Unit 301 Communication and Professional Relationships with Children, Young People and Adults

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|This unit is a mandatory unit of the following qualifications: |
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|Level 3 Award in Support Work in Schools |
|Level 3 Certificate in Supporting Teaching and Learning |
|Level 3 Diploma in Specialist Support for teaching and learning in schools |
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|By achieving this unit you will complete the following Learning Outcomes: |
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|Understand the principles of developing positive relationships with children, young people and adults. |
|Understand how to communicate with children, young people and adults. |
|Understand legislation, policies and procedures for confidentiality and sharing information, including data protection. |

Please note:

Learning Outcome 3 may be covered in units 302 and 333.

Before commencing this assignment look at the following link pages to help you understand the communication process:

http://www.bized.co.uk/educators/level2/comms/activity/buscomms12.htm

http://www.bized.co.uk/educators/level2/comms/activity/buscomms13.htm

Learning Outcome 1: Understand the principles of developing positive relationships with children, young people and adults

Assessment Criteria

1.1 Explain why effective communication is important in developing positive relationships with children, young people and adults.

1.2 Explain the principles of relationship building with children, young people and adults.

1.3 Explain how different social, professional and cultural contexts may affect relationships and the way people communicate.

Task 1

Explain why effective communication is important.
|In order to build a positive relationship with a child, young person or adult, effective communication is essential. The way in |
|which we communicate ultimately forms the basis of our relationship with that individual. A positive relationship with any |
|individual is important in developing trust, which in turn can lead to a feeling of being valued. If people are comfortable in our|
|company they are more likely to communicate effectively with us. |
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|A lack of communication can lead to relationship problems. An individual who is unable to communicate effectively is likely to |
|ostracize the person who they may want to build a relationship with. |
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|If good communication exists between the individuals involved it may prevent misunderstandings or unnecessary worries in the |
|future. |

Give examples of how to build positive relationships.

|The principles of relationship building with children, young people and adults consist of a number of key factors. Positive |
|relationships need to be built upon and developed in a number of different ways. |
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|As previously discussed effective communication is key to developing relationships with others and can take many forms such as; |
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|Taking the time to listen to others, particularly if they are asking for help or advice. Showing an interest in what they are |
|saying is vital as is responding appropriately. |
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|Enquiring about personal aspects of an individual’s life will help build up a positive relationship. By asking open questions this |
|encourages the individual to engage in the conversation. |
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|Always being polite and respectful and listening to others points of view shows that you are being considerate. An individual may |
|act out of character and it is important that we understand why they have behaved in this manner. |
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|Maintaining a sense of humour is an important attribute to have when developing relationships with individuals of any age. |
|Laughing is a good way of relieving a stressful situation. |
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|When we have conversations with others, it is important that we ensure they understand what we have said at the end of our |
|discussion. This is to ensure especially with children that they have not been distracted from the point of the conversation. It |
|may be a good idea to ask them to repeat back what they need to do. |
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|Finally it is always important to be open and approachable so whenever you interact with anyone they feel at ease and secure. |
|Being calm is also vital when dealing with behavioral issues or conflicts. |

Give at least three examples of how social relationships differ from professional relationships.

|To effectively communicate with people you firstly need to consider and then adapt the way you communicate when faced with |
|different situations. When communicating with any individual we should always consider a number of factors such as age, level of |
|understanding, cultural background or disability. |
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|When considering how social relationships differ from professional relationships it is important to remember the following; |
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|When communicating with children and young people within a classroom environment, we should reiterate that we working in a |
|professional capacity. It is important that clear boundaries and relationships are established |
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|We should try not to engage in conversations about our private life in front of children and young people and we should not provide|
|them with any contact details such as our address or mobile phone numbers. |
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|It is also important not to encourage any physical contact with children and young adults as this may not be appropriate in some |
|circumstances. |
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|When speaking to colleagues it is important to remember that conversations held privately outside of the classroom may not be |
|appropriate to then be discussed within the classroom environment. |

Learning Outcome 2: Understand how to communicate with children, young people and adults

Assessment Criteria

2.1 Explain the skills needed to communicate with children and young people.

2.2 Explain how to adapt communication with children and young people for:

a. the age of the child or young person

b. the context of the communication

c. communication differences between individuals which may create barriers to effective communication between them, for example:

▪ language

▪ sensory impairment

▪ speech, language or communication impairment

▪ cognitive abilities

▪ emotional state

▪ cultural differences

2.3 Explain the main differences between communicating with adults and communicating with children and young people.

2.4 Explain how to adapt communication to meet different communication needs of adults.

2.5 Explain how to manage disagreements with children, young people and adults.

Explain the skills needed to communicate with children and young people.

|When communicating with children and young people it is important to have good listening skills, use positive body language and be |
|able to adapt to different scenarios and situations. There are many different ways to communicate with examples such as facial |
|expressions, body language and eye contact. All these forms of communication can be used to make a person feel at ease, ultimately|
|giving them the opportunity to communicate back without discomfort or uneasiness. |
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|To effectively communicate with people you firstly need to consider and then adapt the way you communicate when faced with |
|different situations. When communicating with any individual we should always consider a number of factors such as age, level of |
|understanding, cultural background or disability. |
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|When communicating with children and young people as a pose to adults our language should be tailored to fit that situation. You |
|should always speak to them in the context of a professional to a young person. Personal information about yourself should never |
|be disclosed such as mobile telephone numbers or home addresses and you should never become involved in any communication on social|
|networking sites. We should always remember that personal conversations amongst adults may not be appropriate to be discussed in |
|front of children. |
How do you adapt your methods of communication with different people in different situations?

|Child under 5 |When communicating with young children using smaller words and speaking slowly may be |
| |necessary depending on their body language. Talking calmly and getting down to their |
| |level ensures that they do not feel intimidated. Taking an interest in them and |
| |encouraging them to ask questions also helps build up your relationship. |
|Young person over 12 |With older children our vocabulary could be adapted to fit in with that particular child |
| |by using longer words and sentences. Using eye contact is important as well as showing |
| |that you are listening. This ensures that the child understands that you are interested |
| |in them and what they are saying. Also by letting children have the opportunity to |
| |speak can build up their confidence. |
|Adult |When communicating with adults it is important to maintain eye contact and interest. |
| |Always being polite is important and will assist you in building up your relationship. It|
| |is important to be open and approachable so that the adult you are communicating with |
| |feels at ease. By showing that you are interested in what they are saying will also help |
| |in building up good relations. |
|Someone with sensory impairment |For a child, young person or adult with a sensory impairment we should adapt the way in |
| |which we communicate according to their needs. For example a hearing-impaired |
| |individual may want you to give them eye contact so that they can lip read. We could use|
| |more body language and facial expressions, this could include pointing to objects to help|
| |convey the message, also writing things down and checking their understanding. The use of|
| |picture cards could also assist you when trying to communicate. |
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| |Likewise a visually impaired person may want you speak much slower as they are relying on|
| |their hearing. By using more descriptive language for example describing your |
| |surroundings will also enable the individual to visual the message your are trying to |
| |convey. It may be necessary for you to receive additional training for example in sign |
| |language. Also providing specialist equipment to support children in school may be a |
| |consideration. |
|Someone with a language barrier |When communicating with someone who may speak English as a second language, it may be |
| |necessary to arrange for an interpreter to be present to convey any information which may|
| |important to them. |
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| |When an interpreter is not available the use of picture cards may be a consideration. In|
| |addition by using more body language including pointing or demonstrations this can convey|
| |your meaning as would using a more simplistic language than normal. |
|Someone with a speech or language |When communicating with someone who may have a speech or language impairment, |
|impairment |consideration should be given to letting that individual take their time when speaking |
| |with you. You should not try and complete their words or second guess what they are |
| |going to say as this could distress them. Being calm and using eye contact could |
| |ultimately ensure that the individual feels able to communicate with you. |
|Someone in an extreme emotional state |When communicating with someone in an extreme emotional state you should show sensitivity|
| |and try to resolve the situation as soon as possible so as not to cause further distress.|
| |The longer a situation may take to resolve the more difficult it could be to build a |
| |relationship with that individual. By listening and allowing that individual to speak and|
| |by showing them respect and politeness can help to alleviate a distressing situation. |
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| |In addition by talking slowly and using a calm and gentle tone of voice may assist you |
| |when communicating. By asking only a few questions at first and by starting with closed |
| |questions that only require a yes/no response could help establish the situation. |
|Other example |When working with an autistic child, routine and repetition is vital in building up your |
|(autistic child) |relationship and communication. The use of a visual timetable not only ensures that the |
| |child understands what is happening within their day but is also reassures them. An |
| |autistic child’s behavior can be unpredictable and by also using eye contact and hand |
| |gestures can aid in your communication with them. By using these methods an autistic |
| |child learn to build up a trusting relationship. |

Explain how to manage disagreements with children, young people and adults, giving examples.

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|When managing any disagreement whether between children, young people or adults it is very important to remain calm. By being |
|confrontational it will only encourage a negative or aggressive response. Allowing each party to speak ensures that a fair |
|approach is being taken in trying to resolve the situation. The use of eye contact and body language such as nodding will also |
|help in ensuring that you are interested in managing the disagreement. |
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|It is important that any disagreement is resolved as quickly as possible as the longer the problem is left the more difficult it |
|may be to resolve it. In addition we should try not be drawn into the disagreement. |
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|When dealing with children and young people within school it is important that they have guidelines so they have a clear |
|understanding of how to behave. The school rules should promote positive behaviour and not reiterate bad behaviour. For example, |
|I will be kind to my classmates, rather than I will not hurt my classmates. Staff should discuss the school rules frequently with |
|the children so they can remember them. When children are behaving well they should be praised. |
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|If I was dealing with a disagreement in the playground between KS1 or KS2 children for example, I would ask both children to stop |
|what they are doing and come and speak to me away from other children. I would do this in a calm and positive way to as not to |
|exasperate the situation. I would ask each child in turn to explain to me what the disagreement was about using a calm tone and |
|then allow them to speak. As mentioned previously I would use eye contact to ensure each child knows that I am listening and that |
|I want to resolve the situation. After both children have spoken I would assess whether or not I could manage the disagreement. |
|If not I would ask for another adult to assist me. If the disagreement could be resolved by me I would use positive gestures and |
|language and ensure that both children understand our school rules. I would ask the children then shake hands so that this puts an|
|end to the situation. |
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|When dealing with a disagreement between adults, I would again use a calm tone and be sympathetic to the situation. I would allow |
|each individual to speak therefore indicating to them that I was interested in resolving the matter as quickly as possible. By |
|agreeing a way forward with each adult ensures that the matter is being taken seriously and ensures that disagreement has not been |
|ignored. |

Outcome 3: Understand legislation, policies and procedures for confidentiality and sharing information, including data protection

Assessment Criteria

The learner can:

3.1 Summarise the main points of legislation and procedures covering confidentiality, data protection and the disclosure of information.

3.2 Explain the importance of reassuring children, young people and adults of the confidentiality of shared information and the limits of this.

3.3 Justify the kinds of situation when confidentiality protocols must be breached.

Consider the role of a learning support professional in a school. Outline essential considerations for someone in that role dealing with confidential information with children young people and adults (ensure you cover outcomes 3.2 and 3.3.)

|The current legislation policies for adults who work with children are as follows; |
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|Every Child Matters (England 2003) |
|This green paper stresses the importance of more integrated services and sharing of information between professionals. |
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|Data Protection Act 1998 |
|In schools parents are asked for a variety of information so that their child can be cared for as effectively as possible while |
|they are there. However, the information requested must be directly relevant such as medical records or records from previous |
|schools. This information is confidential and if needed to be passed on to others for any reason, then parental consent in writing|
|will need to be given. |
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|There are eight principles of practice which govern the use of personal information. Information must be: |
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|Processed fairly and lawfully |
|Used only for the purpose for which it was gathered |
|Adequate, relevant and not excessive |
|Accurate and kept up to date where necessary |
|Kept for no longer than necessary |
|Processed in line with the individual’s rights |
|Kept secure |
|Not transferred outside the European Union without adequate protection |
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|Confidential Information and disclosure of information |
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|Confidential information should only be shared with people with a right to have it for example a teacher, your line manager or |
|external agency. |
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|You should not pass on any information about the school or children before being certain that this is the correct thing to do. If |
|you pass on information without following the correct channels you will be abusing your position of professional trust. |
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|Care also needs to be taken if taking photographs for displays or filming children for any purpose. Parental permission will need |
|to be given for this. |
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|You should not pass on information to; |
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|other children in the school |
|other parents |
|other professionals unless parents have been consulted |
|visitors |
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|When you are party to gathering information you may sometimes be in a position where you need to reassure others about the fact |
|that it’s confidential. |
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|If you attend meetings or need to be told about confidential items you should make sure you let others know about your obligations.|
|In most cases parental consent would need to be given before any information about children can be shared with other professionals |
|However, if there are any issues to indicate that a child is at risk from harm or abuse or if there is a legal obligation placed on|
|the school to disclose information this can be done. |
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|There may be cases where information on pupils needs to be accessible to all staff and in these instances an agreed system within |
|the school for making sure staff are aware of these pupils should be in place. |
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|Confidentiality protocols can be breached in some situations. Particularly in the cases of suspected child abuse or when a child |
|or young person is at risk. If an individual confides in you with this information you should tell them that you will not be able |
|to keep this information confidential. |
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|Consider the role of a learning support professional in a school. Outline essential considerations for someone in that role dealing|
|with confidential information with children young people and adults (ensure you cover outcomes 3.2 and 3.3.) |
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|In line with my schools confidentiality and data protection policies, when considering the role of a learning support professional |
|I would not pass on any confidential information to any other child or parent unless this was the correct thing to do. In |
|addition I would not leave confidential information about pupils or adults in public view such as leaving documents in my car or on|
|public transport. |
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|I would always consider the type and the nature of the information and in circumstances where I may be required to write down a |
|report I would never name the individuals involved. In this case I would use their initials. I would only share this information |
|then with the appropriate people concerned. |
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|In circumstances where I became aware that a child young person or adult may be at risk then in line with my schools policy I would|
|initially inform my class teacher. A concern sheet would be completed recording the details of my concerns, the day and date and |
|my signature. The concern sheet would then be passed to the Safeguarding Officer or deputy. I would be given a receipt to |
|acknowledge my concerns and it would detail the action to be taken. The Safeguarding Officers will then take necessary action and |
|inform me. This could include if deemed serious enough external agencies being notified such as Social Care Direct. |
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|In circumstances where this information was passed to me in confidence I would breach the protocol that exists for confidentiality |
|in line with my schools policy. |
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|I would always ensure where relevant that parental consent has been received for example if photographs or filming of a child is |
|necessary. I would never request information about a child or adult if it was not directly relevant for school records. On |
|receipt of information that may be required by other professionals within the school I would ensure that an agreed system was in |
|place within the school for making them aware of these pupils or adults. |

Candidate signature ………………………………..