Explain How To Establish Respectful, Professional Relationships With Children, Young People And Adults
TDA 2.3: Communication & Professional Relationships with Children, Young People & Adults
Introduction
During this essay I will be discussing how to interact with and respond to children and young people. How to interact and respond to adults. How to communicate with children, young people and adults. Finally I will be discussing current legislation, policies and procedures for confidentiality and sharing information, including data protection.
Know How to Interact With and Respond to Children & Young People
1.1
To establish respectful, professional relationships with children and young people, firstly we must establish ground rules and expectations of them. We must show that we are actively listening to them so they feel that their opinion is valued, if we fail to do this then they may be reluctant to partake in class discussions or turn to you if they need help. There will also be a lack of mutual respect.
1.2
We must understand that young children are still developing their communication and language skills. We must come down to their eye level when talking to them so they don’t feel intimidated. We should use simple and short instructions due to short attention span that they …show more content…
have at this age. We should also be patient with them and give them time to understand. Support them without taking over so that they start to feel comfortably independent.
As children start to get older they start to mature in the way that they communicate and treat others. So we could start using more complex conversation and introduce new words to them. Children of this age will be able to sit for longer periods of time due to an increased attention span, therefore, we will be able to give longer and more detailed sets of instructions to them. Although children of this age are more aware of others and more considerate towards peoples feeling we may still need to remind them to wait for their turn for example, because they are still young and some may not have yet matured.
As children reach towards key-stages three and four, they become more self-efficient. They understand the difference between formal and informal language and will use it accordingly. We should try and give children of this age more responsibilities so they become used to being independent. We should try getting them to work in small groups so that they get used to speaking out aloud as when they are this age they tend to get embarrassed and shy when speaking out aloud in large groups.
1.3
When dealing with disagreements between young people we should first find out exactly what has happened and hear from all sides. This is important for them also because they will feel that their voice has been heard and their point has been put across which will make them feel valued. We will then need to establish who it was that was in the wrong and use the correct sanctions according to the behaviour e.g. being sent to the head teacher. We must also make sure that apologies were given to those due them by the wrong doer. It is important to use restorative justice because it encourages children to do the right thing. It shows the link between good behaviour and rewards rather that bad behaviour and punishment.
1.4
We must be careful of how we talk to others in front of children, we want to show positive, effective interactions such as being polite and respectful, as this will impact positively on children and teach them the correct way to talk to people. We must set an example to the children, if we don’t , and we behave in a way they are told not to they will pick up on this and will be confused about boundaries are acceptable.
Know How to Interact With and Respond to Adults
2.1
To establish respectful, professional relationships with adults, we must speak politely and courteously to each other. Give each other help and advice when needed. Keep confidentiality. We must not gossip and be careful what is said in front of children. It is also important to be seen as working as part of a team and help each other in any way possible.
2.2
When we are working with children we must remember that we are role models to children. We show them through our own interactions how to relate and communicate with others. We must make sure that we are always behaving appropriately and professionally in school, this way we will be encouraging children to do the same. Children will also be more willing to learn and enjoy it when they are surrounded by people holding positive relationships.
Know how to Communicate With Children, Young People and Adults
3.1
“Children of different ages will require varying levels of attention” (STLA book, Louise Burnham, 2010, pg. 42) Younger children need support and reassurance. As children get older and more mature they will need more help resolving issues and reflecting on certain things such as thoughts and actions. We should adapt our vocabulary according to the age of the child we are dealing with.
3.2
There are a few similarities we use when communicating with children and adults such as maintaining eye contact, treating others with respect and courtesy and responding to interactions. With children we tend to use a higher pitched, softer tone of voice and simpler language. We must remember that we are role models to them so how we behave in school is very important. We must be clear with children about what is required and expected of them.
3.3
There may be some communication difficulties that arise, this may be due to poor communication, we must be clear in what we are saying and make sure it is understood to avoid this. There also may be opposing expectations, in this case we must always clarify what they are doing and why. There also may be people with special needs, we should be sensitive towards these people as they may need more time and patience and we don’t want them to feel under pressure. We need to make sure they have the same opportunities to have their voice heard the same as everyone else.
3.4
We must adapt our communication to meet different communication needs, we must take into consideration the age and experience of the person we are dealing with. The context of the conversation and the communication needs of the individual. If someone was hard of hearing we could speak up or make sure they can lip read our words. Or if someone couldn’t speak English we may need to have a translator.
3.5
When disagreements arise between you and a child or young person, you should not be drawn into an argument. Tell them that you are not willing to discuss the matter until you’ve both had thinking time. If I were to witness an argument between a child and a practitioner I would try to defuse the situation and act as a mediator between them both.
When disagreements arise between adults it must be resolved as soon as possible, or it may become harder to resolve. We should sit down at talk about things sensitively and respectfully so that bad feelings do not continue afterward. We should not blame others for having different perceptions from ourselves. If it is impossible to sit down and talk things through with each other you may need a mediator. If that doesn’t work and atmosphere still persists, different action should be taken.
Know About Current Legislation, Policies and Procedures for Confidentiality and Sharing Information, Including Data Protection
4.1
The relevant legal requirements and procedures covering confidentiality, data protection and the disclosure of information are “every child matters (England 2003) based on the children’s act of 2004”.
This law enforces the act of sharing information more often with professionals. This law came into place after the death of Victoria Climbie, which could have been prevented by the sharing of information between health and social workers. Secondly, the data protection act 1998, which forbids the handing out of delicate information to second or third hand parties. Schools handle confidential information about each child; this information must only be used for the purpose in which it was gathered. If the information needs to be passed on you must have parental
consent.
The eight principles which govern the use of confidential information are as follows: * Be processed fairly and lawfully. * Be used only for the purpose for which it was gathered. * Be adequate, relevant and not excessive. * Be adequate and kept up to date where necessary. * Be kept for no longer than necessary. * Be processed in line with the individuals rights. * Be kept secure * Not be transferred to other countries without adequate protection.
4.2
It is important children and adults are aware of the confidentiality of their information. That it will under no circumstances be passed on without parental consent, unless the information presented shows that the childs welfare is at risk; in such case information should be passed onto the appropriate professionals.
4.3
The kinds of situations in which confidentiality protocols must be breached are when a childs welfare is at risk. If a child confides in you, you must let them know that if you feel they are at risk you must pass on the information to those appropriate. If you suspect a that a child is at risk you must alert the appropriate adults and professionals as soon as possible. Not doing so could end up in fatality, as it did in the Victoria Climbie case.
Introduction
During this essay I will be discussing how to interact with and respond to children and young people. How to interact and respond to adults. How to communicate with children, young people and adults. Finally I will be discussing current legislation, policies and procedures for confidentiality and sharing information, including data protection.
Know How to Interact With and Respond to Children & Young People
1.1
To establish respectful, professional relationships with children and young people, firstly we must establish ground rules and expectations of them. We must show that we are actively listening to them so they feel that their opinion is valued, if we fail to do this then they may be reluctant to partake in class discussions or turn to you if they need help. There will also be a lack of mutual respect.
1.2
We must understand that young children are still developing their communication and language skills. We must come down to their eye level when talking to them so they don’t feel intimidated. We should use simple and short instructions due to short attention span that they …show more content…
have at this age. We should also be patient with them and give them time to understand. Support them without taking over so that they start to feel comfortably independent.
As children start to get older they start to mature in the way that they communicate and treat others. So we could start using more complex conversation and introduce new words to them. Children of this age will be able to sit for longer periods of time due to an increased attention span, therefore, we will be able to give longer and more detailed sets of instructions to them. Although children of this age are more aware of others and more considerate towards peoples feeling we may still need to remind them to wait for their turn for example, because they are still young and some may not have yet matured.
As children reach towards key-stages three and four, they become more self-efficient. They understand the difference between formal and informal language and will use it accordingly. We should try and give children of this age more responsibilities so they become used to being independent. We should try getting them to work in small groups so that they get used to speaking out aloud as when they are this age they tend to get embarrassed and shy when speaking out aloud in large groups.
1.3
When dealing with disagreements between young people we should first find out exactly what has happened and hear from all sides. This is important for them also because they will feel that their voice has been heard and their point has been put across which will make them feel valued. We will then need to establish who it was that was in the wrong and use the correct sanctions according to the behaviour e.g. being sent to the head teacher. We must also make sure that apologies were given to those due them by the wrong doer. It is important to use restorative justice because it encourages children to do the right thing. It shows the link between good behaviour and rewards rather that bad behaviour and punishment.
1.4
We must be careful of how we talk to others in front of children, we want to show positive, effective interactions such as being polite and respectful, as this will impact positively on children and teach them the correct way to talk to people. We must set an example to the children, if we don’t , and we behave in a way they are told not to they will pick up on this and will be confused about boundaries are acceptable.
Know How to Interact With and Respond to Adults
2.1
To establish respectful, professional relationships with adults, we must speak politely and courteously to each other. Give each other help and advice when needed. Keep confidentiality. We must not gossip and be careful what is said in front of children. It is also important to be seen as working as part of a team and help each other in any way possible.
2.2
When we are working with children we must remember that we are role models to children. We show them through our own interactions how to relate and communicate with others. We must make sure that we are always behaving appropriately and professionally in school, this way we will be encouraging children to do the same. Children will also be more willing to learn and enjoy it when they are surrounded by people holding positive relationships.
Know how to Communicate With Children, Young People and Adults
3.1
“Children of different ages will require varying levels of attention” (STLA book, Louise Burnham, 2010, pg. 42) Younger children need support and reassurance. As children get older and more mature they will need more help resolving issues and reflecting on certain things such as thoughts and actions. We should adapt our vocabulary according to the age of the child we are dealing with.
3.2
There are a few similarities we use when communicating with children and adults such as maintaining eye contact, treating others with respect and courtesy and responding to interactions. With children we tend to use a higher pitched, softer tone of voice and simpler language. We must remember that we are role models to them so how we behave in school is very important. We must be clear with children about what is required and expected of them.
3.3
There may be some communication difficulties that arise, this may be due to poor communication, we must be clear in what we are saying and make sure it is understood to avoid this. There also may be opposing expectations, in this case we must always clarify what they are doing and why. There also may be people with special needs, we should be sensitive towards these people as they may need more time and patience and we don’t want them to feel under pressure. We need to make sure they have the same opportunities to have their voice heard the same as everyone else.
3.4
We must adapt our communication to meet different communication needs, we must take into consideration the age and experience of the person we are dealing with. The context of the conversation and the communication needs of the individual. If someone was hard of hearing we could speak up or make sure they can lip read our words. Or if someone couldn’t speak English we may need to have a translator.
3.5
When disagreements arise between you and a child or young person, you should not be drawn into an argument. Tell them that you are not willing to discuss the matter until you’ve both had thinking time. If I were to witness an argument between a child and a practitioner I would try to defuse the situation and act as a mediator between them both.
When disagreements arise between adults it must be resolved as soon as possible, or it may become harder to resolve. We should sit down at talk about things sensitively and respectfully so that bad feelings do not continue afterward. We should not blame others for having different perceptions from ourselves. If it is impossible to sit down and talk things through with each other you may need a mediator. If that doesn’t work and atmosphere still persists, different action should be taken.
Know About Current Legislation, Policies and Procedures for Confidentiality and Sharing Information, Including Data Protection
4.1
The relevant legal requirements and procedures covering confidentiality, data protection and the disclosure of information are “every child matters (England 2003) based on the children’s act of 2004”.
This law enforces the act of sharing information more often with professionals. This law came into place after the death of Victoria Climbie, which could have been prevented by the sharing of information between health and social workers. Secondly, the data protection act 1998, which forbids the handing out of delicate information to second or third hand parties. Schools handle confidential information about each child; this information must only be used for the purpose in which it was gathered. If the information needs to be passed on you must have parental
consent.
The eight principles which govern the use of confidential information are as follows: * Be processed fairly and lawfully. * Be used only for the purpose for which it was gathered. * Be adequate, relevant and not excessive. * Be adequate and kept up to date where necessary. * Be kept for no longer than necessary. * Be processed in line with the individuals rights. * Be kept secure * Not be transferred to other countries without adequate protection.
4.2
It is important children and adults are aware of the confidentiality of their information. That it will under no circumstances be passed on without parental consent, unless the information presented shows that the childs welfare is at risk; in such case information should be passed onto the appropriate professionals.
4.3
The kinds of situations in which confidentiality protocols must be breached are when a childs welfare is at risk. If a child confides in you, you must let them know that if you feel they are at risk you must pass on the information to those appropriate. If you suspect a that a child is at risk you must alert the appropriate adults and professionals as soon as possible. Not doing so could end up in fatality, as it did in the Victoria Climbie case.