Communication_Professional_Relationships_with_Children,_Young_People_and_Adults

Unit No:TDA 3.1 Unit Ref:F/601/3327 Communication and professional relationships with children, young people and adults In order to develop positive professional relationships with both colleagues and clients it essential to have effective communication skills, it is also important to identify barriers to communication in order develop strategies to ensure that the quality of our communication meets the expectations of colleagues and clients alike. (1.1) In considering how well we communicate we must consider what communication actually is. The most obvious form of communicating is talking but one of the most essential arrears of communicating effecting is listening. When assessing how well we listen to one another we have to firstly recognise that there is a difference between hearing and listening, we are constantly hearing and if we listened to everything we heard it would be impossible for us to perform professionally or interact socially, we have to filter what is important and what is not, we should also be aware of the language we use when speaking and consider: Is it appropriate' Have we started speaking whilst the other person is still speaking' Are we using clear and concise words' If working with a child, young person or adult with special needs are we speaking at their own ability level, if the child young person or adult has a literal understanding have we made ourselves understandable to them' We should also be aware that most communication is non-verbal and we can often forget that some people do not recognise non-verbal cues. (2.1) (2.2) When working or dealing with children, young people and adults it is important to build a relationship of mutual respect and trust, effective communication greatly assists us developing a rapport with the child or young person which in turn will promote a positive relationship that will encourage them to feel confident and secure. (1.2) By developing a positive relationship the professional will have a positive impact of the learning and behaviour of the child or young person and by demonstrating good communication skills in our professional performance, the child or young person will themselves improve their own communication skills, thus the quality of the relationship between the child or young person and the professional is improved further. If we are vague or dismissive in our communication this leads to confusion, uncertainty and resentment, the child or young person can also develop negative feelings about themselves, that they are of little value and do not warrant our complete attention. Clearly these feelings will have a negative impact on their learning and behaviour in addition the child or young person’s own ability to develop positive relationships could be affected, which would have a detrimental effect on the child emotionally, socially as well as educationally. The professional who is seeking a good rapport will also feel less confident in themselves and their ability to establish positive relationships. (2.1) Whenever possible it is extremely helpful for the professional to familiarise themselves with the child, young person or adults background or circumstances as good communication can be affected by many things for example: Is English the child, young person or adult’s first language' What is the child, young person or adults personal circumstances' Do they live with their parents/children or are they in the care of the local authority' Are they a carer for a parent or other relative' Do they have any special needs which can inhibit communication such as autism' It is unlikely that a child or young person would freely offer such information, unless they feel confident in your relationship with them, they may not have the awareness to recognise the effect that their personal circumstances has on their leaning or they may not have the communication skills required to seek help either way by being aware of any potential barriers to effective communication and the development of a positive relationship the professional can develop strategies to overcome these barriers and allow the professional to have greater confidence in their own professional capabilities. (1.3) We should also be aware that when working with adults we should follow the same principles in our approach to communication although we should always be aware that they too may share the same barriers to effective communication as a child or young person although it may be appropriate for us to adapt our language style we must not assume that we will be understood automatically because of the age of the person we are dealing with by effective listening we can assess what is appropriate and what is not. (1.3) When we communicate face to face we tend to adopt an holistic approach for example we may, if working with a child or young person or adult we might adapt our physical posture for example we may bend or kneel in order to meet them at their own physical level if the child or young person is physically smaller of if for example child, young person or adult has a disability and a wheelchair user, this is a positive and friendly position rather than standing over them which can appear intimidating, we may use less formal language and we can smile in order to project a friendly manner. Equally we can remain standing, use more formal language and maintain a fixed expression if the nature of the conversation or situation warrants it. When working or dealing with adults we must consider the nature of the relationship between the professional and the adult and the relationship between the adult and the child or young person and if there are any factors that the professional should be aware of for example if they are a parent do they have any limitations on their involvement with the child or young person such as a court order which prevents direct contact with child' Do they hold parental responsibility' Parental Responsibility confers on a parent the legal status of being the parent of the child without it the parent does not have any automatic legal right to obtain information about a child, unless of course the parent that hold Parental responsibility has given written consent for such disclosures to be made. These are issues that the professional must consider and it may limit what the professional can say to the adult. When dealing with an adult the professional should try to maintain a more formal style this not only projects a professional manner it demonstrates a degree of respect towards the adult, we would be likely to sit whilst talking face to face with an adult as this demonstrates that we are giving the adult our full attention and treating them as equals. (2.4) It is inevitable that from time to time the professional will be called upon to manage disagreements involving the child, young person or adult and it is vital that the professional does not allow themselves to become emotionally affected by such disagreements. If the professional responds emotionally the situation may become more inflamed and the disagreement may escalate. It is important therefore to remain calm if possible the professional should direct the child, young person or adult to a more private location, if appropriate, and to remain impartial. The child, young person or adult will be reassured that you are safeguarding their privacy and that you are taking time to listen to their grievance The professional should seek assistance from colleagues if he/he feels that the situation is escalating and if there is a disagreement regarding any policy or stance that the professional has adopted the professional should try to explain carefully, calmly and clearly why the policy or stance has been adopted. (2.5) Child protection issues as well as data protection can hinder the professional in obtaining the information and in exchanging information to a third party it is important that seek clarification in all cases to avoid divulging secure personal information. We should also be aware that it would be inappropriate and damaging to the professionals relationship with client if they were to make public private conversations or information they have given in confidence, the professional must however be aware that he/she has a duty to forward any information the child, young person or adult shares with them if there are any child protection issues and the professional must make clear that such information will be passed on to the appropriate authorities this will help to protect the professional relationship with the child, young person or adult. In some cases the child, young person or adult has given the information because they are seeking an intervention and by sharing the information there is an expectation that the professional will initiate an intervention. (3.2) (3.3) We are bound by law to be aware of and adhere to the responsibilities placed on us by the Data Protection Act 1998. This Act limits and controls what information we, as professionals, can share between other professionals and agencies. Whilst to ensure good practise we should always be up to date on any legislation which relates to our role in any way, it is always prudent to seek clarification in all cases to avoid divulging secure personal information if there is any doubt as to whether to do so would breech data protection. We should also be aware that it would be inappropriate and damaging to the professional’s relationship with a client if they were to make public private conversations or information that has be supplied in confidence by the child, young person or adult with the exception, of course, of any information that raises child protection concerns and as stated in these case the professional should explain to the child, young person or adult that they are bound by law to share the information. The eight enforceable principals of the Data Protection Act are: The data protection principles 1Personal data shall be processed fairly and lawfully and, in particular, shall not be processed unless. (a) at least one of the conditions in Schedule 2 is met, and (b) in the case of sensitive personal data, at least one of the conditions in Schedule 3 is also met. 2 Personal data shall be obtained only for one or more specified and lawful purposes, and shall not be further processed in any manner incompatible with that purpose or those purposes. 3Personal data shall be adequate, relevant and not excessive in relation to the purpose or purposes for which they are processed. 4Personal data shall be accurate and, where necessary, kept up to date 5Personal data processed for any purpose or purposes shall not be kept for longer than is necessary for that purpose or those purposes.. 6Personal data shall be processed in accordance with the rights of data subjects under this Act. 7Appropriate technical and organisational measures shall be taken against unauthorised or unlawful processing of personal data and against accidental loss or destruction of, or damage to, personal data. 8Personal data shall not be transferred to a country or territory outside the European Economic Area unless that country or territory ensures an adequate level of protection for the rights and freedoms of data subjects in relation to the processing of personal data. http://www.legislation.gov.uk/ukpga/1998/29/schedule/1 7th September 2011 (3.1)