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1.1 Explain Why Effective Communication Is Important in Developing Positive Relationships With Young People and Adults

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Faiyaz Mostafa
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447 views3 pages

1.1 Explain Why Effective Communication Is Important in Developing Positive Relationships With Young People and Adults

Uploaded by

Faiyaz Mostafa
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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1.

1 Explain why effective communication is important in developing positive


relationships with young people and adults
Modelling and representing effective communication skills when dealing with others can lead
to positive relationships. In other words, it is important to take into consideration how you talk
to other people and how you respond to them.
With a positive relationship, information is made easier to pass on as parents are more likely
to give beneficial support if they feel like their relationship with the school is durable and
successful. This then ultimately becomes beneficial for the pupils.
Furthermore, for pupils to understand what is expected of them, it is vital to demonstrate
effective communication skills so that they are not confused. This means that in moments of
stress or excitement, we have to still be mindful of what we say so that the pupils can
properly understand the expectations of the school. In addition, young adults are able to
learn more effectively when they are in the presence of an adult who they have a good
relationship with and with who they trust. This will, in turn, increase their confidence.
Having an effective form of communication and positive relationships do not come about on
their own, effort has to be put into it in order for it to become established. We can do this by
understanding how we relate to others and the meaning this gives out. If communication is
bad then it can lead to confusions that have the consequence of making individuals feel bad
Moreover, with a positive relationship maintained with anyone, it sets a good example to
young children.

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

The way you communicate with others will differ according to the context in which you are
speaking. This means that your speech may need to be adapted to suit the situation. For
example, if in a serious meeting, verbal and behavioural communication will need to be more
formal. In the school a range of types of meetings may arise, meetings ranging from
conversing with professionals to smaller informal gathering.

Nevertheless, those aren't the only ways that we can communicate with others. For instance,
we can also communicate with others by responding to them. This can be in the form of
responding to emails immediately as well as phone messages, listening attentively when
another individual is speaking and how we dress. Non-verbal forms of communication are
most easily to misinterpret. There are different norms in different cultures that differ from
yours. This includes things like body language, gestures and eye contact. For example, in
some cultures it is considered rude to look someone directly in the eye when they are
speaking to you whereas in the English culture it is considered to be the opposite.

1.3

As a practitioner, TA or support worker there is a need to build and maintain


professional relationships with children, young people and adults all the same. They
must be listening carefully and encourage children to ask questions so that they can
lead the conversation and whenever needed to repeat information to allow for better
undemanding and flow of conversation. It is also important to refer to the guidelines
as well as seniors with more knowledge and experience when needed. Maintaining
eye contact when speaking to children allows the child to feel heard feel like your full
attention is on them keeping the conversation a safe space for them to
communicated their thoughts. Keeping an honest, open minded and genuine
approach your approach is also key in these scenarios and this can come in the form
of asking them about interesting facts about themselves a or sharing something
about yourself to build the confidence and trust of the child. When speaking to a child
consider youth culture and the young persons cultural background to appeal to them
in that way. Another aspect to keep in mind is to make sure that positive commands
are used over negative commands such as replacing ‘stop talking’ with ‘listen
please’. Open body language also shows friendliness and willingness to discuss or
talk with the child. All of the factors above are important when speaking to both
parent/guardian, staff and other professionals as well.

1.4

Overcoming barriers while building professional relationships with children and


young people involves establishing clear communication channels,
understanding generational gaps, adjusting and adapting your approach based
on the individual needs of the person in question and providing consistent
supervision and support. Understanding and empathy help bridge gaps, while
clear expectations and boundaries prevent misunderstandings. Proactively
resolving conflicts through mediation and promoting continuous professional
development enhance interpersonal skills. Encouraging inclusivity and diversity
ensures all voices are valued, and team-building activities strengthen bonds.
Reflective practice allows individuals to consider their impact on others and
improve their interactions. Implementing these strategies creates a cohesive
and supportive work environment, enhancing collaboration and productivity.

2.1 Summarise the main points of legislations and procedures covering


confidentiality, data protections and the disclosure of information.
Legislations are always being reviewed and changed so it is important to stay up to date with
them by reading related publications. These legislations can affect the practice of anyone
working with children in any kind of way. The importance of the legislations is increasing with
time as each child's uniqueness and human rights are taken greatly in to consideration.
Every Child Matters (England 2003)/ Help Children Achieve More
The Green Paper emphasizes the significance of more integrated service and transferal of
information amongst professionals. When communication between health and social workers
was pretty much non-existent, it was formed after the case of Victoria Climbie.
Data Protection Act 1998
Direct information like health or medical information, records from previous school, or
records for children who have special educational need can be asked for from parents and
guardians. However, this form of information is confidential information and will need
parental consent if it is to be passed on to others. This is usually through parents signing a
consent form.
Under the Data Protection Act 1998, all establishments that have information on individuals
need to be registered through the Information Commissioner's Office (ICO). This has been
constructed to prevent the transmission of information without the individual's permission.
There are eight principles:

1. Be managed justly and lawfully


2. Be used only for the reason that the information has been gathered for.
3. Be acceptable, applicable and not excessive
4. Be exact and keep up to date when needed
5. Be maintained for no longer than it is required %
6. Be treated in the line with the individual rights
7. Be kept protected
8. Not be passed on to other countries without a suitable safeguard

2.1

Reassuring children, young people, and adults about the confidentiality of shared information is
crucial for building trust, encouraging open communication, and protecting privacy. When individuals
trust that their personal information will be handled discreetly, they are more likely to share sensitive
details necessary for effective support and care. Respecting confidentiality also safeguards against
potential stigma and harm from unauthorized disclosures, and professionals are often legally and
ethically obligated to maintain it. However, it is important to clearly communicate the limits of
confidentiality, such as the need to disclose information if there is a risk of harm or when required by
law. Transparent communication about these limits helps manage expectations and maintains trust
even when disclosure is necessary. This balanced approach ensures individuals feel supported and
safe, fostering effective communication and intervention.

4.3

Valuing learners’ use of home language, local accents, and dialects is essential for promoting cultural
diversity and reinforcing positive self-images. By acknowledging and respecting the linguistic
backgrounds of students, educators foster an inclusive environment that celebrates cultural identity
and heritage. This approach not only enhances learners’ self-esteem and sense of belonging but also
enriches the learning community with diverse perspectives and experiences. Encouraging the use of
home languages and dialects in the classroom affirms students' cultural roots and supports their
cognitive and social development, ultimately contributing to a more dynamic and culturally aware
educational setting.

7.1

Inclusion in learning environments refers to the practice of ensuring that all students,
regardless of their abilities, backgrounds, or circumstances, have equal access to educational
opportunities and resources. Inclusive practices involve strategies such as Universal Design
for Learning (UDL), differentiated instruction, cultural competence, and accessibility
measures to accommodate diverse learning needs and styles. These practices create a
supportive and respectful environment where all students feel valued and can fully participate
and succeed. By fostering collaboration, promoting positive behavior, and engaging families
and communities, inclusive learning environments enhance the educational experience and
outcomes for every student.

7.2

Barriers to children and young people's participation include physical obstacles such as inaccessible
facilities for those with disabilities, social and cultural factors like language differences and
discrimination, and psychological barriers such as low self-esteem and fear of judgment. Additionally,
economic constraints can limit access to resources and opportunities, while rigid educational
practices that fail to accommodate diverse learning needs can hinder engagement and inclusion.
Addressing these barriers requires a multifaceted approach that promotes equity, accessibility, and a
supportive environment where all young people can actively participate and thrive.

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