Communicating with children and young people. Communicating with children and young people with speech, language and communication needs, and/or developmental delay 2022-10-20
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Communication is a crucial aspect of human interaction and is especially important when it comes to children and young people. It is through effective communication that we are able to form and maintain relationships, understand and express our own needs and emotions, and navigate the complex social world around us.
There are several key considerations when it comes to communicating with children and young people. One of the most important is understanding that children and young people have their own unique perspectives, experiences, and needs. It is important to approach communication with an open mind and to listen actively to what they have to say. This means paying attention to what is being said, asking questions, and trying to understand their perspective.
Another important aspect of communicating with children and young people is being clear and concise. Children and young people may not have the same level of language skills or life experience as adults, so it is important to use language that is appropriate for their age and developmental level. This may involve using simpler language, providing examples or explanations, or using visual aids to help convey a message.
It is also important to be patient and to allow children and young people the time and space they need to process information and respond. Children and young people may need more time to think about what they want to say or to ask questions. It is important to give them the opportunity to do so and to allow for open-ended conversations rather than rushing to provide answers or solutions.
In addition to these general considerations, there are also specific strategies that can be used to effectively communicate with children and young people. One such strategy is the use of open-ended questions, which allow children and young people to express their own thoughts and feelings rather than simply providing a yes or no answer. Another strategy is the use of active listening, which involves paying close attention to what is being said and showing understanding and empathy through nonverbal cues such as nodding and maintaining eye contact.
Effective communication with children and young people is not always easy and may require patience and practice. However, the rewards of building strong, positive relationships through effective communication are well worth the effort. By taking the time to listen and understand the unique perspectives and needs of children and young people, we can create a positive and supportive environment that fosters healthy communication and relationships.
Communicating with Children and Young People: Making a DifferenceBuilding Relationships and Communicating with Young Children: A Practical Guide for Social Workers
Time, space and quantity are understood and can be applied, but not as independent concepts Formal operational 11 years old and older Theoretical, hypothetical and counterfactual thinking. Repeat back what they say to you using different words. This leaves room for your child to express their emotions without judgment. The experiences that led to placement, including neglect or maltreatment, will have resulted in separation from their birth family which, even if unsafe, was the home they knew. It is also evident the successes and benefits for practitioners, services and for young people and families that come from involving disabled young people in decision making. Learning Outcome Review how you develop relationships with children to ensure their views are taken into account. Key questions for independent Reviewing Officers Methods Suitable for self—directed learning or reflection with a colleague or supervisor.
Social workers' communication with children and young people in practice
Learning how to get on with others starts from birth, but for maltreated children this learning experience may have been inconsistent or disrupted. You might be surprised at how much they have to say! The institutional subscription may not cover the content that you are trying to access. Care4Me and AfterCare surveys. Related resources The Frontline Briefing provides practitioners with an overview of the legal duties, levers and drivers that support you to involve young people in decisions about their support and care. Key skills, such as how to form relationships, understand non-verbal communication, break bad news and communicate within family groupings, are explored within the context of professional rotes and tasks such as assessment, involving young, people in decision-making and planning, and work with children in care. Some societies use Oxford Academic personal accounts to provide access to their members.
Communicating with children and young people with speech, language and communication needs, and/or developmental delay
Try to set clear and realistic expectations about what you would like your child to do, praise good behaviour when you see it, and use calm consequences to encourage better behaviour when needed. Foster care relies on large quantities of emotional labour. . Communication with children and young people can take many forms including: direct talk, listening, writing, touch, facial expressions and body language, signing, and using specialist tools or techniques. Do not use an Oxford Academic personal account. Do not use an Oxford Academic personal account. Every interaction you have with your child is a form of communication.
Key questions for social work managers Methods Suitable for self—directed learning or reflection with a colleague or supervisor. There can be no doubt about the importance of effective communication and relationship building with children and young people and the continuing need for improved confidence, skills and effectiveness in doing just that amongst social workers and other practitioners in children's services. When children and young people CYP need hospitalisation or nursing care in the community, these fundamental rights may be tested. Language used for demands and cataloguing. Consider what life looks like through their eyes. Young people with communication needs also face additional barriers that can include a lack of aspiration and understanding that they can participate; assumptions about their capacity; professional knowledge, skills and confidence; and access to communication systems.
Communicating with children and young people — Northumbria University Research Portal
Time Required 30 minutes for discussion plus 15 minutes for feedback Process Give each group a hand-out of the Ask the group to read the case study and answer the following questions. Institutional account management For librarians and administrators, your personal account also provides access to institutional account management. Even if their views do not prevail, children want to be asked what they think and to feel they have been heard The Care Inquiry, 2013. The way you communicate with your child not only teaches them how to communicate with others, it shapes their emotional development and how they build relationships later in life. When children and young people CYP need hospitalisation or nursing care in the community, these fundamental rights may be tested.
Communicating with Children and Young People: Making a Difference
Remember, the conversation should make your little one feel respected and loved. Getting down to the same eye level as your child as they speak to you can help them feel safer and more connected to you. Reflective listening A great way to show your child that you are paying attention and care about what they have to say is by acting like a mirror. In 2009-10, more than 3,000 looked after children were counselled by ChildLine; this equates to one in 26 of all looked after children in the UK NSPCC, 2011. These methods may also be helpful when communicating with a child with a learning disability Stone, 2001; Stalker and Connors, 2003. Personal account A personal account can be used to get email alerts, save searches, purchase content, and activate subscriptions. What skills do social workers need to communicate effectively with children and young people? Support from managers is also needed to facilitate good communication with children and young people.
09. Communicating effectively with children and young people
So, if you are looking for well-written, well-researched and informative books on the subject of communicating and building relationships with children and young people, then these two complementary publications have much to commend them. Sign in through your institution Choose this option to get remote access when outside your institution. Using kind language helps set a positive example for your children. Lefevre, 2013 Practitioners need to devise ways to support and encourage children to express their views, using methods such as play, games, activity-based work and the use of creative arts. The United Nations UN Convention on the Rights of the Child UN, 1989 advocates the right of every child to self-determination, dignity, respect, non-interference and the right to make informed decisions. Local Authority Safeguarding and Looked After Children inspections. This requires time, patience, space and resources Luckock et al, 2006.
How to communicate effectively with your young child
Emotional work with young people Methods Suitable for a facilitated workshop. Individuals will need a copy of the Learning Outcome To identify appropriate communications styles and methods to support Dillon. Professionals and carers need to pay attention not only to what the child says, but also to what they are not saying. Speaking clearly Use language that is understandable for your child and appropriate to their age. Communication can take two forms: verbal and nonverbal. Get help with access Institutional access Access to content on Oxford Academic is often provided through institutional subscriptions and purchases. Case study for social workers— Dillon Download these notes as a PDF: Download the questions and exercises as a Word DOCX file: Methods Suitable for a small group discussion.
Object permanence is developed Preoperational 2—7 years old Symbolic thinking, use of proper syntax and grammar to express concepts. One task could be to find out if local counselling services will offer short-term assessments, support and advice to carers, as well as long-term counselling for young people in stable placements. Sign in with a library card Enter your library card number to sign in. What are the types of communication? Piaget's stages of cognitive development Stage Age range What happens at this stage? If you believe you should have access to that content, please contact your librarian. To encourage young children to talk it is useful to have a bag containing a few toys, coloured pencils, paper, flash cards and worksheets with happy and sad faces Thomas, 2009; Dalzell and Chamberlain, 2006.
