Safeguarding Children and Young People

Unit 203

Outcome 1

1. Describe how to establish respectful, professional relationships with children and young people.

It is important firstly to take into consideration the different needs and levels of development of the children or young people you are building relationships with and reflect this in the way you communicate. With foundation children, for example you could communicate in a much simpler way to make sure they understand. It is also important to relate to children in a way, which makes them feel respected and valued whilst encouraging them to respect others. It is also important to lay down the ground rules so that everyone knows what is expected of them and that they are being treated fairly but to remain positive and approachable at all times.

1.2 Describe with examples how to behave appropriately for a child or young person’s stage of development.

For younger children you should always try to get down to their level when speaking to them and to speak clearly, making sure they understand what you are saying. You must also remember that younger children can sometimes lose concentration quite quickly or become tired. You should always be approachable and friendly but remind them about certain classroom rules such as taking turns to speak.
As children get slightly older they may still sometimes need reminding about how to communicate in a respectful way but remember that they are likely to be becoming more sophisticated in the way they communicate, they may need time to speak in smaller groups if they lack confidence.

1.3 Describe how to deal with disagreements between children and young people.

It is important that everyone involved in the dispute has the chance to be heard so that the children or young people feel they are being treated fairly. Once all sides of the disagreement have been heard an assessment needs to be made to see if anyone was in the wrong and should apologise, or if the matter should be passed to another member of staff. Children should also be encouraged to think about their behaviour and see if their feelings about something have affected it. Sometimes a discussion group between children can help them to discuss their feelings openly. Strategies such as the Restorative Justice programme can also work well in resolving behaviour issues.

1.4 Describe how own behaviour could:

(a) Promote effective interactions with children and young people.

It is important to remember that children and young people will see you as an example and will see how you deal with the people around you. If you can

communicate in a positive and effective manner this will encourage children to respond in a similar way. If children are asked to behave in a way, which the adults are not conforming to, they will feel confused about the boundaries and will be less able to make a decision about what is acceptable and what isn’t.

(b) Impact negatively on interactions with children and young people.

As children and young people often take the lead of the adult, negative behaviour in that adult could cause confusion and frustration, as it would be at odds with the behaviour expected of the children. Negative behaviour could also affect a young person’s confidence and make you less approachable.

Outcome 2

The learner can:

2.1 Describe how to establish respectful, professional relationships with adults.

I would always be polite and approachable and I would find out exactly what my role was within the team. I would ask for guidance or advice if I was unsure about something and be mindful that other people may also need help or support. I would avoid gossiping or speaking negatively about others but would try to notice other people’s achievements and efforts.

2.2 Describe the importance of adult relationships as role models for children and young people.

If children and young people are in an environment where they see adults treating those around them with respect and courtesy, they are more likely to respond that way themselves. It also helps to create a friendly and positive environment, which makes them, want to be in school and learn. We need to bear in mind that children are often shy and can be wary of approaching adults, being generally approachable and warm will help to reassure children that firstly you will treat them respectfully if they approach you and secondly will set an example to them of good relationships between people being desirable and mutually beneficial. Children will often mimic the behaviour of adults and the mimicking of pleasant and courteous behaviour can create very positive feedback for the child, reinforcing the importance of being patient, tolerant and communicating clearly. It is also important to demonstrate that you find other people’s views important and you are able to listen to them and consider them, this shows children that adults can work cooperatively with one another. It is important to make sure that our communication shows and tells children what we want them to do, rather than what we do not want them to do.

Outcome 3

The learner can:

3.1 Describe how communication with children and young people differs across different age ranges and stages of development.

Younger children may need more attention and reassurance and it is important to be patient when they are trying to communicate and to remember that it may not be easy for them to express what they are trying to say. They may also need more physical contact to help them feel reassured. Older children may need more help to discuss thoughts and feelings they have but may lack the vocabulary to express them adequately

3.2 Describe the main differences between communicating with adults and communication with children and young people.

The main differences are firstly to remember your role in relation to the child or young person, that as the adult, we are the carer and must maintain a formal relationship with them. Secondly, we need to be very clear and unambiguous when communication with a child and young person and make sure they have understood what we are saying. Thirdly, with children and young people we are setting an example of how to behave towards other people so should always behave in a way, which encourages positive and respectful communication.

3.3 Identify examples of communication difficulties that may exist.

Some examples of communication difficulties in a school setting are:

• Poor communication, where conflict arises because communication has not been effective or has been misunderstood. • Opposing expectations, where people have different ideas about the purpose of an activity or meeting. • Cultural differences, where some adults and children in a school have different cultures and expectations and communicate in different ways. • Different values and ideas, where different personalities have very different ways of dealing with situations. • External factors, there could be an adult or child who has external pressures or other issues affecting the way in which they communicate. • Individuals with special needs, where children may have difficulty communicating. • Lack of confidence, where the child or adult may act in an aggressive way if they feel unsure about what they are doing.

3.4 Describe how to adapt communication to meet different communication needs.

To address the communication difficulties listed above I would:

• Poor communication, where conflict arises because communication has not been effective or has been misunderstood. To address this issue I would try to make sure I had understood what the speaker was telling me and try to express that meaning back to them. I would listen carefully and try to communicate in a clear and unambiguous way and also try to maintain some warmth and humour in the situation (if appropriate) to avoid conflict and frustration. If I felt I couldn’t salvage the situation using these methods I would seek help or advice from my manager.

• Opposing expectations, where people have different ideas about the purpose of an activity or meeting. In this situation I would try to listen to, or communicate the differences between expectations and attempt to find some common ground between them, whilst being careful not to undermine an opposing viewpoint. I would try to see the value in all views which were offered and at the end I would try to come to a sensible compromise (if appropriate). In my experience if you are polite and take the time to listen to people with an open mind, they will usually be happy to ‘agree to disagree’, and sometimes other people can make you see things differently too.

• Cultural differences, where some adults and children in a school have different cultures and expectations and communicate in different ways. In this situation I would make an effort to further my understanding of the Cultures involved and find methods to adapt my own ways of communication if they were not fit for purpose. I also think that some parts of good communication bridge the cultural differences, such as non-verbal communication and I would try to put as much effort into understanding what was being said to me as I put into saying what I wanted to say.

• Different values and ideas, where different personalities have very different ways of dealing with situations. I think that embracing disagreements is a valuable way of learning new ideas, so in this situation I would try not to take things personally. I would listen carefully incase someone had a better method of dealing with an issue than I did, but if after being open to different ideas I still felt that my approach was preferred I would have the confidence to stick to my guns if I was the person with responsibility for the situation under discussion, and would refer to the school’s policies for guidance if necessary.

• External factors, there could be an adult or child who has external pressures or other issues affecting the way in which they communicate In this situation I would try to be considerate and approachable and would attempt to adapt my personal methods of communication to be more effective and sensitive.

• Individuals with special needs, where children may have difficulty communicating. Again, under these circumstances I would feel that it was my methods of communication which should be adapted and improved. It might be that extra time, patience and listening would be required, or it could mean learning a new skill such as sign-language. In my setting I have been working with a little girl who rarely speaks and is quite withdrawn, but becomes very animated if she is engaged in an art activity. I would see that as a gateway to communication and building a rapport with her.

• Lack of confidence, where the child or adult may act in an aggressive way if they feel unsure about what they are doing.
I would always try to build a rapport with the person so that positive communication became natural and I would remain open and approachable so that they could come to an understanding that aggressive behaviour was not a necessary tool. I would try to understand what was causing the lack of confidence and work on improving those issues. I think if children and adults feel valued they are much more likely to respond in a positive way.

3.5 Describe how to deal with disagreements between

(a) The practitioner and the children and young people

It is important not to be drawn into a disagreement with a child or young person but to seek advice if necessary. It is important to always behave in a professional and calm way and perhaps suggest a short interval if the situation is becoming heated. I think listening and understanding the nature of the conflict is important whilst demonstrating that respectful behaviour can remain in place during a disagreement. I think it is also important to acknowledge and explain that there is absolutely nothing wrong with courteous disagreement and work towards resolving the issue in a positive way.

(b) The practitioner and other adults

I would firstly aim to prevent any conflict by maintaining an open and respectful relationship with other adults, addressing them in their preferred manner and keeping lines of communication open. If a disagreement does arise it is important to show sensitivity and resolve any conflict as quickly as possible with clear and positive communication. If you need a mediator to help resolve conflict you should speak to your line manager. The most important factor is to ensure that the education and well-being of children and young people is not undermined by adult disagreements. If in doubt I would refer to the school policy.

Outcome 4

The learner can:

4.1 Identify relevant legal requirements and procedures covering confidentiality, data protection and the disclosure of information.

Schools may ask parents or carers for a variety of information which is directly relevant, for example health or medical records, records from previous schools or records for children who have special educational needs. This information is confidential and must only be used for the purpose for which it was gathered. There are eight principles of practise which govern the use of personal information, they are listed in the 1988 Data Protection Act as follows:

• Be processed fairly and lawfully • Be used only for the purpose for which it was gathered • Be adequate, relevant and not excessive • Be accurate and kept up to date where necessary • Be kept for no longer than necessary • Be processed in line with the individual’s rights • Be kept secure • Not be transferred to other countries without adequate protection

4.2 Describe the importance of reassuring children, young people and adults of the confidentiality of shared information and the limits of this.

If you need to be told about confidential items or you attend meetings you should make sure everyone knows what your obligations are. You would also need parental consent in most cases, before sharing information about a child with other professionals. This is not only a legal requirement but a prerequisite of professional conduct. If a child is going to disclose information to you which, potentially, may have to be passed on for their ongoing protection, then it is safe to assume that their trust has already been abused in some way by the person they want to tell you about. You must be clear and open with them that you wish to help them with the issue and will, therefore need to pass that information on to their teacher or another person. If they are not willing to let that happen you should tell them that they must not tell you, under no circumstances should you promise to keep potential child-protection issues confidential. If in doubt, the school policy should be consulted.

4.3 Identify the kinds of situations when confidentiality protocols must be breached.

If you find yourself in a position where someone confides in you, you need to remember that there are some situations where you might have to tell others. For example if there is a case of suspected child abuse or a child or young person is at

risk. However you should always tell the individual that you would not be able to maintain confidentiality if they disclose something of that nature to you. Try to explain to them that you want to find help for them and to keep them safe but in order to do that you will have to involve other professionals.