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Tda 3.1

By flinty1 Aug 11, 2013 1838 Words
|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:

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PAGE NO.

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

Assessor’s Name: Catherine Welsby

Location: Delphside

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