...2.3COMMUNICATION AND PROFESSIONAL RELATIONSHIPS WITH CHILDREN.doc COMMUNICATION AND PROFESSIONAL RELATIONSHIPS WITH CHILDREN, YOUNG PEOPLE AND ADULTS • Describe how to establish respectful, professional relationships with children and young people Children of all ages, cultures and abilities need to feel secure and valued. Through positively communicating with and being involved with pupils, we will show them that they are part of the school community. Children of different needs and ages will require varying levels attention and support according to their needs and amount of time they can concentrate. To children in early ages they still need to remind them about the importance of listening to others and taking turns to speak. They also need to very clear and check their understanding. One of effective way of encouraging children to understand and respect others is through discussion and activities. Also we should not try to use complicated language or long list of instructions, which make what we are saying more difficult to grasp. • Describe with examples how to behave appropriately for a child and young person’s stage development It is very important to ensure that when we communicating with children and young people we take into account their stage of development. Children and young people also need to be able to understand how their feelings might effect their behaviour and we may need to talk to them about this. For example, saying...
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...Answer 1:Communication is the key factor in the social interaction which is an essential part of our lives. Listening is very important for communication. Effective communication is important life skills that enables us to understand and connect with people.Lack of effective communication can create problems in relationships (professional/personal) Children: Communicating with children helps them to feel valued. They need to know they are loved and safe. They can develop positive feeling about themselves. They can feel good about new learning and experience. One of the most important thing an adult can do for a child is talk with them, listening to them, and believe what they are saying . Children can learn great deal about language and world...
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...We communicate to build strong relationships with the children and young people, address their emotional needs and support their educational and developmental goals. Communication also helps to ensure effective collaboration amongst the staff team and external professionals involved in the young people’s care Describe factors to consider for effective communication (1.2) Effective communication involves actively listening to others which means paying attention, showing interest in what the person has got to say and responding appropriately and asking questions, interacting back with the person. It also means expressing ideas clearly and concisely, using simple language and avoiding jargon as this will ensure clear and easy understanding for...
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...Being able to develop professional relationships with children & young people involves every aspect of our being when we are working with them. This means making sure we use appropriate language with, and around children & young people & being able to identify with the experiences and lifestyle choices that the children we are working with choose, whilst still displaying the behavior we expect from them, in an accessible, but professional way. Professional relationship building necessitates us being aware of the dangers of discrimination or cultural misunderstanding where,for example, one may gender be being treated more or less favorably than the other. When building professional relationships, we need to be mindful of things that can impact on the outcomes for children and young people e.g. swearing in front of or at children and young people which would be displaying a poor role model, as they look up to us as leaders & might think that by hearing us...
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...The principles of relationship building with children, young people and adults are to get appropriate feedback, this can mean checking that people understand what you have said to them, which you can do by asking them to repeat something that you have said. Another principle is to really engage and connect with the other person. We need to address their own individual needs and give a cognitive response when communicating with them, which will ensure the other person is engaged in what you are saying to them. The third principle is to show you are listening and that you understand the other person. We can do this by asking questions which will show we are interested, repeating part of what they have said shows that we understand. By showing we are listening and that we understand, means we are able to build more of a relationship with each other, gaining trust and be able to take appropriate action if needed....
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...Leadership for Health and Social Care and Children and Young People’s Services (England) (3978-51/52/53/54/55/56) December 2011 Version 3.1 (February 2012) Qualification at a glance Subject area City & Guilds number Age group approved Entry requirements Assessment Fast track Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) 3978 19+ There are no entry requirements Portfolio of Evidence, Practical Demonstration/Assignment. Automatic approval is available for centres offering the 3172 Level 4 NVQ in Health and Social Care – Adults 100/4794/3 and the 3078 Level 4 NVQ in Leadership and Management for Care Services 500/4105/8 Learner logbook and Smartscreen Consult the Walled Garden/Online Catalogue for last dates City & Guilds number 3978-51 Accreditation number 600/0573/7 Support materials Registration and certification Title and level Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Residential Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Advanced Practice) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Adults’ Residential Management) Level 5 Diploma...
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...Social Networking Danielle Morris Professor Virginia Booth INF 103: Computer Literacy April 16, 2014 Communication is an inevitable occurrence in life and is vital to building and maintaining relationships. Individuals typically interact with family, friends, and colleagues regularly. Previously, landline phones and postal mail were popular methods of communication that individuals and businesses relied on. These venues were used to relay information, engage in transactions, and keep in touch with friends and family. As technology advanced, new and innovate ways of communication emerged. Today, one popular means of communication is that of social networking. A social network can be a group of friends, colleagues, or other personal contacts that a person interacts with. While many benefits of social networking have been identified, there are also consequences that have emerged. Individuals of social networking groups typically share commonalities that create a bond between them. One of the most popular social networks is a site called Facebook. Here, individuals can stay in contact with friends, family, and even create business pages where they can advertise products and services. Individuals typically use Facebook as a means to stay in touch with friends and family, and update others on the changes and happenings of their life. Originally, Facebook was created with the intent of allowing college students the ability to interact with one another. It was a site where...
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...could be their social and behaviour that’s affected. A child with a hearing impairment may find their language and communication is affected which can then affect their social development. A child could have a physical disability such as dyspraxia, which...
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...produce specific disease patterns, unusual presentations of symptoms, and above all, unique communication and management challenges. This can make working with adolescents difficult. However, with the right skills, practising medicine with young people can be rewarding and fruitful. These skills are needed by everyone who works with young people in the course of their work. As a young person enters adolescence, their parents are still largely responsible for all aspects of their health. By the end of adolescence, health issues will be almost entirely the responsibility of the young person. The challenge is to maintain an effective clinical relationship while the health responsibilities transfer from the parents to the young person.person. Figure 1 Specialised clinical communication skills are needed to take an accurate history, bearing in mind new life domains not applicable to children (sex and drugs) and adding communication and engagement of the family to the standard adult consultation. Physical examinations of adolescents require consideration of privacy and personal integrity as well as requiring additional skills such as pubertal assessment. For effective treatment of illness in adolescence, doctors need to know about adolescent development if they are to manage adeptly issues of adherence (compliance), identity, consent and confidentiality, and relationships between young people and their families. Evidence...
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...Communication and professional relationships with children, young people and adults Communicating effectively is essential to building positive relationships with children, young people and adults. As communication isn't just about talking, I need to be excellent listener, with positive body language and facial expressions too. If I show I am listening effectively then I will have a better understanding of how the other person is feeling and in turn they will feel supported, understood and comfortable around me. The basic ideas of relationship building are almost the same with adults and children, although if dealing with younger children I would use shorter and less complex sentences so the child can understand, but I would still use positive actions. I need to be clear in what I say or write so there are no mixed messages this is effective communication. I show respect to everyone in the school and within the school community this could be school governors, helpers who come in to listen the children read or parents concerned about their child. Everyone should be treated justly and fairly. I also need to be considerate as a particular child or adult may be under pressure and this has caused them to behave or react the way they did. By remembering issues that are personal to them, this could mean by asking how their birthday was at the weekend, it shows that I care and reinforce the positive relationship. I take time and listen to others, it could be a playground issue...
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...how people felt about the residential treatment homes that have a no-touch policy - what about the children who are suffering from attachment disorder. How do we ensure that they are getting the quality of care from us that they never received while at home? How do we teach them to have a healthy caring relationship if touch is not an option for us as an intervention? If someone could write back to me and tell me how to do this that would be great. Thanx Kim ____________ There is no question that touching is a basic biological need. When infants are denied touching, they die - as they did by the thousands in the foundling homes of the 19th century. This is a condition known as "maramus" - from the Greek, meaning "wasting away". The need to be touched does not diminish with age. Having run a residential center for many years, I realize some of the difficulties involved but, one way or another, touching is essential to the ongoing growth and development of the residents. There are many ways to do it. Gerry Fewster. ____________ Dear Kim, Congratulations to you for asking such an astute question. I am holding that institutions which have a no-touch policy are CHILD ABUSING. They should be reported to the licensing authorities of their particular mental health district. Professionals within that particular community should raise their sincere objections to such lack of caring policies within their respective communities. As I have stated earlier, to touch children is...
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...Review on Autism Wilfredo Garcia Table of Contents Abstract 3 Autism 4 Videogames and young people with Developmental disorders 10 Funding of Applied Behavior Analysis 11 Executive function in individuals with sub threshold Autism traits 12 Conclusion 14 References 15 Abstract The increasing number of individuals with Learning Disabilities (LD) and psychiatric disorders presents a key challenge to their assessment and treatment in mental health services. Children and young people with LD are more likely to experience mental health than the general population (Allington-Smith, 2006). There is a close relationship between autism spectrum disorder and learning disability. Epidemiological studies suggest that autism is more frequent in people with LD, nearly 40% of people with LD also have autism on the other hand, and nearly 70% of people with autism also have LD (La Mafa, 2004). The strong association between autism and LD (Bradley, 2004) also associates an increased risk of mental health problems. It is suggested that adults with LD and autism spectrum disorder (ASD) may experience symptoms of anxiety at a greater level than the general population; however, this requires more conclusive evidence in relation to the prevalence of anxiety disorders in adults with LD and autism. Autism ...
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...Good communication is central to working with children. It helps build trust, and encourages children to seek advice and use services which may be able to identify and help prevent child abuse and neglect (Parton, 2006). In addition, communication is important to establish and maintain relationships (Rixon, 2008). According to Crow et al. (2008) communication is an active process that can involve touch, listening, tone of voice, gesture, playing, observing, reassuring, signing, explaining, receiving and transmitting information and interpreting and reflecting upon what has been communicated to us. Furthermore, communication is fundamental to a child’s cognitive, social and emotional development (Crow et al., 2008). It is essential for a child in order to develop their own communication skills, as well as provide them with a means of understanding the environment around them, for example their society and culture (Crow et al., 2008). This essay will discuss the key elements of communication in work with children whilst also examining what the ‘Reggio Emilia’ approach, an innovative and inspiring approach to early childhood education, contributes to our understanding of good communication with children. The first years of a child’s life are when good communication between the child and their parent or primary carer is most important (Hart and Risley, 1995). Communication between carer and baby plays a key role in the development of the infant’s brain (Gerhardt, 2004). Children...
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...Effective communication with children, young people and families Good communication is central to working with children, young people, families and carers. It helps build trust, and encourages them to seek advice and use services. It is key to establishing and maintaining relationships, and is an active process that involves listening, questioning, understanding and responding. You should always communicate with them appropriately to match the stage of development, personal circumstances, and needs of the person you’re talking to. It is important to be able to communicate both on a one-on-one basis and in a group. Communication is not just about the words you use, but also about the way you’re speaking and your body language. You need to feel and show empathy and sincerity, and above all, listen. You need to take account of culture and context. For example, you need to be aware and communicate appropriately if English is an additional language, or the child is disabled or at risk of under-achievement or other poor outcomes. Effective communication extends to involving children, young people, their parents and carers in the design and delivery of services and decisions that affect them. It is important to consult the people affected and consider opinions and perspectives from the outset. Another crucial element of effective communication is developing trust between the workforce and children, young people, parents and carers – as well as within different sectors of the workforce...
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...Task 2 Research and ethical application (Case Vignettes) Case 1: Kevin 1. The ethical standard or principle, legislation and provide reference/s Australian Counselling Association - Code of Ethics and Practice 3.4 Confidentiality (a) Confidentiality is a means 3.6 Exceptional Circumstances (a) Exceptional circumstances may arise which give the counsellor goof grounds for believing that serious harm may occur to the client or to other people. In such circumstance the client’s consent to change in the agreement about confidentiality should be sought whenever possible unless there are also goof grounds for believing the client is no longer willing or able to take responsibility for his actions. Normally, the decision to break confidentiality should be discussed with the client and should be mad eonly after consultation with the counselling supervisor or if he/she not available, an experienced counsellor. (b) Any disclosure of confidential information should be restricted to relevant information, conveyed only to appropriate people and for appropriate reasons likely to alleviate the exceptional circumstances. The ethical considerations include achieving a balance between acting in the best interests of the client and the counsellor’s responsibilities under the law and to the wider community. (c) While counsellors hold different views about grounds for breaking confidentiality, such as potential self-harm, suicide, and harm to others they must also consider those put forward...
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