Explain Why Effective Communication Is Important In Developing Positive Relationships With Children And Adults
TDA 3.1 1.1 Why effective communication is important in developing positive relationships with CYP & adults.
To make communication effective – be clear/precise/simple, relevant, positive fun and calm. Consistent, repetitive – be able to rephrase if unclear using a different method maybe a white board. Be inspirational not negative. Constructive and positive criticism goes both ways (adults). Non-verbal, using facial expression, positive body language promotes an approachable and open communication path.
The behaviour and actions of adults in front of children can have a lasting effect; acting in a good manner promotes the same in the children. Children learn by copying those around them. If you are calm and do things softly then …show more content…
they will learn to be the same, if you slam doors and throw books onto tables this is aggressive and the children will pick up on this. If it is carried out then children will think this is the way to behave and turn into door slamming, book throwing, and aggressive children. Autistic children are particularly prone to mimicking those around them. You must show confidence, this in turn promotes their confidence and the children pick up on this. If you are unconfident and rather timid children can pick up on this, they can also behave in this way, this does not promote good learning skills. Today’s children are tomorrow’s adults and it is up to us to teach them to learn and grow up in a confident, polite, well-behaved manner to ensure that future generations can also be taught these few basic life rules. Keeping things simple, using facial expressions or gestures, eye contact and body language all promote communication. If someone is listening they should understand -, this needs to be checked – else communication will fail. The use of visual timetables, posters, flashcards, sign language all effective where there are oral communication difficulties. Possibly the use of a translator could be used where English is not the main language used. You could use another child, staff member, relation or outside agency. Quite often using a different approach allows the other person to understand what you are saying – maybe you could rephrase how you are asking, using a more simple language.
When communicating with others we need to listen to them first to enable us to find an opportunity to join into the conversation or start a conversation with them.
Use eye contact, body language and correct facial expressions for the situation. Listen attentively. When communicating with small children get down to their level, and respond even if it is with a smile or the correct noise like a mmmmm, yes, mmmmm. Ensure you look at the person and not around the room to show an interest in what they are saying, answer them, encourage them, be interested, engage in a fuller answer or comment if you feel you can, maybe encourage them to think about what they have said and provide their own answers.
There are a couple of different communication models one of which is Shannon’s model. In 1948 Claude Shannon introduced his idea that one person can send a message with the use of a transmitter i.e. computer or phone, this can receive interference (Noise) on transfer; the other person is the receiver. The diagram below shows how communication happens and also shows what could go …show more content…
wrong.
Berlo’s model is another famous communication model, whereby he hints at the person sending and the person receiving are both of the same understanding
.
1.2 The principles of relationship building with CYP & adults
If your audience is comfortable in your company then they will be more likely to be able to communicate effectively. When people do not get along or are wary of each other then they are more likely not to communicate with each other and avoid making contact. I can use an example from my own experience. At school there is a member of staff who is rarely social towards me and it got to the stage where I stopped trying to communicate at all with this person. No eye contact, no smiles in passing etc, but as time went on I started to dread if I had to pass this person in the corridor. Therefore I made a conscious effort to smile and say hello every time I saw this person and this person is now reciprocating. I now feel, although there is perhaps a way to go with this relationship it has definitely made me feel a lot let anxious about passing in the corridor and approaching this person.
Building positive relationships with others =
Showing respect
Taking time to listen to others
Maintaining a sense of humour
Remembering issues which are personal to them
Being considerate
Effective communication
Being clear on key points
If you have a positive, confident approach then all CYP & adults will find you more approachable, knowing they can be treated with respect, listened to and helped if needed. To have a shy retiring approach, you may be interpreted as someone who doesn’t listen or is too quite to help or speak up for you if you need help.
1.3 How different social, professional & cultural contexts may affect relationships & the way people communicate
The telephone rings and you answer it, it’s not a voice you recognize so automatically your tone changes into a less casual friendly into a professional formal tone. It’s something that seems to happen without even thinking about it.
Once you have spoken to someone for the first time you can judge “how” he or she speaks, are they like you? Are they a different social scale to you? We tend to again without a lot of effort adapt ourselves accordingly.
If we see the head strolling along the corridor you find yourself saying “good morning”, if it’s a colleague from your class you tend to say “hi”. Its all done without malice but done automatically.
When communicating with other cultures we need to be aware that not all cultures enjoy physical contact or close proximity, where as others seem to quite happily hug and kiss every one of all genders.
We find we can adapt our communication given a social situation – to meet with a professional parent, we would be able to provide standard information and have the ability to pitch our language and manner appropriate for the situation. A professional parent may seem aggressive where as really they are perhaps just more assertive, as a member of teaching staff we have to realize this and adapt accordingly. If you take parents with poor education again you have to pitch your information at the correct level, being clear and honest, explaining in detail as required, checking understanding. Using positive body language, reassuring facial expressions and being open and welcoming.
In a professional context we need to be able to answer questions and not waffle on, to be honest, ensure you are organized in your approach and have the correct documents, evidence or examples ready to use/show. Show professionalism by being on time to any meeting.
2.1 Explain the skills needed to communicate with C&YP
Cross reference with 3.1 1.1 & 3.1 1.2
2.2 Explain how to adapt communication with C&YP for
The age of the child or young person When communicating with small children get down to their level listen whilst maintaining eye contact and respond even if it is with a smile or the correct noise like a mmmmm, yes, mmmmm. To move down to their level shows you are listening and interested in what they have to say, it instils confidence in them to be able to approach you again and again with the knowledge that you will listen and help. Your own responses to a young child have to be within their limitations of understanding.
The context of the communication – Social Context – address the person by the preferred name, whether you are to be formal or less formal. Keep people present to a minimum to prevent from feeling of being overwhelmed. Sometimes we find that parents need support to understand the complexities of a conversation or meeting. Professional context – You would possibly need to present an assertive and confident manner in this situation. Jargon may be used that you do not understand, don’t feel belittled by asking what it means. Dress code – dress smartly this will give a professional feel as soon you meet. The location needs to be private and not in a corridor or doorway for everyone to hear and be interrupted. Cultural context – We need to have an understanding of different cultures and embrace them, learn about their celebration events, dress, and food – ensure everyone is catered for, especially on occasions in school. Have knowledge of how to greet, as some cultures do not like physical contact or to be in close proximity to others when greeting, yet others embrace. To know if there are gender barriers and have someone available of opposite gender if needed. There may be language or communication barrier/difficulties, ensure there are people available to overcome these barriers – interpreters, other family members that can interpret, sign language.
Communication differences – hearing impairment, use of hearing aids, speak clearly to allow lip reading, beware that males with moustaches can be difficult to lip read. Use of makaton or sign language, pecks and subtitles. Use a simple language to enable instructions to be followed – speak slowly, break things down, allow people time to process speech and then answer, use visual cards and prompts. Don’t use local language lingo i.e. “ey up me duck”. There could be additional support provided in classrooms, use google to translate or use bilingual dictionaries. For people with dyslexia use large font and coloured paper.
2.3 Explain the main differences between communicating with adults and communicating with CYP
Adults CYP
Patient & will take turns Keep it simple/on their level
Are clear & precise Give step-by-step instructions Model correct term “I sawd some sheeps” should be “I saw some sheep”
2.4 Explain how to adapt communication to meet different needs of adults
There may be language or communication barrier/difficulties, ensure there are people available to overcome these barriers – interpreters, other family members or staff that can interpret, sign language.
If there is a hearing impairment speak clearly to allow lip reading, beware that males with moustaches can be difficult to lip read. Use sign language or makaton or get someone who can to do it.
For learning difficulties use a simple language to enable conversation to be followed – speak slowly, break things down, allow people time to process speech and then answer
For people with dyslexia using large font and coloured paper.
To know if there are gender barriers and have someone available of opposite gender if needed.
2.5 Explain how to manage disagreements with CYP & Adults
CYP
Separate the arguing/fighting individuals
Listen to both sides for reasons
Acknowledge
Be at their level, not standing uninterested looking around; maintain eye contact remembering the facts as they are told
Mediate reconciliation
Ensure onlookers are moved away or go to a more private area
Adults
Separate the arguing/fighting individuals
Use the correct title for the person
Ensure location is private if necessary
Listen to both sides for reasons
Acknowledge and be interested
Can you deal with this situation or does it need to be referred
Its ok to walk away if getting heated and say will discuss later
3.1 Summarise the main points of legislation re confidentiality, Data protection Act, Freedom of information Act.
The Data protection Act 1998 is to protect the rights of the privacy of information and that this information should only be used and kept for the sole purpose of what it was originally collected for. It is the duty of the school to keep the information secure and any such information should not be removed from school premises. The information should be adequate and relevant and also relevant to what the purpose it was collected for. Once the information is no longer required then it must be destroyed. The collected data should be kept up to date where necessary and should be free from errors.
The Freedom of information Act 2000 is an act of parliament that allows the public a right of access to information held by public authorities, school being one of these. It. explains the ways the public is allowed to access private information. Anyone can request information from a public authority; this has to be done in writing. There are approximately 120,000 requests made each year. It seems that journalists are at the top of the list for taking up official’s time from making requests for information. Certain information would not be released publicly such as personal and confidential data.
Summary of school confidentiality policy & procedures
School staff cannot promise absolute confidentiality if approached by a pupil for help. Staff must make this clear to pupils. Child protection procedures must be followed when any disclosures about abuse are made.
3.2 Explain the importance of reassuring CYP & adults of the confidentiality of shared information & the limits of this
It is of importance to reassure CYP & adults that any information that is gathered about them is kept confidential and that any of their information could only be used where necessary for their trust and security. They have the right to have this kept confidential and not for others to see. Any member of staff must be aware that they should not share any information with others as this may put them at risk and obviously violates the trust. CYP & Adults need to know that the information they have spoken about will be kept confidential and that there are no repercussions from this. CYP & adults should be reassured that the school is taking the confidential nature of the matter seriously and will provide any support they need. There could be an occasion where the information that has been provided would need to be passed to another more senior member of staff or the SENCO and the CYP & adults should be made aware of this.
3.3 Justify the kinds of situations when confidentiality protocols must be breached
There are legal obligations to share information with another professional body – dependant on what the information is.
If this were the case the CYP & adults would have to be made aware from the beginning that their information will have to be shared. There are times when this could be unsafe or inappropriate. For instance if a CYP or adult had made a statement to a staff member about a form of abuse from a member of their family then it may not be appropriate at that exact time to call the family in. This may be dependant on the situation, a time to call other professional bodies in to school to ensure the CYP or adults safety.
Whistle blowing is a time when confidentiality could be breached. There could be information that has been escalated to the senior management team in a school and nothing has been done about it, or it is blatantly obvious that nothing is going to be done about it. Maybe where a member of staff has been told to keep quiet or ignore something by the SMT that needs to be moving to other professional bodies then that is the time for the Whistle blower to speak out to the authority concerned. This unfortunately means a breach of confidentiality but it has to be done or harm may come to someone as a result of no action. There may sometimes be a time when confidentiality protocols have to be breached for example if a child is at risk from living in a dangerous
environment, abuse, alcoholic parents or in danger of drugs, being some of the situations.
Bibliography for level 3 – 3.1
http://www.tutorialspoint.com/images/berlo_model.jpg http://www.pearsonschoolsandfecolleges.co.uk/FEAndVocational/Childcare/NVQSVQCYPW/NVQSVQSupportingTeachingandLearning/Samples/Level3PrimarySTaLISCandHandbooksamp http://www.studymode.com/essays/Explain-The-Skills-Needed-To-Communicate-973331.html http://en.wikipedia.org/wiki/Freedom_of_Information_Act_2000 http://www.studymode.com/essays/Explain-The-Importance-Of-Reassuring-Children-1143170.html
To make communication effective – be clear/precise/simple, relevant, positive fun and calm. Consistent, repetitive – be able to rephrase if unclear using a different method maybe a white board. Be inspirational not negative. Constructive and positive criticism goes both ways (adults). Non-verbal, using facial expression, positive body language promotes an approachable and open communication path.
The behaviour and actions of adults in front of children can have a lasting effect; acting in a good manner promotes the same in the children. Children learn by copying those around them. If you are calm and do things softly then …show more content…
they will learn to be the same, if you slam doors and throw books onto tables this is aggressive and the children will pick up on this. If it is carried out then children will think this is the way to behave and turn into door slamming, book throwing, and aggressive children. Autistic children are particularly prone to mimicking those around them. You must show confidence, this in turn promotes their confidence and the children pick up on this. If you are unconfident and rather timid children can pick up on this, they can also behave in this way, this does not promote good learning skills. Today’s children are tomorrow’s adults and it is up to us to teach them to learn and grow up in a confident, polite, well-behaved manner to ensure that future generations can also be taught these few basic life rules. Keeping things simple, using facial expressions or gestures, eye contact and body language all promote communication. If someone is listening they should understand -, this needs to be checked – else communication will fail. The use of visual timetables, posters, flashcards, sign language all effective where there are oral communication difficulties. Possibly the use of a translator could be used where English is not the main language used. You could use another child, staff member, relation or outside agency. Quite often using a different approach allows the other person to understand what you are saying – maybe you could rephrase how you are asking, using a more simple language.
When communicating with others we need to listen to them first to enable us to find an opportunity to join into the conversation or start a conversation with them.
Use eye contact, body language and correct facial expressions for the situation. Listen attentively. When communicating with small children get down to their level, and respond even if it is with a smile or the correct noise like a mmmmm, yes, mmmmm. Ensure you look at the person and not around the room to show an interest in what they are saying, answer them, encourage them, be interested, engage in a fuller answer or comment if you feel you can, maybe encourage them to think about what they have said and provide their own answers.
There are a couple of different communication models one of which is Shannon’s model. In 1948 Claude Shannon introduced his idea that one person can send a message with the use of a transmitter i.e. computer or phone, this can receive interference (Noise) on transfer; the other person is the receiver. The diagram below shows how communication happens and also shows what could go …show more content…
wrong.
Berlo’s model is another famous communication model, whereby he hints at the person sending and the person receiving are both of the same understanding
.
1.2 The principles of relationship building with CYP & adults
If your audience is comfortable in your company then they will be more likely to be able to communicate effectively. When people do not get along or are wary of each other then they are more likely not to communicate with each other and avoid making contact. I can use an example from my own experience. At school there is a member of staff who is rarely social towards me and it got to the stage where I stopped trying to communicate at all with this person. No eye contact, no smiles in passing etc, but as time went on I started to dread if I had to pass this person in the corridor. Therefore I made a conscious effort to smile and say hello every time I saw this person and this person is now reciprocating. I now feel, although there is perhaps a way to go with this relationship it has definitely made me feel a lot let anxious about passing in the corridor and approaching this person.
Building positive relationships with others =
Showing respect
Taking time to listen to others
Maintaining a sense of humour
Remembering issues which are personal to them
Being considerate
Effective communication
Being clear on key points
If you have a positive, confident approach then all CYP & adults will find you more approachable, knowing they can be treated with respect, listened to and helped if needed. To have a shy retiring approach, you may be interpreted as someone who doesn’t listen or is too quite to help or speak up for you if you need help.
1.3 How different social, professional & cultural contexts may affect relationships & the way people communicate
The telephone rings and you answer it, it’s not a voice you recognize so automatically your tone changes into a less casual friendly into a professional formal tone. It’s something that seems to happen without even thinking about it.
Once you have spoken to someone for the first time you can judge “how” he or she speaks, are they like you? Are they a different social scale to you? We tend to again without a lot of effort adapt ourselves accordingly.
If we see the head strolling along the corridor you find yourself saying “good morning”, if it’s a colleague from your class you tend to say “hi”. Its all done without malice but done automatically.
When communicating with other cultures we need to be aware that not all cultures enjoy physical contact or close proximity, where as others seem to quite happily hug and kiss every one of all genders.
We find we can adapt our communication given a social situation – to meet with a professional parent, we would be able to provide standard information and have the ability to pitch our language and manner appropriate for the situation. A professional parent may seem aggressive where as really they are perhaps just more assertive, as a member of teaching staff we have to realize this and adapt accordingly. If you take parents with poor education again you have to pitch your information at the correct level, being clear and honest, explaining in detail as required, checking understanding. Using positive body language, reassuring facial expressions and being open and welcoming.
In a professional context we need to be able to answer questions and not waffle on, to be honest, ensure you are organized in your approach and have the correct documents, evidence or examples ready to use/show. Show professionalism by being on time to any meeting.
2.1 Explain the skills needed to communicate with C&YP
Cross reference with 3.1 1.1 & 3.1 1.2
2.2 Explain how to adapt communication with C&YP for
The age of the child or young person When communicating with small children get down to their level listen whilst maintaining eye contact and respond even if it is with a smile or the correct noise like a mmmmm, yes, mmmmm. To move down to their level shows you are listening and interested in what they have to say, it instils confidence in them to be able to approach you again and again with the knowledge that you will listen and help. Your own responses to a young child have to be within their limitations of understanding.
The context of the communication – Social Context – address the person by the preferred name, whether you are to be formal or less formal. Keep people present to a minimum to prevent from feeling of being overwhelmed. Sometimes we find that parents need support to understand the complexities of a conversation or meeting. Professional context – You would possibly need to present an assertive and confident manner in this situation. Jargon may be used that you do not understand, don’t feel belittled by asking what it means. Dress code – dress smartly this will give a professional feel as soon you meet. The location needs to be private and not in a corridor or doorway for everyone to hear and be interrupted. Cultural context – We need to have an understanding of different cultures and embrace them, learn about their celebration events, dress, and food – ensure everyone is catered for, especially on occasions in school. Have knowledge of how to greet, as some cultures do not like physical contact or to be in close proximity to others when greeting, yet others embrace. To know if there are gender barriers and have someone available of opposite gender if needed. There may be language or communication barrier/difficulties, ensure there are people available to overcome these barriers – interpreters, other family members that can interpret, sign language.
Communication differences – hearing impairment, use of hearing aids, speak clearly to allow lip reading, beware that males with moustaches can be difficult to lip read. Use of makaton or sign language, pecks and subtitles. Use a simple language to enable instructions to be followed – speak slowly, break things down, allow people time to process speech and then answer, use visual cards and prompts. Don’t use local language lingo i.e. “ey up me duck”. There could be additional support provided in classrooms, use google to translate or use bilingual dictionaries. For people with dyslexia use large font and coloured paper.
2.3 Explain the main differences between communicating with adults and communicating with CYP
Adults CYP
Patient & will take turns Keep it simple/on their level
Are clear & precise Give step-by-step instructions Model correct term “I sawd some sheeps” should be “I saw some sheep”
2.4 Explain how to adapt communication to meet different needs of adults
There may be language or communication barrier/difficulties, ensure there are people available to overcome these barriers – interpreters, other family members or staff that can interpret, sign language.
If there is a hearing impairment speak clearly to allow lip reading, beware that males with moustaches can be difficult to lip read. Use sign language or makaton or get someone who can to do it.
For learning difficulties use a simple language to enable conversation to be followed – speak slowly, break things down, allow people time to process speech and then answer
For people with dyslexia using large font and coloured paper.
To know if there are gender barriers and have someone available of opposite gender if needed.
2.5 Explain how to manage disagreements with CYP & Adults
CYP
Separate the arguing/fighting individuals
Listen to both sides for reasons
Acknowledge
Be at their level, not standing uninterested looking around; maintain eye contact remembering the facts as they are told
Mediate reconciliation
Ensure onlookers are moved away or go to a more private area
Adults
Separate the arguing/fighting individuals
Use the correct title for the person
Ensure location is private if necessary
Listen to both sides for reasons
Acknowledge and be interested
Can you deal with this situation or does it need to be referred
Its ok to walk away if getting heated and say will discuss later
3.1 Summarise the main points of legislation re confidentiality, Data protection Act, Freedom of information Act.
The Data protection Act 1998 is to protect the rights of the privacy of information and that this information should only be used and kept for the sole purpose of what it was originally collected for. It is the duty of the school to keep the information secure and any such information should not be removed from school premises. The information should be adequate and relevant and also relevant to what the purpose it was collected for. Once the information is no longer required then it must be destroyed. The collected data should be kept up to date where necessary and should be free from errors.
The Freedom of information Act 2000 is an act of parliament that allows the public a right of access to information held by public authorities, school being one of these. It. explains the ways the public is allowed to access private information. Anyone can request information from a public authority; this has to be done in writing. There are approximately 120,000 requests made each year. It seems that journalists are at the top of the list for taking up official’s time from making requests for information. Certain information would not be released publicly such as personal and confidential data.
Summary of school confidentiality policy & procedures
School staff cannot promise absolute confidentiality if approached by a pupil for help. Staff must make this clear to pupils. Child protection procedures must be followed when any disclosures about abuse are made.
3.2 Explain the importance of reassuring CYP & adults of the confidentiality of shared information & the limits of this
It is of importance to reassure CYP & adults that any information that is gathered about them is kept confidential and that any of their information could only be used where necessary for their trust and security. They have the right to have this kept confidential and not for others to see. Any member of staff must be aware that they should not share any information with others as this may put them at risk and obviously violates the trust. CYP & Adults need to know that the information they have spoken about will be kept confidential and that there are no repercussions from this. CYP & adults should be reassured that the school is taking the confidential nature of the matter seriously and will provide any support they need. There could be an occasion where the information that has been provided would need to be passed to another more senior member of staff or the SENCO and the CYP & adults should be made aware of this.
3.3 Justify the kinds of situations when confidentiality protocols must be breached
There are legal obligations to share information with another professional body – dependant on what the information is.
If this were the case the CYP & adults would have to be made aware from the beginning that their information will have to be shared. There are times when this could be unsafe or inappropriate. For instance if a CYP or adult had made a statement to a staff member about a form of abuse from a member of their family then it may not be appropriate at that exact time to call the family in. This may be dependant on the situation, a time to call other professional bodies in to school to ensure the CYP or adults safety.
Whistle blowing is a time when confidentiality could be breached. There could be information that has been escalated to the senior management team in a school and nothing has been done about it, or it is blatantly obvious that nothing is going to be done about it. Maybe where a member of staff has been told to keep quiet or ignore something by the SMT that needs to be moving to other professional bodies then that is the time for the Whistle blower to speak out to the authority concerned. This unfortunately means a breach of confidentiality but it has to be done or harm may come to someone as a result of no action. There may sometimes be a time when confidentiality protocols have to be breached for example if a child is at risk from living in a dangerous
environment, abuse, alcoholic parents or in danger of drugs, being some of the situations.
Bibliography for level 3 – 3.1
http://www.tutorialspoint.com/images/berlo_model.jpg http://www.pearsonschoolsandfecolleges.co.uk/FEAndVocational/Childcare/NVQSVQCYPW/NVQSVQSupportingTeachingandLearning/Samples/Level3PrimarySTaLISCandHandbooksamp http://www.studymode.com/essays/Explain-The-Skills-Needed-To-Communicate-973331.html http://en.wikipedia.org/wiki/Freedom_of_Information_Act_2000 http://www.studymode.com/essays/Explain-The-Importance-Of-Reassuring-Children-1143170.html