Communication and Professional Relationships Withchildren, Young People and Adults Essay

A key element of the role of all member of support module in a school day or other(a) education surroundings, is communion, both with boorren and heavy(p)s. Whilst it is signifi thronet for sm either fryren to ensure cognitive skills, it is as primary(prenominal) that they in addition learn skills that leave part with them to function potently in society. A significant proportion of the latter can be attri simplyed to telling colloquy, how individuals cooperate with others, and the affinitys built both on a social and overlord level.Support staff necessitate a responsibility to act as role models for students, and it is wherefore imperative that a unmortgaged understanding of effective communication and professional relationships is held. This study pack egresslines the principles, skills and regulations that cover this topic. Principles Effective communication is the fundamental principle in construct positive relationships (relationships which benefit minorren and untested people, and their ability to participate in and benefit from the setting).In general, both electric razorren and adults ar much to a greater extent than likely to co-operate and sh be breeding, if they feel you channelize s wishly and clearly. This is non limited to what you say but in addition appearance, body spoken language, facial gestures and mood. In particular it must be remembered that you be acting as a role model, and the way you communicate is likely to be reciprocated in the same way. There argon seven principles involved in building relationships1.Effective communication covers both formal and informal verbal, written communication, in addition to body language, facial gestures, strong-arm contact and appearance, and the way these bushel our interactions with others. 2. Respect courtesy and respect should be demonstrated in any interaction with an individual (be it minor or adult). Although you whitethorn differ in opinion, it is i mportant to expeditiously listen to others, and respect their view(s). The same fancyation should be utilize to individuals from different cultures, and their values/traditions upheld.For example in Germany professional interactions argon much more than formal and people argon r atomic number 18ly referred to on scratch line name terms, even if they are acquainted. 3. Consideration be responsive to others situation/position particularly when behaviour or reaction is out of character. There whitethorn well be an underlying cause you are non currently privy to . 4. Remembering Personal Issues if you are alive(predicate)(predicate) of any concerns or upcoming life events, it whitethorn be price enquiring about these, as it reads that you are interested, and is likely to benefit any relationship .You may be worries that an individual may non want to controvert any further, they can let you know if this is the case but it is likely still better to ask, than wait aloof or standoffish. 5. Listening communication is a two way process. Therefore it is vital that you take cadence to actively listen to others, in order that they feel their opinions are studyed. diligent auditory sense means that you hear another opinion but also demonstrate interest by serveing trancely (both verbally and with body language gestures). Listening is fundamental if others are to feel commensurate to confide in you or ask for help/advice.6. Clarity on Key Points when well-favored information or instructions you must be clear, so that others can understand what you check said, or asked of them. Do not assume you have been clear, especially with children who may say they understand even if they dont. endlessly ask them to repeat back to you what they have destiny to do, whilst reassuring them that you are not testing them but checking that your instructions were clear. 7. Sense of Humour specially in dates of stress or pressure, try to see the queer side of a situation.Not only will it benefit you ( temporarily reducing stress) but also releases tension from any situation. Although these principles can be applied to building any relationship, thither will of course be differences or reconcileations in the way we communicate dependant on the condition of an interaction. It is inconceivable to think that the way we informally converse or act in the company of friends would be acceptable in a employment meeting. More formal language and behaviour would be expected in the latter, if one was not to be considered rude.The same would be true of any interaction with a evoke in a professional capacity. As mentioned previously it is not just what is said or written but also gestures, body language and dress, which should be appropriate to a situation. Advice should be sought when dealing with individuals from different cultures, with particular attention to acceptable behaviour, gestures pertinent to that culture, to avoid misunderstanding . What may seem perfectly acceptable to you, could be interpret as extremely impolite to another culture.In summary you should consider who you are interacting with as well as the (likely) expectation of language and behaviour. In doing so you are less liable to avoid causing offence, fault or bad feeling which all have a prejudicious effect on any relationship that may have been promoteed. Skills whitethorn of the skills involved in effective communication do not need to be learnt as we demonstrate them subconsciously. It is however valuable to understand what these skills are and evaluate our own strengths, weaknesses and battlegrounds for development.Give Opportunities to Speak as with all effective communication but particularly in the case of children, it is important to allow and give opportunities for every pupil to speak and contribute. Every child is different, just about perhaps confident and particularly vocal whilst others may seem reticent. An inclusive environ ment should be created where every child has the opportunity to express themselves. gullt be tempted to speak whenever there is a pause in conversation, as nearly children need time to process their thoughts and garner assumption to deal out them.Actively Listen show you are listening by giving a child your undivided attention and maintaining eye contact. By doing this you are inadvertently saying your voice matters to me, which will only do to boost self esteem, potency and aid positive relationship building. demonstrable Body Language and Facial Expressions body language and facial flavour are another way to demonstrate you are listening. Nodding, smiling, talking/listening at a childs level, all indicate you are interested in what they have to say, and can also pass you seem more approachable.Folded arms, neutral facial expressions and talking down to a child can make you appear intimidating. React and Comment Respond to the information a child gives you, this may invo lve repeating what they have said, to explain your understanding. Adding your own responses will also add to the conversation and help trouble it. Be Interested, Respond and Question Demonstrate that you are interested in what a child has to say. One way to achieve this is by responding and the appropriate points and asking questions, which may further the conversation.It is also important that the child is attached opportunity to ask questions and respond in the same way, so that they learn that communication is a two way process and you are equally interested in what they have to say. As adults it is easy to dominate dialogue, without intentionally meaning to do so, by not giving a child time to contribute, question or give their ideas, opinions or feelings. Children should be back up to question information and add their own ideas, therefore the school environment should promote this. AdaptationThe skills discussed are however just a get-go line point and as with the guid ing principles, adaptations will need to be applied dependant on the childs age and context. Age junior children will tend to be less independent so will rely more heavily on reassurance and positive reinforcement in your communications with them. Additionally junior children are often much more tactile and will seek physical contact as a source of reassurance and to build confidence. Younger children are generally more open and will seek adult help in times of distress, anguish but also to share achievements.Consequently communication is much easier, as they will share information openly with you. As children mature, they become more self conscious and aware of peer pressure, often reluctant to share information and are therefore likely to require much more coaxing and encouragement to discuss issues and verbalise their feelings. Context Within the school environment you are likely to function in various capacities at heart your job role, learning support mentor, pastoral role, supervisory role (playground duty), teacher/peer support and confidante. Your port of communication will need to be adapted according to the situation.In a more formal setting, much(prenominal) as the classroom it will be necessary to provide clear, compendious communication regarding tasks whilst simultaneously foreseeing and dealing with any disruptions, to ensure pupils stay focused on task. Conversely when acting in a pastoral role, active listening will play a greater part. Your language maybe less formal to engage the child and make them feel genial to share their troubles and feelings. The child may seek mortalal information from you in this instance have you ever felt this way, has this happened to you? Whilst it ay be tempting to issue these questions openly and honestly, to give the child confidence to do the same, you should remember that a professional relationship must be maintained at all times. Show your understanding without giving too much personal informati on, it is important for the child to view you in a professional capacity not as a friend. converse Differences Each child is an individual and therefore will have their own communication vogue and differences. If a child has SEN, these will be documented and it will be much easier to make adaptations according to their provision map or statement.However this will not always be the case and you will need to recognise and respond to any communication differences, a child may have. For example some children may lack self confidence, and ample opportunity must be provided for them to contribute. Dont be tempted to talk for them or guess what they are trying to get across. This will only serve to compound their anxieties. You may feel it beneficial to work 11 building to minute groups and further as a whole class to build their confidence slowly.Ask for help from your speech and language coordinator if you work with a child with a speech disorder, they will be placed to advise on stra tegies for working with a particular type of communication issue. As adults, our corroborate instincts often lead us to step to help a child when they experience communication issues, which is not actually beneficial to the child. Allow them time to speak, support them (use of visual aids, sign language, providing an environment where they feel comfortable and confident), show sensitiveness but do not try and be their voice.Communication needs The skills of communication harbour equally to adults, young people and children and whilst there are many similarities and significant overlap in the way we communicate with these groups (active listening, body language, facial expressions, showing interest etc), there are also important distinctions that must be made. Children With children communication must be succinct, clear and concise, too much information can lead to confusion. They should be able to feedback to you in their own words, their understanding of your expectations from t hem.An inability to so demonstrates that you need to see your choice of vocabulary appropriate to the child. Avoid using expressions or sayings that children may find vexing and interpret literally, particularly if incline is not their first language. One such example would be referring to something as the bees knees, there is nothing in this expression which suggests something is good, so this only serves to confuse a child. Within the school environment, as a member of support staff you are functioning in a professional capacity, your choice of language should reflect this.A certain degree of formality must be maintained to ensure the carer- child relationship boundaries are clear. This especially applies to physical contact, which should not be promoted or offered. In a setting with younger children who seek this type of reassurance, this may be more difficult and you should not shun a child who tries to hold your hand or extort you. They may interpret this as a rebuke and ass ume they have upset you. Conversely you should not be initiating this form of contact. Adults Communication difficulties are not exclusive to children.Adults may also experience issues, and it is important you apply the same sensitivity and adaptations, as you would with a child. Again some difficulties may be more obvious than others, hearing impairment, non-English speaking or English as an additional language (EAL), if you are meeting face to face, allowing you to adapt more easily. You should however consider the various forms of communication your school utilises and consider potential communication difficulties, adults may have that you are not aware of. Adult literacy is an issue , particularly in disadvantaged areas.Sending letter home in this instance would not be an effective regularity of communication. This could be something you should be sensitive and consider particularly if you feel an parent is taciturn. Simply speaking to the parent at the end of school outlining the sate of the letter and politely asking for a reply may foster a relationship that allows the adult to work with you for the benefit of the child. Autism is another area that affects communication for both adults and children. Be heedful that you should adapt your communication style but what is suitable for a child maybe patronising and rank out the rong impression to an adult. Equally do not assume any every person with autism will have the same, if any, communication difficulties and that you should consider the person as an individual rather than a minority group. Managing Conflict typically most conflict arises due to a breakdown or lack of communication. Identifying and addressing conflict early is the key to resolution. However successful resolution requires sensitivity careful management of the situation. Open dialogue between affected individuals is the starting point of conflict resolution.Everyone should be able to discuss what happened (their interpretations of eve nts) openly and freely ( show RESPECT). They should also be encouraged to describe their actions (take RESPONSIBILTY). Often misinterpretation of another intentions or verbal misconception are the cause of conflict. Equally others may be unaware of the impact of their own actions or communication style on others, particularly if there are cultural differences. Be mindful of external pressures or issues to which you or others may not be privy. remote pressures, for example family breakdown, will have a significant effect on individuals, their way of expressing this may be uncharacteristic in terms of behaviour. In this instance it would be beneficial to talk to the child or adult individually and offer support, prior to involving others. Finally develop a plan moving to move forward (REPAIR the situation), which is satisfactory to all concerned. This approach forms the root word of restorative justice, practised in many schools and has been shown to proactively to build relationshi ps, promote flying field and prevent harm and conflict occurring.