The principles of relationship building with children and adults in any context are that if others are comfortable in our company, they will be more likely to communicate effectively. Where people do not get along or are suspicious of one another, the tendency is that they will avoid one another whenever possible and so reduce opportunities to develop relationships.
Assessment criteria 2.1
Explain how to establish respectful, professional relationships with adults When working with other adults an environment of mutual support and openness needs to be established and maintained. It is essential to be supportive and courteous with adults. Information must be kept in confidence (which demonstrates trustworthiness). By being attentive, enthusiastic and approachable, a respectful, professional relationship can be created. Active listening and communicating appropriately will also contribute to a positive relationship. In summary, it is imperative to remain professional in the school environment and when communicating with other practioners in contact with school. Treat others with respect. Notice the efforts and achievements of others. Give practical support where needed. And avoid speaking about others in a negative way such as gossiping.
Assessment criteria 2.2
Detail the importance of using positive adult relationships as a role model for children and young people It is important for any adult to become an effective role model for children and young people. This means showing them how to relate to and communicate with others at all times, through their own interactions and relationships with other adults, children & young people. It is also important for children & young people to see all adults behaving appropriately and professionally. Children and young people will always respond to positive communication and relationships from adults. The way in which one adult behaves towards others will always have an impact on the children and young people who witness it. This is because they will take their lead from adults around them and will be quick to point out anything which you tell them to do but do not do ourselves. It is important to consider how we approach other people and how we respond to them. If our own interactions with others are effective, they will promote the same positive outcome in communication with children & young people. Assessment criteria 3.2
Outline the main differences between communicating with adults and communicating with children and young people There are many similarities between communicating with adults and children & young people, such as always maintaining eye contact and interest, responding to what has been said, treating people with courtesy and respect. However, we do need to remember that we should adopt different approaches depending on who we are communicating with. When communicating with children & young people, we need to be very clear and unambiguous in what we say. We need to communicate clearly what is expected from them, so that they may learn to communicate well themselves.
Complicated language should not be used and long lists/instructions be avoided, as these make conversation difficult to grasp. Being patient and positive are essential. It is important to confirm a child or young person has understood what has been said to them. Children of different ages will require different approaches, and this might be as simple as varying pitch of speech and adapting vocabulary. Generally, younger children will require more reassurance and physical contact. As a child matures, they may need help with talking through issues and reflecting on their thoughts. It is incredibly important to show an interest in what pupils are saying and support them in school activities. It is also imperative that consideration is given to maintaining a relationship of carer to the child.
Assessment criteria 3.3
Give some examples of communication difficulties that may exist There may be a number of reasons that communication difficulties may have arisen. Some children or young people may not have many opportunities to speak, or maybe anxious or nervous. A person may have an area of special needs or an individual may have differing attitudes or beliefs. Other reasons include: Hearing impairment
Autism Spectum Disorder
English not first language
Lack of confidence
Assessment criteria 3.4
Describe how you could adapt communication to meet different needs Method of communication may need to be adapted in order to meet the needs of the person with whom we are speaking with. This will depend on several areas, such as: age and experience of the person with whom you are communicating with, context of the conversation and communication needs of the individual. Using sign language, speech therapists or a translator may help bridge any communication gap. Other ways include: getting children to sit nearer to the board, printing worksheets with a bigger font, using pastel paper overlays for those with dyslexia. Finding a safe retreat for children who become frustrated either physically/verbally, to give them a chance to calm down and someone to talk to.
If communicating with a person with an autistic spectrum disorder it is essential to have an understanding of the verbal ability (expressive language may not be at the same level as receptive and vice versa) and any learning difficulties, and pitch communication appropriately. If the child has no language then an alternative form of communication should be adopted, such as PECS. Eye contact may be very difficult for a person with autism and this should be taken into account. Closed questions should be asked rather than open, as these types of questions can be extremely board and overwhelming.
Positive relationships are not something which should be left to chance. Only by communicating effectively can we expect to form respectful, professional relationships with others. Children are more likely to want to be in school and to learn if they have good relationships and are supported by adults who get along with one another.