setting I work in the Early Years and I find that there are many disagreements between the children. For example Child A may say “I want to play with that toy but Child B won’t let me”. The way I would deal with this would be to explain to Child A that Child B had this toy first and that Child B can play with this toy for 2 minutes then Child A can have a turn.

I would explain to both Child a and B that it’s important to share and it’s more fun if they both play with it for example it could be a doll so I would say “well dolly is getting tired now so why don’t you put dolly to sleep in his/her cot for their midday nap and then one of you can get her bottle ready for when she wakes up and one of you can put some food on as these are all jobs that we have to do as a mummy and daddy. This is something I do with the girls in my class and it works a treat as they feel really important as they have jobs to do!

b) The practitioner and other adults Be calm about it, don’t raise your voice so make sure to take a couple breaths if you feel like you are getting angry. Then just tell them why you think differently. If they get too angry about it themselves or they don’t seem to be getting your point, stop the argument by saying, I understand your meaning but as I said, I just don’t agree with it. Always try to resolve the situation as soon as possible as the longer it goes on the more difficult it will be to put right. 4. 1

It is really important for adults working with children/young people to at least know the legislations and policies. The school has a Confidentiality Policy, which all staff needs to be aware of, this sets out the school’s aims and objectives relating confidentiality and gives guidelines on how to handle confidential information. The Data Protection Act 1998 states that any organisation holding confidential information should be registered with the Data Protection Commission. The Act gives eight principles of practice that govern the use of personal information.

Such information must be:- processed fairly and lawfully ? processed for a limited process ? only used for the purpose for which was gathered ? Adequate, relevant and not excessive ? Accurate and kept no longer than necessary ? Processed in line with the individual’s rights ? Kept in a secure place ? Not kept longer than necessary Any staff who obtain information about any children they are working with should ensure these principles are followed, and that any information obtained is only shared with people who have a right to the information, for example the class teacher or SENCO.

Other parts of legislation that help to protect private information are: Every Child Matters – This green paper stresses the importance of more integrated services and how to do the sharing of information between professionals. Confidentiality – Safeguarding all pupil information and ensuring that the people you are sharing information with are authorised to receive it. Confidentiality is privileged information which concerns families, children and young people. Confidentiality is paramount when dealing with sensitive issues especially if

parents/ carers want to disclose some information to you, you would like to feel they can confide in you, but you must tell them straight away that if they tell you something in confidence and something came to light where a child/young person was being abused or concerns of child abuse that you would have to report it to the relevant person ie, the headteacher, but it will be done in the strictest confidence, as it is unfair for them to disclose confidential matters unless they understand this. It is very important that adults never ever; * Gossip about parents or their children * Discuss one parent with another

* Not to make judgements about children or their parents However, some information does need to be disclosed where children have special medical needs for example; Allergy needs, Special diets, Religious needs and Medical conditions. Under the data protection act 1998, information about children/young people needs to be kept in a locked secure file, this should be in the same place and only the relevant people should have access to the locked file, the file should never be taken of the school premises, only share relevant information with your work colleagues on a need to know basis.

If at all you discover any breaches of confidentiality you must always report it to the headteacher. Sharing the relevant information is paramount for Safeguarding our children/young people and also children with special educational needs so they can receive the relevant services they need for their education and protected from abuse and neglect. 4. 2 There are guidelines about the disclosure of information. When discussing pupils with others, we should take make sure that you only share information that they need to know and are entitled to know.

If a person is unsure about whether to pass on information to others, it is always best to wait and to check before doing so. There may be some instances where information on pupils needs to be accessible to all staff, for example, if a pupil has a specific medical problem such as asthma or epilepsy. There should be a system within the school for making sure that the entire staff are aware of who these pupils are. Some schools put photographs of the pupils in staffrooms and dining areas.

When disclosing information we must make sure that we: • Ensure that what we say is complete and accurate. • Be sure that we are clear about the information that is passed on. • Make sure that when disclosing any information that it is done in an appropriate environment where people won’t over hear. • Repeat back to check what has been said. • Always follow school policies for passing on information. • Report any breaches of confidentiality to the appropriate person.

The school keeps a certain amount of confidential information on pupils and adults and this means that information and records that we have access to as part as our role as a teaching assistant must only be used for the intended purpose. It is important when updating information; we do not provide opportunities for others to gain access to it. 4. 3 When can confidently protocols be breached? There are certain circumstances in which an adult can pass on the information to the relevant authority without permission.

If you suspect or have evidence that a child is being abused at home, then it would it be right for you to pass on the information. The general rule is that if you believe a child to be at a significant risk of harm then you should pass on personal information to those who would be able to prevent harm. Every setting will have policies and procedures that must be followed in these circumstances. Sometimes private and personal information needs to be shared so that people can access services. In some circumstances disclosure of personal information is required by law.

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