Level 5 Diploma for Learning Development and Support Services Workforce (QCF)
Understand theoretical approaches to building effective professional relationships with children and young people and their families.
1.1 There are several key approaches to developing professional relationships with children and young people such as psychological, behaviourist, humanist and psychodynamic theories; family therapy/systems approaches; and the principles of restorative justice. Psychological approaches, thinking about ways of working that are based on theory and research on what psychologists discover about anything that might actually help people.
Behaviourists, determine that what we do is based on the environment that we are presented with. Whereas, Humanists believe that behaviour is personal and subjective, that all behaviour is an interpretation of who they are as individuals. And Psychodynamic theories get ‘inside the head’ of the individual and try to analyse the way they think and why they think that way.
Family therapy/systems examine the whole family and individual’s roles and influences within the family and then there are the Principles of Restorative Justice, which are to repair harm by the acknowledgment of harm by the individual, the individual’s appropriate reparation and their own ability to empathise with the victim and their circumstances.
1.2 Building an effective relationship is necessary to achieve positive outcomes because individuals behave more positively to someone they trust. Trust has to be earned by regular positive contact; you have to be respectful, caring, dependable and responsible. Positive relationships encourage autonomy, self-confidence and self-management and can lead to a more effective and enduring solution.
It is very unlikely that a positive outcome is going to be effective if there is no basis for a relationship; for example an individual may interpret the professional’s well-meaning solution as interference, authoritative or self-motivated.
Understand the legislative and policy framework for building relationships with children and young people.
The effects of legislation, policies and guidelines on professional relationships with children and young people can be many and varied. For instance, trying to encourage and support a family with a child who is a ‘school refuser’ can eventually result in having no choice but to issue a fixed penalty notice or court proceedings and this could have a considerably negative effect on a relationship that may have taken months to achieve. However, the legislation is needs to be in place when all other methods of support have failed. Ultimately, the child is legally entitled to an education and this ‘last resort option’ maybe the only way to achieve this.
Another example maybe where a family have not carried out agreed strategies over a period of time and the child’s health or wellbeing has been significantly negatively affected and therefore a referral to social services may be the only way to support the family legally and morally, despite the anguish that this can cause and the negative effect it is likely to have on the relationship. As in the Children Act 1989, which legislates to “protect children who may be suffering or are likely to suffer significant harm”.
After using legislation it could take a lot of time and commitment to re-build the trust that may have been lost during this time.
However, using legislation can have positive effects if the child or family fully understands the need for intervention and it could also be a way of getting a more substantial form of help if other means or requests had failed, such as better housing for overcrowding (Housing Act 1985 )or urgent CAMHS (Child and Adolescent Mental Health) support.
Systems and processes in organisations are structured to contribute to relationship building by a prescribed referral process, one in which the policy is...
Please join StudyMode to read the full document