Level_3_Diploma_Child_Care

Unit 301 Communication and professional relationships with children, young people and adults. Outcome 1 Understand the principles of developing positive relationships with children, young people and adults. 1. Explain why effective communication is important in developing positive relationships with children, young people and adults. • Trusting each other. • Mutual respect. • Valuing differences. • Trusting somebody else is the foundation of a good relationship. • Effective communication we often get out point across. • Involves listening as well as speaking. • Staying silent whilst a pupil speaks. • Emphatic listening, seeing things from another person’s point of view and understanding how they feel. • If we have more empathy with a child a child may feel more supported and may be more likely to open up to a person. • Be considerate with a child, respect their feelings and opinions. • Have time and patience, be kind and give plenty of praise. • Value differences like, beliefs, religions, political views, lifestyles and different abilities. 2. Explain the principles of relationship building with children, young people and adults. • Being clear is essential when talking to a child. • Effective communication is key for developing a relationship up with a child. • In order to develop relationships you should show respect, be courteous, listen to others points of views, opinions, cultures, preferred names and acknowledge them. • Consider other peoples positions for example a young person maybe under pressure and sometimes need time to understand what they have done or why they have reacted in a certain way. 3. Explain how different social, professional and cultural context may affect relationships and the way people communicate. • Adapt to the way you communicate. • We can communicate in a variety of ways for example, speaking, phone calls and emailing. • Cultures will have their own norms of behaviour which will extend to gestures, body language and eye contact. • For example some cultures do not like to be looked at in the eye when spoken to. Outcome 2 Understand how to communicate with children, young people and adults. 2.1 Explain the skills needed to communicate with children and young people. • Find opportunities to speak. • Make sure pupils are given plenty of opportunities to speak. • Some pupils lack confidence so five them plenty of time to speak. • Eye contact, make sure you look at somebody when talking to them or they may think you are not interested in what they are talking about. • When a pupil is talking always give them your attention. • Use of body language and facial expressions. • Make yourself look approachable. • Always talk to somebody on the same level as them, for example if the person is sat down, sit down next to them whilst talking to them. • Always smile. • React and comment on what a pupil is saying. • To maintain a conversation ask the pupil questions about what they have just talked about and encourage them to ask questions. 2.2 Explain how to adapt communication skills with children, young people for: A) The age of the child or young person • Children will require varying levels of attention. • Younger children may need more reassurance. • Children who are going through puberty may need to talk through things more or reflect on things. • Adapt your vocabulary with older children as they tend to be more self conscious and emotional. 2.2 Explain how to adapt communication skills with children, young people for: B) The context of communication • Adapt verbal communication accordingly. • Deal with distractions before doing activities with children to ensure they are focused. • Use humour in conversations with children 2.2 Explain how to adapt communication skills with children, young people for: C) Communication differences • Ensure that you are caring and sensitive around children with communication difficulties. • Children with communication difficulties will feel under pressure when talking, so give them time to talk. • Adapt the way in which you communicate to help with each individual needs. • For example a child has speech impediments don’t interfere and fill in gaps for them when they are speaking, give them independence and time to talk. 2.3 Explain the main differences between communicating with adults and communicating with children and young people. • Maintain eye contact • Stay interested • Respond to what they are saying • Treat them with courtesy and respect • Be clear when speaking 2.4 Explain how to adapt communication needs of adults • Be sensitive to the needs of others • Adapt without them noticing • For example when speak to somebody with a hearing impediment make sure you speak louder and clearer, also face them when speaking to them as they may need to lip read. • If the person didn’t speak English I would ask for a translator to help me out. 2.5 Explain how to manage disagreements with children young people and adults. • Show sensitivity • Resolve situations as soon as possible. • Seek advise if necessary • Discuss • Do not ignore a problem Outcome 3 Understand legislations, policies and procedures for confidentiality and sharing information, including data protection. 3.1 Summarise the main points of legislations and procedures covering confidentiality, data protection and the discloser of information. Data protection: • Primary school records or previous school records • Records of children with special educational needs • Before passing on pupil information parental consent will need to be given • Personal information should be : • Processed fairly and lawfully • Used only for the purpose it was gathered for. • Kept up to date • Kept for no longer than necessary • Kept secure • You should know how and when to share personal information you have access to • If you are ever concerned about something or unclear contact line manager. • Do not pass personal information on about pupils without parental consent. • Do not pass information onto other pupils, parents, visitors or other professionals unless parent has given consent. 3.2 Explain the importance of reassuring children, young people and adults of the confidentiality of shared information and the limits of this. • Whenever gathering information you maybe in a situation where you need to reassure others that the fact it is confidential. • If you think a child is at risk to any sort of harm or abuse there is a legal obligation placed on the school to disclose information. • Some personal information needs to be accessible to professionals for example if a child has a medical condition like epilepsy then staff needs to know. The school has a system where staff can obtain medical information from. 3.3 Justify the kind of situation when confidentiality protocols must not be breached. • If a certain individual confides in you it is important to remember that in some situations you will need to tell others. For example if a pupil is in danger of harm or abuse.