Explain why effective communication is beneficial in developing positive relationships with children young people and adults

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Explain why effective communication is beneficial in developing positive relationships with children young people and adults

Explain how different social professional and cultural backgrounds may affect relationships and the way people communicate; examples may be used to support your response.

 

Activity 1 – Working in partnership with others and developing effective positive relationships is important when working in a learning environment.

Criteria 1.1 1.2 1.3 1.4 2.3 7.1 7.2

Conduct interviews with a selection of staff in your setting to explore positive relationships. Think carefully about the questions you will ask.

Write a report from the outcome of the interviews to:

  • Explain why effective communication is beneficial in developing positive relationships with children young people and adults
  • Explain how different social professional and cultural backgrounds may affect relationships and the way people communicate; examples may be used to support your response
  • Describe a minimum of three (3) ways the support worker can build and maintain professional relationships with children young people and adults
  • Using two (2) barriers to professional relationships as examples explain how each barrier can be overcome.
  • Explain what is meant by inclusion and inclusive practices
  • Identify barriers to children and young people’s participation

Write a conclusion for your report which:

  • discusses situations when confidentiality protocols must be breached.

Activity 2 – Create a resource for new staff to use during their induction period.
Criteria 2.1 2.2.

This resource must:

  • Summarise the main points of legislation and procedures covering confidentiality data protection and the disclosure of information
  • Explain the need to reassure children young people and adults of the confidentiality of shared information and the limits of this.

Supervisory Observation
This unit requires you to be observed in your own setting. Your supervisor should observe you in practice completing the following tasks as part of your day to day role.

Your supervisor will complete an observation form with commentary on your performance and competency in these specific tasks.

Following your observation you should discuss with your supervisor any areas of development as part of a professional discussion. A professional discussion form should be completed/or a zoom recording of your professional discussion can be submitted.

Please ensure that your name unit number and criteria identified in the observation is included. All records must be signed and dated before submitting your tutor.

Criteria covered:

  • Show how to establish rapport and respectful trusting relationships with children and young people (3.1)
  • Show how to support children and young people in making choices for themselves (3.2)
  • Give attention to individual children and young people in a way that is fair to them and the group as a whole (3.3)

Demonstrate how to adapt communication with children and young people for:

– The age and stage of development of the child or young person

– The context of the communication

– Communication differences (4.2)

  • Demonstrate how to establish rapport and professional relationships with adults using techniques to promote mutual trust and understanding. (5.1)
  • Demonstrate how to adapt communication with adults for:

– Cultural and social differences

– The context of the communication

– Communication differences (5.2)

  • Use ways of helping children/young people to understand the value of positive relationships with others. (6.1)
  • Show how to be an effective role model in own relationships with children/young people. 6.2.
  • Demonstrate ways of encouraging and supporting children and young people to:

– Understand and respect other people’s individuality

– Deal with conflict for themselves

– Respect the feelings and points of view of others (6.3)

  • Demonstrate ways of supporting inclusion and inclusive practices in own work with children and young people (7.3)

Reflective Records

Reflective Records are an opportunity for you to provide an account of your working practice with examples of how you meet each of the following criteria.

You should complete your reflective record using the Reflective Record sheet that we provide. After you have completed your Reflective Record both you and your work-based supervisor must sign and date the reflective record.

You may include more than one criteria on one Reflective Record sheet. You must clearly state the Unit Number Unit Name and Criteria Number(s) on your Reflective Record Sheet. Please note sheets are provided at the back on the course.

Complete a Reflective Record sheet to demonstrate how you meet each of the following criteria. You must provide specific examples of how you have done this in practice. It is not enough to just describe your responsibilities in each case – specific examples of what you have done in your work place should make up your Reflective Records.

Criteria covered:

  • Use different forms of communication to meet the needs of children/ young people 4.1
  • Explain learners’ use of home language and local accents and dialects in a manner which values cultural diversity and reinforces positive self-images (4.3)

Submitting your assignment

On completion of your work you should submit your work to your personal tutor here just click on the 'add submission' button below and select the file you wish to submit. Once your tutor has marked your assignment you will receive feedback from your tutor from here along with any suggestions on how to make further progress.