Communication_and_Professional_Relationships_with_Children,_Young_People_and_Adults

Communication and professional relationships with children, young people and adults How to establish respectful and professional relationships with children and young people' * To demonstrate positive relationships and promote mutual respect * Remain calm at all times , an assertive behaviour calls for an assertive response * Adapt your behaviour and communication to the age of the child or young person * Make them feel secure and valued * Be aware of the context, different situations require different methods of communication and tone of voice * Understand and respect communication differences and levels of language development * Make sure that pupils are given sufficient opportunities to talk * Give eye contact and actively listen, show them that you are interested trough acts of body language like nodding or eye contact * Use body language and facial expressions * Be approachable * model effective communication * React and comment on what they are saying * Be interested, responding and questioning to maintain conversation * Encourage them to ask questions and put their ideas forward * Ask open question * Let them offer their own suggestions and ideas so that there is a two-way dialogue between adults and pupils rather than a one-way flow of instructions * Be aware of your body posture ( adjusting your height by bending is much friendlier than leaning over a child 1.2- How to behave appropriately for a child or young person’s stage of development' It is important that when you are communicating with children you take into account their stage of development intellectual, linguistic and emotional, these will help you to adapt your level of communication, body language and gestures to their needs and serving them better. E.G1) - Pupils in foundation stage and KS1 – ages 4 to 6 These children are still very young and are still developing their communication skills. You need to give clear instructions and check that they understand fully, ask,re-phrase and get them involved in the conversation, offer praise and show that you are paying attention to what they are doing/saying using verbal or non verbal actions (eye contact, nodding, smiling).At this age children still need immediate positive affirmations or rewards to understand that learning is happening in accordance with teacher’s or T.A’s expectations. When speaking to them, ensure that you get down to their level and not towering over them, as this can be very intimidating for them. At these ages, children tire quickly and will not maintain concentration for long periods so it is important that they understand what you say, it is important to keep them interested, involved and vary activities frequently. They will also need reminding that is important to listen and take turns when speaking. At this ages T.A’s should enforced the social element of education. (Be respectful; Take turns, Listen attentively, etc). It’s also important to use praise and encouragement, to make them feel that they belong and that their efforts are appreciated. Pupils in KS2 – ages 7-11 This is the stage where their communication has progressed. They will be used to more formal conversation and will be less self-centred. Their level of understanding matures and they can concentrate in a activity for longer periods of time. Some may still need to be reminded about waiting their turn and not to talk over others. Social skills develop greatly, they start understanding cause and consequence. They still need to be encouraged and praised, fell that they belong and that they are worthy. Pupils in KS3 – ages 11-14 They will know and understand different ways in which we can communicate. Teenagers may become more self-conscious about speaking in front of others and may get embarrassed more easily. It is important that they are given more time in groups to build up confidence. Their linguistic skills are broaden, they are able to co operate with others, lead as well to follow. 1.3. Describe how to deal with disagreements between children and young people. Disagreements will occur on a regular basis, many at break and lunch times, but also in the classroom. It is important that when dealing with a problem or emotional outburst that the T.A : * finds out exactly what happened * hear both sides of the story * consider level of development of the child/children involved * keep focus on the real problem * Give pupils a choice * If necessary defer until later * Know when and where to get help from * Label the behaviour not the child * Try to search for a solution together They need to know that they have been heard and that their point has been put across. You will need to decide if one of them or both were at fault, if apologies need to be made and if any further action is required, such as talking to another member of staff. 1.4. How own behaviour could: Promote effective interactions with children and young people * Be good role models * Be aware of our body language, it can be friendly or intimidating * Practice what you preach * Treat children with respect * Be calm and consistent when interacting with a child * Establish good communication and good listener * Allow children to reply/give their opinion * Build confidence and trust * Develop Rapport * Model behaviour that you want to see * Make allowances for mistakes “off days” * Make them fell part of the group Impact negatively on interactions with children and young people * Comparing children * Show favouritism * Use sarcasm or irony with pupils * Use of inappropriate language or body expression * Be impatient * Tell pupils how you want them to behave * Disregard pupils contributions * Raise voice * Concentrate rigidly in learning objectives * Do not respect individuality 2. Know how to interact with and respond to adults. 2.1. Describe how to establish respectful, professional relationships with adults. Most teachers accept that all children are unique and different, but sometimes they expect all adults to have the same views as themselves. This is hardly the case, and you need to be ready to respect adults who have a different opinion or have a very different lifestyle. When you are able to do this, everyone gains. Some key points relevant to this point are: * Demonstrate positive relationships * Be committed to cooperative working * Be a good listener * Being clear on key points * Be committed * Don’t be judgmental * Approach and respond politely * Demonstrate mutual respect * Consider the views of others * Show understanding with verbal or non verbal communication( node, smile) * Respect cultural/religious differences and points of view * Remembering issues which are personal to them 2.2. Describe the importance of adult relationships as role models for children and young people. Children always benefit when the adults around them are good role models. Children start learning copying others and mimicking adult behaviour. If they see you having good and respectful relationships with your work colleagues or other adults this will have an impact in the way they treat others. They will follow those that they trust and admire, those that they acknowledge to be practicing what they preach. If one is respectful, friendlier towards colleagues and children that will help you to gain the trust of parents. Parents are more likely to support you and share information if you have developed a strong relationship with their children. In the same way, children are more likely to get prompt support from professionals outside the setting if you have built a good working relationship with them. 3.1 – Describe how communication with children and young people differs across different age ranges and stages of development Birth – 3 years | Goes from non verbal to verbal communicationDevelops from being able to make basic “sensorial distinctions” to move eyes, to cry and grunt, by 3 months babbles and by 6 babbles most of the vowels and half of the consonants. By 1 year imitates sounds and says one or two words, by 18 months speaks “Jargon”, at 2 puts words together and by 3 full simple sentences. | 3-5 years | Goes from speaking in sentences at 3 with not very elaborated grammar to a better use of grammar at 4 although makes many infantile substitutions in speech. By 5 fluent speeches with fewer substitutions, also masters basic grammar, talks about past and present and future with a good sense of time. Goes from telling short stories to repeating re-telling to becoming a great communicator able to have lengthy conversations. During this period starts asking meaning of words and uses adult speech sounds. | 7 – 11 years | Great communication skills, talks confidently with peers and adults, master’s grammar, able to express less concrete thought although sometimes needs adult guidance to talk trough problems and to find solutions.This period evolves from an observable increasing efficiency of thought, spacial awareness, memory and concentration (7) to a formation of a well organized logical way of thinking and reasoning during later years of this stage. (9-11).. | 11 – 13 years | Starts practicing new intellectual and verbal skills, thought become more abstract, formal and logic. The speed and efficiency of though increases substantially together with problem solving skills. Tastes, skills and interests are well defined by now.By 12/13 is able to converse with adults using same level of language.Some teenagers enjoy exploring new forms of expression or using language in a less formal manner, they enjoy practicing/try new intellectual and verbal skills. | 13 – 19 years | Communication is very “friend” orientated; early teens prefer to communicate with peers than parents or adults.Tends to experiment with language on early teenage years e.g. (slang).In a late stage (college years) starts learning professional language. | 3.2. Describe the main differences between communicating with adults and communicating with children and young people. Communicating with children’s and adults require similar skills although we have to aware that when communication with a child or young person the T.A has to model and adjust good communication skills to their level of intellectual, social ,emotional level of development. Language has to be age appropriate, tonality of voice, body expression, reassurance are always important when talking/communicating with a child and not so important when communicating with adults. A good T.A makes sure that the child understood making use of clear language, simple concepts an interesting tone of voice but also allows time for children to gatherer thoughts and feelings that are then to be communicated or not but help the child to form an opinion. Although there are differences there are also similarities when communicating with these 2 groups. Being polite, a good listener ,clear on words and gestures, approachable ,taking of turns, being interested are characteristics that should be used with both groups, evidently it is that some are to be used in a slightly different manner due to the fact of an adult way of communicating being more abstract and ambiguous. 3.3. Identify examples of communication difficulties that may exist. T.A’s and other education professionals should adapt the way in which they communicate according to their public needs, these will help major gaps to be filled and will promote a better general understanding. Some examples of communication difficulties could be related to: A speech impediment ( struggle with words), in this case the TA should allow them to take their time and do not fill words in for them or guess what they are going to say as this will cause them more distress. Deaf – (Can’t hear or has hard hearing problems) –In this situation sign language may need to be used for a child with hearing difficulties and extra training may be needed. Different ideas/beliefs – People may interpret things differently and have a different concept of what good/acceptable practice or behaviour should be Poor communication amongst school staff– Not passing on information and failing to agree as a team can cause problems within school Different personalities – Everyone is different and sometimes, despite the best efforts, certain individuals just cannot get along but even then one should always be respectful towards others and avoid conflicting situations. Cultural differences - People may communicate in different ways. For example, in some cultures eye contact in not encouraged other cultures allow physical contact amongst both sexes others not. It is necessary to be considerate regarding these differences. 3.4 - Describe how to adapt communication to meet different communication needs. How we communicate to one another depends on several things, the age of the person we are speaking to, the context of the conversation and the communication needs of the individual. This applies to both children and adults. We frequently adapt the way we communicate to someone without realising it. If speaking to someone with a hearing impediment, we make sure to speak clearly. Some families may speak another language as their main one and may need a translator. Examples of different communication needs: Speech impairment, hearing impairment, English not the first language, lack of understanding, terminology, shyness. Speech impairment You have to make time to listen. Don’t finish sentences for them. Challenge any comments made by others, like mimicking them for example. Use symbols. Body language is even more important when speech is absent or limited, so it must give the message intended. Hearing impairment Maintain good eye contact. Use sign language. Speak clearly so lips can also be read. Use symbols. Hearing loop. Voice box. Avoid complex sentences and jargon Do not shout Avoid shifting gaze to others when you are speaking Don't put your hands in front of your mouth. Be aware that background noise will affect the child’s ability to hear what you are saying. English not the first language Show them what to do. Use facial expressions. Use signs and gestures. Use symbols. Lack of understanding Give simple instructions. If giving a task for them to do, its better to break it down. Demonstrate what is needed to be done so that they can see for themselves before attempting it. Shy If someone is shy encourage them. Talk to them. Include them. Have a friendly approach to them. Praise them for a job well done. Work together with them. Don’t exclude them. Be patient with them. Terminology Not everyone understands big words so in this situation use words which are easier to understand. Use plain speaking. Encourage them to ask if there is something they don’t understand. 3.5. Describe how to deal with disagreements between: The practitioner and children and young people Disagreements with children need to be managed carefully and when or if necessary, seek advice. If a pupil is arguing with you, you should tell them that you are not going to discuss anything with them until you have both taken time out and had time to call down. Talk with the child when the time is right, listen attentively to what he has to say and why was he upset. Take turns, explain your reasons too, explain to the child how you felt and ask him how he felt, use words that the child can easily understand and identify with. Steps to deal with disagreements with children 1. Stay Calm – calm yourself before trying to calm others 2. Become more assertive ( describe the behaviour, explain how it makes you feel, explain why you don’t like this, why the behaviour is not acceptable) 3. Ask the child those same questions ( what made him angry) 4. Block argument 5. Keep focus on the real problem 6. Give pupils a choice 7. Find a solution together 8. Both apologize The practitioner and other adults Any conflicts with other adults need to be resolved as soon as possible and you will need to show sensitivity, parents or other staff members. The longer a problem goes on for, the harder and more difficult it will be to put right. If a dispute or disagreement arises in the workplace, whether among employees or employees and employers it must be settled. Usually, this is achieved at an early stage through discussion between colleagues or between the aggrieved person and their immediate superior. Always approach the other person first to explain how you feel and to give them a chance to respond. Adults often misread, or misinterpret information. By speaking directly and privately to the other person any misunderstandings are often resolved. All schools have a grievance police procedure. Be polite, work within boundaries, be respectful, considerate, respect other people opinions and points of views and follow the rules. In case that a situation gets out of hand would be advisable to get another adult to mediate the situation .A tense environment at work does not benefit anyone. 4 - Current legislation, policies and procedures for confidentiality and sharing information, including data protection. 4.1. Identify relevant legal requirements and procedures covering confidentiality, data protection and the disclosure of information. The school has a Confidentiality Policy, which all staff needs to be aware of, which sets out the school’s aims and objectives relating confidentiality and gives guidelines on how to handle confidential information. The Data Protection Act 1998 states that any organisation holding confidential information should be registered with the Data Protection Commission. The Act gives eight principles of practice that govern the use of personal information. Such information must be:- Processed fairly and lawfully Only used for the purpose for which is 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 Any staff who obtain information about any children they are working with should ensure these principles are followed, and that any information obtained is only shared with people who have a right to the information, for example the class teacher or SENCo. S Other parts of legislation that help to protect private information are: Every Child Matters - This green paper stresses the importance of more integrated services and how to do the sharing of information between professionals. Confidentiality – Safeguarding all pupil information and ensuring that the people you are sharing information with are authorised to receive it. 4.2. Describe the importance of reassuring children, young people and adults of the confidentiality of shared information and the limits of this. Confidentiality is the preservation of privileged information, concerning children and their families, which is disclosed in the professional relationship. It is a complex issue which is based upon the principle of trust. Confidentiality in the lines of reporting Confidentiality is very important when working in a close partnership with parents. Some information needs to be shared only with your superior, i.e. head teacher, as it will be a matter of strict confidence. If you suspect a child-protection issue, this should be shared only with your superior and again in strictest confidence, and parents need to be aware of this. It will be important from the very beginning of your relationship with parents, there is an understanding between you that although parents may tell you something in confidence, you may have to share the information with your superior. It is not fair to encourage parents to talk about confidential matters with you unless they first understand this. Also: -It is important never to gossip about parents or their children. -It is important never to discuss one parent with another. -It is important not to make judgements about children or their parents. -Some information needs to be shared with the whole staffing team, in particular diet, allergy, religious rituals, if the child is being collected by someone other than their main carer, general records on pupils individual teachers’ records of assessment, SEN information on pupils. Under the Data Protection Act 1998, information about pupils needs to be kept in a secure place. Never take any information off site and do not provide opportunities for others to gain access to it. When sharing information with colleagues only discuss points they need and are entitled to know. If information needs to be accessible to all staff, i.e. medical conditions, this should be displayed in an area only staff has access to and removed if anyone else will be using the area out of school hours. If you notice any breaches of confidentiality always report the matter to an appropriate member of staff. 4.3. Identify the kinds of situations when confidentiality protocols must be breached. Sharing information can be vital for safeguarding and promoting the welfare of children, to facilitate early intervention to ensure that a child with additional needs receive the services they require and that the children are protected from abuse and neglect. All situations when a child is considered to be “at Risk” or suffering significant “Harm” have to be reported as it is explained on the Every Child Matters Document.