1.1 Explain why effective communication is important in developing positive relationships with children, young people and adults
1.2 Explain the principles of relationship building with children, young people and adults
1.3 Explain how different social, professional and cultural contexts may affect relationships and the way people communicate
2.1 Explain the skills needed to communicate with children and young people
2.2 Explain how to adapt communication with children and young people for:
a) the age of the child or young person
2.2 Explain how to adapt communication with children and young people for:
b) the context of the communication
2.2 Explain how to adapt communication with children and young people for:
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
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.
Effective communication is critical to developing patterns of positive relationships with people of varied age groups. The enhancement of communication between people increases their self-disclosure that reciprocally leads to the configuration of positive motivation and hope among the individuals (Guerrero, et al., 2014, pp. 131-132). This enhancement of self-disclosure takes place gradually with consistent communication as evidenced by social penetration theory (Croucher, 2016, p. 54). The development of interpersonal relationships between individuals primarily depends on the patterns of their orientation with each other. This orientation remains superficial at the initial stage of communication; however, the exploratory phase of social penetration comes into the picture as and when individuals informally share extra information about themselves as well as their families. Furthermore, stable interchange of information between young individuals and children results in the development of healthy relationships through open communication. Evidence-based research literature advocates the contention attributing to the enhancement of psychosocial potential of young children with the development of positive relationships through effective communication (Walton & Goddard, 2012, p. 140). This further leads to the enhancement of their well-being and social development. The development of positive relationships with children particularly requires the acknowledgement of their thoughts, perceptions, feelings, contentions and ideas while respecting their opinions with a positive approach. However, high level of non-verbal and verbal communication skills required for effectively understanding the thought process of people of different age groups in the context of configuring positive relationships with them across the community environment.
Principles of relationship building warrant the effective inclusion of young individuals and children in various research activities while providing them opportunities to express their views and conclusions on various societal matters (Clark, et al., 2014, pp. 70-72). The recognition of facial expressions, body language and individual gestures results in attaining insight regarding the unspoken assertions (of children and young individuals) that facilitate the process of the development of trust and empathy leading to the establishment of healthy psychosocial relationships. The evaluation of the families of children and adults helps in efficiently tracking their social environment and resilience capacity in the context of assisting the vulnerable individuals challenged with the difficult familial circumstances (DeBell, 2016, p. 124). This community assistance results in the development of dynamic relationships with the young individuals across the community environment. Treatment of individuals with respect and dignity while evaluating their expectations helps in effectively engaging them in various learning processes that reciprocally results in the development of trust with youngsters and adults (Edmond & Price, 2012, pp. 146-149). This establishment of trust serves as a building block in configuring long-term relationships with the individuals. Furthermore, the organization of societal events and cultural activities and engaging the youngsters and adults in these happenings motivates them towards attaining self-development that resultantly leads to the establishment of fruitful relationships with these individuals.
Evidence-based research literature advocates the findings attributing to the influence of behavioural and social patterns among individuals of various age groups in the extent of their interpersonal relationships (Mikami, et al., 2010). Furthermore, the effect of the engagement of young adults with the social networking sites influences their interpersonal relationships in the context of cross-situational continuity. The positive influence of supportive comments by various peer groups through social networking improves the relationship patterns between individuals across the community environment. The profession of individuals exhibits positive and negative influences on the communication patterns and interpersonal relationships between the individuals. The individuals of various age groups while working together develop the patterns of symmetrical and complementary communication at workplace. This results in the extension of support between people; however, the differences in individual values, contentions and beliefs among individuals on the other hand prove to be the biggest hindrances in establishing healthy relationships for a longer tenure (Dainton & Zelley, 2015, p. 70). Furthermore, the cultural influences on the values of individuals evidently affect their emotional control that reciprocally drives their communication process leading to variation in interpersonal relationships (Mauss & Butler, 2010). Research findings elaborate the contention attributing to the variation in desire of individuals in seeking professional assistance (for accomplishing personal requirements) in the context of their psychosocial and cultural differences (Mojaverian, et al., 2013). This difference in the behavioural attitudes of people considered as a direct function of culturally induced patterns of interpersonal relationships between the individuals.
Developing effective patterns of communication with children and young individuals requires the acquisition of professional attitude and style for establishing healthy relationships with them across the community environment. The recognition of words pronounced by children helps in understanding their feelings and thoughts while evaluating their perceptions during the communication process (Glasper, et al., 2015, p. 61). The anxiety and protective attitude of children requires an understanding in the context of developing dynamic relationships with them through the process of communication. The investment of considerable time with children highly required for understanding their circumstances and evaluating the impact of environmental influences on their behaviour and development. Maintaining effective eye contact with traumatized children and utilization of non-verbal communication style helps in establishing a therapeutic relationship with them across the community environment. The organization of various play activities for children facilitates the increase in their attention to the communication process leading to their psychosocial and behavioural enhancement. The utilization of symbolic, visual and culturally meaningful communication channels assists in cognitive enhancement of children and young individuals (Ross, 2011, p. 47). These effective communication channels utilize the activities attributing to arts and craft, writing, poetry, role-plays, questionnaires and computer games for effectively engaging with the youngsters for a consistently longer tenure.
a) The age of the child or young person
Initiation and establishment of effective communication patterns with children and youngsters require overcoming the age barrier while adjusting the line of communication for attaining the desirable outcomes. Unexpressed responses of children attributing to compassion, disgust, anger, sadness, hopelessness, relief and shock require considerable tracking through verbal and non-verbal communication for mitigating the feeling of neglect and negativity across the community environment (Winter, 2011, p. 47). The practice of physical contact and providing reassurance to the younger individuals initiates the feeling of safety within them as they continue to communicate with their friends and peers. Furthermore, utilization of humour and patterns of active listening during communication with the youngsters of various age groups helps in establishing their trust and confidence that lead to their psychosocial enhancement (Dunhill, et al., 2009). Interaction with preschool children through the storey telling activity motivates them considerably in terms of actively participating in the process of communication. Praising the children in the context of enhancing their social skills through verbal communication assists them in fearlessly sharing their opinions, interests and perspectives during the communication session. The communication with older children needs modification in such a manner as to make them aware regarding their increasing responsibilities in accordance with their age enhancement across the community environment.
b) The context of the communication.
The patterns of communication with children and young individuals require effective modification in accordance with the situational context and social circumstances faced by the target population. Furthermore, the location of communication requires transforming the tone of communication to a comfortable level while caring them throughout the interactive process at the designated location. Evidence-based research literature considers noise as the biggest hurdle in undertaking effective communication with the individuals (Reid & Burton, 2013, p. 154). Therefore, communication needs modification and adjustment in accordance with the levels of noise at the location of communication to surpass its deleterious effects during the interactive process. The communication with youngsters preferably requires undertaking at a location where they can efficiently focus on the engagement activities while surpassing the possible situational distractions for enhancing their educational proficiency across the community environment.
c) Communication differences.
Communication differences between children and youngsters require effective mitigation with the practice and implementation of relaxation techniques during the process of communication. This assists in the configuration of a comfortable environment facilitating the unreserved expression of thoughts among the young individuals. Communication processes incorporating the conceptualization and thinking assists in the relationship enhancement with youngsters. Children affected with speech disorders require more time for expressing their concerns and the facilitators should not express perceptions of these children in an irrational manner in the absence of their desirable participation in the interactive process. Pictorial representation of expressions in front of children assists in identification of their emotions and effective communication of feelings leading to their behavioural development (Solomon & O’Brien, 2016, p. 382). The evaluation of the mindsets and psychology of children and youngsters is of paramount importance in identifying their interactive skills for effectively modifying the patterns of communication in the context of establishing healthy therapeutic relationships with them across the community environment.
Clear and concise language patterns require effective utilization while communicating with adults to facilitate thorough transfer of information to the target population. Protecting the individual rights and dignity of adults and older individuals highly warranted while communicating with them during the interactive process (Storlie, 2015, p. 77). Sustenance of professionalism while initiating communication with adults is required for establishing healthy psychosocial relationships with them across the community environment. The utilization of verbal as well as non-verbal skills through effective body language assists in empathising with the adult population and enhancing their prolonged participation in the communication process. Respecting the thought process of adults while ascertaining the confidentiality of shared information facilitates the enhancement of trust and confidence (of adults) on the facilitators of communication.
Communication with youngsters and children requires the use of simple phrases and word techniques while giving them the opportunity to participate in the interactive session. The facilitators of communication require good listening skills while interacting with children and adults. Facilitators of communication should allow children to give positive answers in response to the questions during the interactive process. Contrarily, facilitators must also promptly respond to the questions of children while utilizing easy language for enhancing the length and outcomes of communication. The communication process must begin in a supportive environment to facilitate hassle free interactive process.
The difficulties faced by young individuals, children and adults require thorough exploration in the context of adapting effective communication patterns for establishing dynamic professional relationships with these individuals. The identification of psychosocial and cognitive deficits of adults required (for facilitators) in implementing appropriate interactive methodology to facilitate the process of communication. Physical disabilities and requirements of adults need consideration while initiating the communication process for mitigating the gaps during transfer of information through interaction. Utilization of pictures, snapshots, signs and symbols during the interactive process helps the people with impaired hearing to identify and understand the flow of information. Slow and consistent conversation maintains the interests of adults as they communicate and share information related to their subject of interest. Repeated paraphrasing of the shared information with elderly individuals while utilizing their pet names assist in establishing patterns of healthy communication with them across the community environment (Touhy & Jett, 2016, p. 66). Utilization of question like statements with older people and slow speaking of simple and short sentences facilitates the error free flow of information between the facilitators of communication and the elderly individuals.
Disagreements with people of various age groups require an undertaking in a positive context while considering them as normal human outcomes following the differences in thought processes of individuals. Disagreements arising from interpersonal conflicts require exploration of their causes while allowing individuals for sharing their contentions and perceptions to mitigate the state of disagreement. Implementation of organized approaches required while addressing disagreements between people particularly at the workplace. Initiation of uninterrupted conversation by people required for understanding the situational dilemmas for their strategic resolution. Inviting people at lunch and interacting with them while sharing meals keep them at ease as they continue to share their disagreements with minimum confrontation (Fina, 2009, p. 272-278). Facilitating compromise, following the resolution of disagreements between people mitigates the bitter situation and leads to the resumption of bonding between people across the community environment. The identification of emotional basis of conflicts between people helps in developing psychosocial strategies for controlling their inappropriate behaviour following the state of disagreement.
Confidentiality protocols related to data protection warrant accessibility of authorized persons to the confidential records of individuals. The sharing of confidential information remains restricted in the absence of informed consent by the concerned individual. Under certain special events or circumstances, the confidential information shared between the authorities without taking informed consent from individuals for mitigating their potentially elevated risk across the community environment. The private and confidential information about individuals’ remains protected with the data protection act of 1998 that does not allow the transfer of health related information about individuals to any unauthorized agency or institution under normal circumstances. The protection act gives privilege to individuals in terms of owning their confidential personal information and prohibiting its sharing with any other entity without attaining the written informed consent of the concerned individual (Lewis & Thornbory, 2010). Furthermore, sensitive personal information attributing to marital status, occupational health, ethnic origin, religion and criminal records of individuals governed by more stringent legislation following the data protection act. Data protection guidelines allow the uninformed sharing of data by legal authorities for lawful purposes. The data must also remain concise and should serve the purpose of its recording. Unnecessary information irrelevant to the purpose requires bypassing for avoiding legal discrepancies.
The individuals of various age groups during the process of communication require reassurance in the context of the security of their confidential information shared during the interactive session. This confidential information requires lawful utilization in accordance with the stipulations of data protection act under special circumstances for a pre-specified duration. The right to privacy of confidential information of individuals results in the establishment of their trust and confidence on various societal and law enforcement agencies across the community environment. The non-disclose in this information keeps the individuals at minimum risk as their dignity and identification remains preserved while they continue to share their private information with the sole purpose of accomplishing various psychosocial and community objectives.
Although data protection conventions do not allow adults to share the information of children and young individuals with any other entity; however, under certain situations these confidentiality protocols require violation from the adults when they have to share the confidential information to the respective legal agencies. In cases of child abuse by family, the adults associated with the child at school require effectively communicating the confidential information of the child to the legal point of contact in the context of avoiding the predisposition (of child) towards experiencing significant physical or psychosocial harm following the home abuse. Furthermore, the tracking of evidences related to child abuse by caretakers at school also requires escalating confidential information to the legal authorities in the context of tracking the culprits for rescuing the child from inhuman conduct under adverse circumstances across the community environment. Similarly, to facilitate any police investigation the school authorities might share the demographics and pictures of the child in the absence of parental consent in accordance with the legislative statutes.
References
Clark, A., Flewitt, R., Hammersley, M. & Robb, M., 2014. Understanding Research with Children and Young People. London: Sage.
Croucher, S. M., 2016. Understanding Communication Theory: A Beginner’s Guide. New York: Routledge.
Dainton, M. & Zelley, E. D., 2015. Applying Communication Theory for Professional Life: A Practical Introduction. London: Sage.
DeBell, D., 2016. Public Health for Children. 2nd ed. Florida: CRC.
Dunhill, A., Elliott, B. & Shaw, A., 2009. Effective Communication and Engagement with Children and Young People, their Families and Carers. UK: Learning Matters.
Edmond, N. & Price, M., 2012. Integrated Working with Children and Young People: Supporting Development from Birth to Nineteen. London: Sage.
Fina, M. A., 2009. Perspectives on Managing Employees. USA: Cengage.
Glasper, A., Coad, J. & Richardson, J., 2015. Children and Young People’s Nursing at a Glance. UK: Wiley Blackwell.
Guerrero, L. K., Andersen, P. A. & Afifi, W. A., 2014. Close Encounters: Communication in Relationships: Communication in Relationships. 4th ed. UK: SAGE.
Lewis, J. & Thornbory, G., 2010. Employment Law and Occupational Health: A Practical Handbook. UK: Wiley-Blackwell.
Mauss, I. B. & Butler, E. A., 2010. Cultural Context Moderates the Relationship Between Emotion Control Values and Cardiovascular Challenge Versus Threat Responses. Biological Psychology, 84(3), pp. 521-530.
Mikami, A. Y. et al., 2010. Adolescent Peer Relationships and Behavior Problems Predict Young Adults’ Communication on Social Networking Websites. Dev Psychology, 46(1), pp. 46-56.
Mojaverian, T., Hashimoto, T. & Kim, H. S., 2013. Cultural Differences in Professional Help Seeking: A Comparison of Japan and the U.S. Frontiers in Psychology.
Reid, J. & Burton, S., 2013. Safeguarding and Protecting Children in the Early Years. London: Routledge.
Ross, J. W., 2011. Specialist Communication Skills for Social Workers: Focusing on Service User’s Needs. United Kingdom: Palgrave MacMillan.
Solomon, J. W. & O’Brien, J. C., 2016. Pediatric Skills for Occupational Therapy Assistants. 4th Edition ed. Missouri: Elsevier.
Storlie, T. A., 2015. Person-Centered Communication with Older Adults: The Professional Provider’s Guide. London: Elsevier.
Touhy, T. A. & Jett, K. F., 2016. Ebersole & Hess’ Toward Healthy Aging: Human Needs and Nursing Response. 9th ed. Missouri: Elsevier.
Walton, A. & Goddard, G., 2012. Supporting Every Child. 2nd ed. London: Sage.
Winter, K., 2011. Building Relationships and Communicating with Young Children: A Practical Guide for Social Workers. USA: Routledge.
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