Tda 3.1

|REFLECTIVE REPORT – Unit TDA 3.1 |Ac’s / knowledge | | | |
|explain why effective communication is important in developing positive relationships with children young people and | |
|adults. | |
|If I have good communication with the children then is easier for them to trust me then they could come to me with any | |
|questions or problems which may arisre in school or out of school. | |
|Effective communication amongst staff in school is important because staff will work considerably better as a team. Staff| |
|will then be more likely to ask for help and support from colleagues if they need it. It enables the school to be | |
|organised and operate much more efficiently. An example of this would be a missed telephone call. It is more likely that | |
|the message would be passed on if positive relationships were established amongst staff members. Building positive | |
|relationships creates a much brighter school and drives staff to provide the best support for pupils because they love | |
|coming to work. | |
|explain the principles of relationship building with | |
|children, young people and adults. | |
|I think all good relationships are built on warmth, caring, mutual respect and a willingness to listen to and accept one | |
|another. Relationships with children are especially tender and deserve extra attention and care as children are | |
|developing their concepts of the world and their place in it. Children look to the relationships with caring adults in | |
|their lives to answer many questions. They want to know. You can stop doing what you are doing and give the child / young| |
|people your full attention . | |
|1.3 explain how different social, professional and cultural contexts may affect relationships and the way | |
|people communicate. | |
|Different social, professional and cultural contexts may affect relationships and the way people communicate because of a| |
|lack of understanding of one another’s background or/culture. There are several behaviours that may be seen | |
|differently by people. | |
|When communicating with others we need to consider the situation in which we are working, we need to adapt the way we | |
|communicate in different situations. | |
|We should also remember that different cultures will have their own types of behaviour which may extend to gestures, body| |
|language and eye contact. | |
|2.1 explain the skills needed to communicate with children and young people. | |
|To communicate successfully with children you need to be aware of their level of development and an understanding of | |
|cognitive and language ability. For example if a 4 year old was drawing at a table and wanted your help, you would need | |
|to sit and kneel beside him/ her and make eye contact. To show an interest in what they were saying you would listen and | |
|always repeat what they had said to show that you understand. Whatever the age of the child and even if they are a young | |
|person or adult, you should always ; | |
|Find opportunities to speak – Give the child, person the chance to speak and express themselves. Some children may lack | |
|confidence and need more time to be able to express what they are trying to say. All ways encourage children to ask | |
|questions, offer ideas and make suggestions. | |
|Make eye contact and use active listening – If you say you are listening but are looking away it gives the child or | |
|person the message that you are not listening to them and are not really interested. You should always Make sure that if | |
|someone is talking, you are giving them your full attention. You must give the children your full attention and this may | |
|mean finding a quiet space so that you can actively listen to them without distractions from the other children. | |
|2.2 explain how to adapt communication with children and young people for | |
|A; the age of the child or young person, | |
|No matter what words you choose to communicate with young children, a most important factor is to talk to them, and not | |
|at them. They are people with feelings and needs and brainpower. Their life skills are more limited than that of adults | |
|but their views are as important as yours. So listening as well as talking is important. | |
|Never talk down to a child. He or she may be young, but is not a lower life form. | |
|B; the context of the communication | |
|If a child is withdrawn and quiet I would speak softly to him / her and spend a little time reassuring them. Children | |
|who are loud and outgoing I would speak to them calmly and clear. When a child hits puberty it will not only bring on | |
|many physical changes to their bodies. Young adults will become body change aware and with the added rage of hormones | |
|will make them feel very self-conscious of these changes and they may perhaps become embarrassed easily. This is why we | |
|have to be cautious with our approach to children of a certain age and what subjects to introduce upon them. We should | |
|try and avoid putting them into situations that may embarrass them. Try to gain their confidence and faith so that you | |
|are approachable should they need to talk to you in confidence about anything. | |
|C; communication differences. | |
|When communicating with a child or young adult with communication problems you should always try to remain patient and | |
|calm at all times. For example a deaf child may need extra time to respond so do not try and rush the individual into | |
|saying what they need to say or finish off their sentence for them. They may also need to use or find resources to talk | |
|back to you. A child or a young adult with English being their second language may need that additional time to translate| |
|in their head what you have just asked/said to them. | |
|2.3 explain the main differences between communicating with adults and communicating with children and young people. When| |
|communicating with children you need to be clear so they understand what is expected of them. Always Make eye contact | |
|make sure you Keep the point short and clear always think about the vocab your using. | |
|Never interrupt children and never dismiss anything they are saying, this will only lower their self-esteem. Don’t laugh | |
|or hurry them when they are speaking. | |
|When communicating with adults you need to be respectful and consider their point of view. | |
|Think about the method of which they prefer to | |
|Communicate, telephone, and email or in person. | |
|2.4 explain how to adapt communication to meet different communication needs of adults. | |
|The way adults communicate in the setting has a huge effect on children. Being sensitive to potential difficulties in | |
|communicating is essential. This means not making assumptions about the best methods of communicating in any given | |
|situation. It is important to be aware that people are different and adults can find communication difficult. Patient is | |
|important. Children will notice the atmosphere and model their own behaviour on the way in which adults treat each | |
|other. When the adults around them are able to work together, children will benefit. | |
|When I communicate with adults I always: | |
|listen to what they say, | |
|do not assume or jump to conclusion, | |
|if I am unsure of something or something is not clear to me I ask about it, | |
|We should adapt the way we communicate with other adults when they have communication difficulties, | |
|impairment-visual/hearing, | |
|emotional difficulties-always be sensitive to this, | |
|speech and language. | |
|I try to communicate clearly with other adults, | |
|I respect other adults and their views and opinions, | |
|I use different style of communicating that meet the needs of situation and the person I need to communicate with. | |
|2.5 explain how to manage disagreements with children, young people and adults. | |
|if I saw two children/ adults/young people arguing , I would remove them from the situation and speak to each child | |
|indviduly to get both side of the story. Using the restorative approaches , I would ask questions like: | |
|what happened ? | |
|What were you thinkin at the time ? | |
|What have your thoughts been since ? | |
|What did you think when you realized what had happened ? | |
|I would then get the children together again and sit down with them both and descuss what has happened together . | |
|3.1 summarise the main points of legislation and procedures covering confidentiality, data protection and the disclosure | |
|of information. | |
|All information should treated confidentially as stated in the data protection act 1998, any information should be | |
|stored as stated in the act and all members of staff should be familiar with it and follow the guide lines. | |
|In my role in school I make sure that no information is passed to a third party and always checking with my teacher if I | |
|am unsure. If a parent gives me information about a child I ensure that I record the information correctly and pass it to| |
|the correct member of staff. | |
|3.2 explain the importance of reassuring children, young people and adults of the confidentiality of shared information| |
|and the limits of this. | |
|It is important to reassure children, young people and adults that any information about them is kept confidential and | |
|only used where and when necessary and only for the duration required in order to maintain their trust and security. | |
|Children and young people need to be able to know that their information will be kept confidential and they won’t be put | |
|at risk of teasing or bullying by other pupils. | |
|Adults need to feel secure in the knowledge that they or their children will not be the topic of playground gossip by | |
|other parents and that their home details will be safe from others. Parents should be reassured that the school is | |
|providing correct care and support for them and their children. There may come a time when you will need to let others | |
|know your duties with regard to confidentiality and the sharing of information you have gathered regarding a child or | |
|young adult. In most cases parental consent is necessary in order to share the information with other professional | |
|bodies, however, the school has a legal obligation to disclose information if there is any indication of the child or | |
|young adult being at risk. | |
|3.3 justify the kinds of situation when confidentiality protocols must be breached. | |
|If I became aware of information which led me to a genuine suspicion that a child is being abused at home, then it would | |
|it be right for me or another adult to pass on the information. The general rule is that if you believe a child to be at | |
|a significant risk of harm then you should pass on personal information to those who would be able to prevent harm to the| |
|child. Every setting will have policies and procedures that must be followed in these circumstances. I would fill a | |
|course for concern form out and give it to my head teacher who would then inform social serves. | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |

Candidates Signature:…………………………………………………… Date:

Assessors Signature:…………………………………………………….. Date:

-----------------------
PAGE NO.

Candidate’s Name: lisa ohare Date: 24/03/13

Assessor’s Name: Catherine Welsby

Location: Delphside