Communication is important in developing positive relationships

1.1 Explain why effective communication is important in developing positive relationships with C&YP
1.2 Explain the principles of relationship building with C&YP and adults
1.3 Explain why different social, professional and cultural contexts may affect relationships and the way people communicate

1.1 Explain why effective communication is important in developing positive relationships with children, young people and adults

Effective communication is important in developing relationships with children. There are many factors that contribute to how effective communication can be portrayed. Building trust is an important principle when developing relationships, this is because it allows the child to approach and share their views or personal issues, for example, family issues, with an individual they have gained a certain level of trust with. Making the child feel security and comfort when communicating and developing relationships is also important, this is so the child feels safe with the environment they are in and comfortable enough to express their feelings with someone.

Cooperation is also a principle that is gained from good communication. Developing cooperation with children and young people allow for the child to develop their sharing with others, as well as leadership qualities when taking charge and oppose to this, knowing when to step back from taking the lead. There are many other principles such as familiarity for the child, good modelling and having the child’s best interests at heart.

1.2 Explain the principles of relationship building with children, young people and adults

There are many different principles of relationship building that can play a role in the development of a child. Being a good listener is a must in building relationships as it conveys an interest in what the child or young person are speaking of. Secondly not judging what the child says or has to say, allows the child to feel secure and safe in who they’re with and what they’re saying. Being sincere and empathizing is another principle in building relationships as well and being honest, portraying positive body language and remaining confidential in what is shared. These are all main principles which allow the child or young person to feel safe, engaged and honest with an adult.

1.3 Explain how different social, professional and cultural contexts may affect relationships and the way people communicate.

There are many variables which impact the way in which people communicate. In a social context, for example around family members, partners, social groups etc. the communication is informal, which includes slang words and shared language codes, with high levels of unspoken communication. Intuition can also be a factor that impacts communication as it may be easier to know how the other person will respond or what they’re thinking. This is down to the impact that this communication has on the relationship which would include regular contact, shared activities, similar beliefs, aspirations and goals as well as different levels of physical contact.

In a cultural context, for example people from different countries, different ethnic backgrounds or different religions are all variables which impact the way we communicate. Non-verbal communication may have different meanings to different people, for example a hand shake may be a welcoming gesture for some, were as for others it could be seen as a sign of disrespect. This is down to the language barriers between different people, which are why expressions, body language and gestures are very vital when communicating. The effect this will have on a relationship will mean that initially it may be distant and they may have different goals and aspirations however a high level of respect needs to be attained to overcome these barriers.

In a professional context, for example school colleagues, doctors and patients, providers and customers, the communication is formal with few colloquialisms, as this may be a barrier. When communicating the impact this has on relationships means that language needs to be clear as the communication is mainly done verbally as well as in written forms.

Section 2: Understanding how to communicate with C&YP and adults Assessment Criteria: 
2.1 Explain the skills needed to communicate with C&YP
2.2 Explain how to adapt communication with children and young people for: a)
the age of the child or young person b) the context of the communication c) communication differences
2.3 Explain the main differences between communicating with adults and communicating with children and young people
2.4 Explain how to adapt communication to meet different communication needs of adults
2.5 Explain how to manage disagreements with children, young people and adults

2.1 Explain the skills needed to communicate with children and young people

There are a number of essential skills that are needed communicating with children and young people. Confidence is the first skill which is portrayed in the tone of voice used and body language also. Being coherent is also important as it is essential to have credible and logical content along with structure and purpose when communicating. Attentiveness is also another skill as it is important to know the needs of children and young people and the style of words and language used too.

Active listening is another vital skill, this means conveying frequent eye contact, positive and open body language and space to talk (avoiding interruption) however this skill is very dependent on the environment the communication is taking place. Good questioning is the final skill that plays an essential role when communicating with children and young people. Good questioning means asking appropriate open and closed questions. Closed questions, such as have you eaten breakfast? Are questions that require a yes or no answer, these are good for building confidence due to low expectation. Open questions encourages thinking and detailed answers in a positive way, this has a good impact on children and young people as it develops their communication and language skills.

2.2 Explain how to adapt communication with children and young people for:
a) the age of the child or young person
b) the context of the communication
c) communication differences

a) the age of the child or young person:
There are a number of adaptations required when communicating with different aged children and young people. Firstly body language is vital, depending on the height of the child, talking at eye level is less daunting for children and young people. Secondly, matching the terminology and vocabulary to the age range of the child, so if the audience is young people then simple language will need to be adapted. Finally the tone of voice is also important as this has great control over the conversation for the child and young person with regards to it being a positive or negative experience.

b) the context of communication:
It is important to adapt with regards to the context of communication. Firstly making sure that volume matches location, for example shouting when in a busy playground or speaking quietly if it’s a one to one. Secondly having a clear tone of voice, this is important when undergoing an emergency, and finally using the correct language of English (or the primary language) when communicating in a formal context.

c) communication differences:
If a child or young person has communication differences then different adaptations need to occur. Gestures and facial expression are more at use than verbally speaking, for example when dealing with a child who has special needs. Emailing or sending letters may be a more suited way of communicating for some instead of calling, for example those that suffer with a hearing or speech impediments. Different greetings are also used in different cultures. Finally if the child was autistic they are unable to interpret emotion and take words literally therefore body language and open gestures are vital.

2.3 Explain the main differences between communicating with adults and communicating with children and young people

There are a number of differences when communicating with adults and children and young people. Simple language with children should be used in comparison to more colourful language with adults. Depending on the familiarity with the child the topic of conversation may be more in depth with an adult compared to a conversation with a child. Depending on the development of the childs communicating skills, sarcasm is mainly used and understood by adults, as well as unspoken messages where children may be too young and naïve to grasp. Adult to adult conversations are generally more relaxed than adult to child, this is down to safeguarding with children as responsibility is taken when speaking to children, as oppose to being more spontaneous when among adults, having said this however some adults can possibly be more touchy with children in a jokey manner in comparison to adults.

2.4 Explain how to adapt communication to meet different communication needs of adults

If an adult has communication differences then different adaptations need to occur. Gestures and facial expression are more at use than verbally speaking, for example if the adult was special needs. Emailing or sending letters may be a more suited way of communicating for some instead of calling, for example those that suffer with a hearing or speech impediments. Different greetings are also used in different cultures. Finally if the adult was autistic they are sometimes unable to interpret emotion and take words literally therefore body language and open gestures are vital. Alongside these adaptations brail, sign language and visual aids are other methods of communicating with adults that may have difficulty doing so.

2.5 Explain how to manage disagreements with children, young people and adults

There are set ways/ guidelines that are important to acknowledge when dealing with disagreements among children and young people. It is crucial to convey to children that respect is vital when building and developing a relationship with someone and even when conversing with others, regardless of being an adult, bigger, louder, smarter or better with words, children must understand that these factors alone do not make one right. When tackling a disagreement it is important to take it in turns to speak and listen, and also to talk in a structured way calmly. Second guessing, name calling, general statements and insults should all be avoided.

Sticking to the facts, showing positive and open body language and empathizing with the child or young person to show that you understand how they are feeling (regardless of whether they’re right or wrong) also confirms any bias behaviour towards the children. Time outs and allowing the children involved to make suggestions by treating the conflict as a practical problem solving exercise rather than a moral lesson should be encouraged, as it also conveys to children how to handle disputes in the future. These all apply to adult disagreements however if the situation was getting too emotional, for example, anger becomes apparent, here, distance should be kept, alongside allowing silence to take over, as in some situations this is found to be helpful.

Section 3: Understand legislation, policies and procedures for confidentiality and sharing information, including data protection Assessment Criteria:
3.1 Summarise the main points of legislation and procedures covering confidentiality, data protection and the disclosure of information
3.2 Explain the importance of reassuring children, young people and adults of the confidentiality of shared information and the limits of this
3.3 Justify the kinds of situation when confidentiality protocols must be breached

3.1 summarise the main points of legislation and procedures covering confidentiality, data protection and the disclosure of information.

For anyone working with children and young people they have a duty of confidence, whereby legally any information that is received based on the family of the child or the child themselves can only be shared in appropriate professional contexts.

All information of the child (including child protection records) should be kept securely. Personal and confidential information may be passed onto the police, for example in order to safeguard and protect the child however consent otherwise must be needed to obtain information unless it is impossible or will place the child at risk. Absolute confidentiality cannot be guaranteed therefore by making everyone aware of this responsibility for the child’s sake is important. Elaborating that the information will only be passed onto people who need to know in order for themselves to be able to help, for example, doctors and psychologists.

3.2 Explain the importance of reassuring children, young people and adults of the confidentiality of shared information and the limits of this

It is important for children and adults to be reassured due to many reasons. Reassuring allows the individuals or families to place their trust in the school. This in turn will mean parents can feel the need to readily share information more easily and children are more likely to confide in trusted situations like this. Overall this leaves minimal space for any misunderstanding and also upholds the law with regards to Data Protection Act 1998, The Children’s Act 2004 and The Protection of Freedoms Act 2012.

3.3 Justify the kinds of situation when confidentiality protocols must be breached

There are certain situations where the distribution of confidential information can be disclosed without consent, this is when:

Seeking the persons consent will interfere with the pursuit of law It will provide protection against other forms of improper behaviour It concerns potential child abuse or maltreatment
It is necessary to prevent or help detect an unlawful act
It is in the substantial public interest ( benefit outweighs and individual harm)

Therefore if, for example someone has been under suspicion of criminal behaviour, the permission of passing the confidential information on is voided provided that it is needed and necessary for the investigation. Likewise if a mother had told the school which the child attends that the child’s father physically abused him/her then it would be the duty of the school to share this information to people that can help.