Communication and professional relationships with children, young people and adults Essay

Explain how you delectation effective communion in developing commanding be givens with churlren, vernal muckle and adults. Why is this important? 1. 1 In developing supreme relationships we utilise effective communication in several ways. We subprogram it to help us better understand a situation or person which tailister help to determine our approach when engaging with them. build trust and watch. If unmarrieds ascertain comfort satisfactory saying with us and feel they house approach us at every prison term on any subject, they be to a greater extent than(prenominal) likely to co-operate and look favourably on any suggestions do. picture that we look at about the welf ar and future of an individual and go out do our ruff to aid in their success discover that all parties atomic number 18 agree upon the same goal, making sure that everyone is clear about the final spirit and how it will be achieved. build and obtain a positive functional environment where creativity and learning can flourish. It is important to do this beca map paltry communication can lead to misapprehends, lack of trust and conflict. Without a positive relationship you argon unconvincing to gain support and co-operation and find it intriguing to achieve a good outcome from any situation.Explain the principles of relationship building with youngsterren, young good deal and adults 1. 2 When trying to develop positive relationships there are several principles to follow. Firstly effective communication is essential. You must be clear in what you affirm and command you slang been tacit correctly. At the end of a communication you can reiterate your draw occlusives and if necessary outline responsibilities and actions. Also be sure to use spoken communication appropriate to the person with whom you are communicating. When speaking with young babyren keep headstone points to a minimum and ask them to repeat what you apply give tongue to.Secondly, t ake m to listen to otherwises and try to understand their point of view. Use active audience techniques to show that you are filled in what they are saying and suffice appropriately. Also make sure that, if you tell someone you will bugger off back to them, you do get back to them. This will help make a scent out of trust and prize. It is in addition essential that you show respect for the person with whom you are communicating. Remember their name and details of how they like to be addressed and issues which are personal to them.Recalling details of their lives adds to the feeling that you are very interested in them and their welfare. When communicating be sure to acknowledge the individual. keep back any religious and hea because beliefs and show that you value these differences. Be thoughtful of the persons situation trying to understand and accommodate any issues which whitethorn influence their feelings, actions and responses. Finally, uphold positive and retai n a sense of humour. Laughter is a good way to break the ice and disengage tension in a stressful situation.Explain how disparate social, paid and cultural contexts may affect relationships and the way the great unwashed go 1. 3 There are several ways in which social, paid and cultural contexts may affect our relationships and the way we relegate. We must remember that communication is non just verbal and context will influence the way we act, what we wear, how we transfer and what we say. In a social setting our actions, wording and dress may be less formal. If we have colleagues and parents from school as friends international of school, then we talent possibly greet them with a hug and a wave.Our row capacity incorporate slang and jokes and confabulation might be more generic and less serious. We might be more casual in our attire and the situation would suggest whether this is acceptable. For example, you would non be stoped to discover a party wearing you r best suit. The manner in which we communicate socially is also likely to be different from a overlord setting. As well as tele telephony and face to face conversations we might also engage via text message, email and social media sites and we would be unlikely to release a letter to someone we might see daily. communication theory might, for example, utilise text speak and jargon and not necessarily exact an immediate response if any at all. In a professional context you would be conceiveed to act, speak and dress more formally. Your actions manner of speaking and clothing should match the severity of the issue which you will address and show appropriate respect for the location and people with whom you are run into. If participating in a parent/ teacher meeting at school for example the same people you greeted with a hugthe night before would be better greeted with perhaps a handshake to high blank the vex you wee in this scenario. Our language would be more formal and de pending who was present we might try to eliminate jargon to ensure clarity and minimise misunderstandings. in like manner again our clothing would be more formal to identify the position we hold and show respect for those involved in any meeting. When receiveing people professionally the use of social media sites would not be appropriate to debate any matters relating to school, pupils or staff.Text messages might be appropriate to predicate parents/carers of a school social event for example yet to coiffe a meeting or debate an important matter it would be more appropriate to speak with a parent/carer or write a letter if the contact rents to be documented. When working with outside agencies email, for ease of use and speed, has become the standard form of communication except again when broaching a sensitive or important issue, a auditory sensation call or face to face meeting might be preferred. Emails can easily be misread which can lead to misunderstanding and conflic t.When speaking we can use tone of voice to help ensure a point is understood correctly and face to face we can use eubstance language in the same way. The timeframe in which we contact someone or reply to a communication can also affect relationships. When someone has taken the time to contact you they will expect a response to show that you value their contact and it should be made in the same manner or more personally. Responding to a phone call with an email, for example, could be seen as rude and deter future contact.Similarly, delaying a response could suggest that you do not value the input of the individual or consider them or their issue to be important and perplex about the same result. Finally, we need to consider the cultural differences of those with whom we interact. Different cultures may also have different standards in terms of behaviour, dress, communication and contact. Actions could be misinterpreted and cause offence leading to the break passel of a relationsh ip. If you are meeting with someone from a different culture it may be worth(predicate) doing some research and asking their preferred form of contact and so onto show that you value their beliefs. However, whilst it may be detrimental not to describe for cultural differences you could see the same consequences if you assume differences because of background or race when actually there are none. What skills do you need to communicate with children and young people 2. 1 Communication is stock-still a relatively overbold thing for children and young people and they may not be utilize to asking questions and keeping conversations. One skill required to communicate effectively is giving children and young people opportunities to speak.As adults we are inclined to mobilise that we know what children are thinking and feeling and try to tell them this or fill the gaps in their speech. Whilst we should continue to try and communicate with children as a lot as possible we should en sure it is a two-way conversation and not a one-way stream of instructions. We should extend patient and allow children time to organise their thoughts and formulate their sentences. When a child is relaxed and at ease they will be more forthcoming. Children may be shy and reluctant to say more than a few words if they feel you are not interested in what they have to say.Using positive body language we can encourage children to speak out. We should come down to the childs level, face them and maintain eye contact. Remaining reducesed on the child rather than continuing with another task will confirm your interest and appropriate facial expressions will show that you are listening and have understood what they are saying. Active listening is another key skill. Be interested and make appropriate responses whilst the child is speaking to confirm that you are really listening.Add to this by repeating back what the child has said to ensure your understanding is correct and by giving p ositive comments when they have finished. Asking open questions will extend the conversation giving the child more practice, boost the childs confidence so they are encouraged to communicate more and model a real conversation for them to learn from. Finally, we must also ensure that communication is appropriate for the child or young person and be able to hold the mode we use. Depending on the age and world power of the child we may be able to simply converse or might need to incorporate opthalmic support or play into the communication.We should not assume children and young people will not understand but instead make our communication clear, use mental lexicon which is appropriate to their age and encourage questioning. Give a detailed explanation of how you adapt communication with children and young people for 2. 2 aThe age of the child or young person When communicating with jr. children you should try choose a setting which is acquainted(predicate) to the child and where t hey are more confident their favourite area of the classroom for example.Get down to the level of the child perhaps sitting on the carpet and use body language to make them feel more comfortable ensure you are facing the child, smile, nod, turn toward them, keep your arms open and bear off any barriers between you. Younger children will require more reassurance and perhaps more physical contact. They may feel more confident holding your hand or sitting close together. Vocabulary should be kept simple and sentences short, broken down into easy steps. The same point may need to be repeated several times in different ways and it is helpful to provide examples based around their own experiences.If a child is very reluctant to communicate you may want to use puppets to speak by and through, include pictures or props to help them engage or perhaps incorporate your communication into a favourite game. The attention duet of younger children is very short and you must also account for this. proctor the length of time you spend together and include attention switches to maintain their interest change your method of communication, switch speakers, move location, ask questions and so on Older children and young people will still need to feel comfortable in your company but are more item-by-item and will require less reassurance and physical contact.They are more familiar with the school environment so will find it easier communicate in different settings but will more comfortable in a setting they have used before. Older children often view themselves as grown up and will appreciate being treated accordingly. lordly body language will still be beneficial in encouraging a child to speak but it will no longer be necessary to sit on the floor. Language and vocabulary should be more mature and sentences can be more complex. It may also not be necessary to repeat a point so often unless it is something new and above that persons ability level.Examples can be drawn fro m a variety of sources as their experiences are wider and additional materials should be more sophisticated such as create verbally texts or you tube clips. Older children are more aware of themselves and can be easily embarrassed. They will benefit from confidence boosting reminders of how well they are progressing and positive re-enforcement. They will, however, withdraw and react negatively if patronised, preferring to be treated with respect and spoken to honestly. With age attention span also increases so it is still necessary to include attention switches to maintain focus but not as frequently.bthe context of the communication We will encounter children in a variety of situations at school and it will be necessary to adapt our communication accordingly. Primarily our contact will be made in spite of appearance school during a learning activity. In this case we need to remain quite formal, be directive and model the behaviour we require through our own actions. Ground rules should be laid down in clear, aphoristic Instructions and the learning objectives highlighted to ensure all children fully understand what we expect and are trying to achieve from the lesson.There will be other children in the same area working on separate activities so we need to make our lesson interesting to retain the attention of our group but not distract the others. We can do this through tone of voice, choice of vocabulary and supplementary resources but must be wary not to overexcite the group because of the other learners present. If your activity is away from other learners then it may be possible to incorporate physical activity and allow greater expression. Distractions will be plentiful and we will need to encourage and focus our learners through positive re-enforcement and challenges.If appropriate to the task we should encourage discussion through questioning but keep discussion restricted to the subject at hand. In a more social setting, for example the playground , we can be less formal and more relaxed in our approach. This would be reflected in our body language, tone of voice and vocabulary. These times can be used as opportunities to build relationships and get to know the children better. Children can be encouraged to discuss outside interests and we might share our own experiences to help form a bond.Whilst it may be necessary to give little reminders of school rules to evacuate bad behaviour it should not be necessary to outline them in full and they can be made in a more playful and conspiratorial manner a helpful friend rather than a figure of authority. Although conversation might be more light hearted we must still remember to maintain the relationship of teacher and pupil. A school trip, however, is a more social event, but still a learning activity and the degree of formality should remain on a similar level to the classroom.The formality of the pupil teacher relationship should remain so the children understand that you are i n charge. Children will need to be reminded often of their objectives but communication might be more light hearted and children allowed to speak more freely, discussing outside interests highlighted by the current situation. impertinent the school environment they will be excited and more mindless of their code of conduct. It will not always be possible to speak with the whole group when on a trip so we should communicate through our own behaviour, modelling what we expect from the children remaining focussed, respectful, and responsible.