Unit 301COMMUNICATION AND PROFESSIONAL RELATIONSHIPS WITH CHILDREN, YOUNG PEOPLE AND ADULTS.

Topics: Communication, Childhood, Nonviolent Communication Pages: 5 (2599 words) Published: November 1, 2014

UNIT 301
COMMUNICATION AND PROFESSIONAL RELATIONSHIPS WITH CHILDREN, YOUNG PEOPLE AND ADULTS. 1. Understand the principles of developing positive relationships with children, young people and adults. 1.1 Explain Why effective communication is important.

Good communication is central to working with children, young people, their families and carers. It involves listening, questioning, understanding and responding to what is being communicated by children, young people and those caring for them. Communication with children on an ongoing basis is vital (praise, telling them off, establishing rules etc). This builds and ensures good relationships. For parents and children it is reassuring that they can work someone who is confident. It is important to be able to communicate on a one to one basis and in group context Communication is not just about the words you use, but also your manner of speaking, body language and the effectiveness with which you listen To communicate effectively it is important to take account of culture and context, like when English is an additional language Your Role

You need to build a rapport with the children, young people and those caring for them. This is important and enables us to demonstrate understanding, respect and honesty. Continuity in relationships promotes engagement and the improvements of lives. It is important for pupil’s progress that we model effective communication ourselves. If we ask pupils to behave in a certain manner then we should do so too. 1.2 Explain the principles of positive relationship building with children. Showing respect – be courteous and respectful, and to listen to their points of view. Adults and children who you work with may come from different cultures and have different values and beliefs from your own. You should ensure that you acknowledge and respect the views of others at times and take time to remember names and preferred forms of address. Being clear on key points – when you have conversations with others in which you are giving them information, you should always ensure that they understand what you have said at the end of the discussion. This is because it can be easy to be distracted from the main point of the conversation. Effective communication – this is the key area for developing relationships with others and also covers many different forms of communication. Being considerate – take time to consider the positions of others. You may be working with a child, young person or adult who is under particular pressure at a given time and need to understand why they may have behaved or reacted in a certain way or out of character. Remembering issues which are personal to them – it helps to build positive relationships and enquire after a person about something going on in their life, such as a pupil’s birthday. Taking time to listen to others – make sure you take time to listen to other people, in particular if they are asking for advice or help, or if they need to confide in you. You should always show that you are interested in what they have to say and respond appropriately. Maintaining a sense of humour – although the nature of our work in school is important, we should also sometime take time to see the funny side of different situations. Laughter can be a good icebreaker and is also a great way of relaxing and relieving stress. 1.3 Social, professional and cultural context

When communicating with others, you will need to consider the context in which you are working. You will need to adapt the way you communicate in different situations. It is likely you will do this automatically – for example, you will use more formal language and behaviour in a meeting. Also, response times to an email or a phone call will highlight our behaviour as will our dress code and how attentive we are when listening to someone who is talking. If there is a parent who cannot speak the language you can use the child (if the discussion isn’t about them) or call in...
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