Communication and Professional Relationships With Children, Young People and Adults.

Topics: Attention-deficit hyperactivity disorder, Data Protection Act 1998, Communication Pages: 8 (2892 words) Published: February 24, 2014
STL31
Communication and Professional Relationships With Children, Young People and Adults.

1.1) Effective communication is vital in developing positive relationships in children, young people and Adults. For example:
The parent’s evenings recently took place at the school where I work. During each appointment, the teacher had to explain to the parents of each pupil, exactly how their child was progressing in school. Some children had been doing very well, and so the teacher had many positive points to explain to happy parents, but, some children had not managed to achieve the targets set, or had a lower than acceptable rate of attendance. This required very effective communication as the parents had to know that there were issues that needed addressing, how the issues needed to be addressed and that if there were any relevant underlying problems or concerns that they knew about, the parents could, with confidence, tell the teacher, so that the concerns could be taken into account and helpful advice or referrals to other professional bodies could be arranged if necessary. Ineffective communication at parent’s evening could lead to a lack of confidence in the school, it would create a situation where the parent’s support could be withdrawn, This could damage the relationship between the child, the teacher and the school. Here are diagrams that show many of the positive results achieved with effective communication. 1.2) The key principles of developing positive relationships are : Effective Communication.

This is the basis of most, if not all of the principles. Without communication, no relationship can be built.

Showing respect
You must always be respectful, courteous and mindful of different cultures, beliefs and values of others. To develop positive relationships with others you should ensure that you know their preferred form of address (Miss, Mr, Dr, Sir, Mrs etc) have taken time to learn their names and to always respect their views.

Being Considerate
Always consider people’s personal circumstances. There may be an underlying problem that is causing reactions that are out of character.

Remembering issues which are personal to them
It can be very beneficial when developing a positive relationship to remember significant aspects that may have been previously mentioned by the child or adult you are working with. Such as: “How did your Dad’s birthday go?” or “I remember you were worried about an event. How did it go?” Doing this will help to demonstrate that you care about what is happening in their lives and will encourage further positive communication.

Show respect and listening to others also demonstrates a caring disposition thus showing that you are someone a person can confide in. Be clear and concise when giving instructions. By doing this a person can understand more readily what is expected of them and will gain confidence in their own actions and abilities as a result.

1.3) Relationships and the way people communicate are affected by different social, professional and cultural contexts. Professionally, you are required to use a more formal approach, using a style of communication approved by the Centre in which you are working, be it a formal telephone call, professional meetings, emails, parent meeting. It’s important to always be mindful of the diverse cultural etiquette that exists. Different cultures may be offended by gestures that are normal to One’s own culture or they may misinterpret certain forms of non spoken communication. For example, it is commonplace for a Greek person to gesture with a single nod of the head when they actually mean “No I don’t agree”. 2.1) There are various skills required to communicate effectively with children and young people. Children learn through the behaviour and responses of others so it is extremely important to encourage communication by demonstrating to them that their contribution is valued so that they feel more confident and that...
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