Running Head: UNIT 7

Professional Relationship with Children, Young People and Adults

[Name of the Student]

[Name of the Institute]

[Date]
 Unit 7 2

Table of Contents

Introduction ..................................................................................................................................... 3
Discussion ....................................................................................................................................... 3
Rapport and Respectful Relationship .......................................................................................... 3
Supportive Role in Decision ....................................................................................................... 4
Fairway of Attention ................................................................................................................... 4
Using Different Forms of Communication ................................................................................. 5
Communication with Children and Young People ..................................................................... 5
Strategies to Communicate with Children and Young People .................................................... 6
Rapport and Professional Relationship with Adults ................................................................... 7
Communication with Adults ....................................................................................................... 7
Ways to Resolve Conflicts .......................................................................................................... 8
Value of Positive Relationships .................................................................................................. 8
Effective Role Model for Owning the Relationships .................................................................. 9
Strategies to Understand Others .................................................................................................. 9
Children and Young People Dealing with Conflicts ................................................................... 9
Policies for Confidentiality, Sharing Information and Data Protection. ................................... 10
Conclusion .................................................................................................................................... 10
References ..................................................................................................................................... 12
 Unit 7 3

Professional Relationships with Children, Young People, and Adults

Introduction

The foundation of positive relationships relies on the effectiveness of the

communication. An effective model of communication demonstrates how to connect with

others. The approach to contact and the way of response mainly matters in the

communication cycle. The positive relationship enables communicators to exchange

information in a better way (Galloway, 2018). For example, the positive relationship

between the child and parents develop a strong connection. This enables the children to

share any issue without hesitation with his/her parents. Similarly, teacher and student

relationships enable the student to progress in the educational aspects. A positive

relationship can be established not by chance but it is responsive to the words individuals

say. Individuals should talk in a way in which others may not feel bad. Moreover, many

key aspects ensure communication can be rapport, trustful and respectful with children

and young people (Sourdot, et al., 2017). Commented [Q.A1]: Comma does not come here.

Discussion

Rapport and Respectful Relationship

Respect is a common concern for everyone. It means that respecting all people in

terms of their point of view. When someone respects others then simply to establish a

positive relationship people value the ideas of others. People work with different age Commented [Q.A2]: Vague

group persons and valuing everyone builds respect in everyone's eye (Simon, 2016).

Respect can be shown by considering their existence being valued and make them more Commented [Q.A3]: Whose existence? It is not clear in
the heading about whom you are talking?
 Unit 7 4

confident. Another important aspect to establish positivity in the relationship is to listen to others

and appropriately respond to them. It is also noted by the researchers that being serious is not

effective all the time. Sometimes the funny aspect breaks the ice in this way, the person gets to

relax and comfortable whilst talking in the conversation (Brocklehurst, 2017).

Supportive Role in Decision Commented [Q.A4]: Justify will example. The unit ask for
demonstration. So provide an example in which you have
been supportive to a young or children.
There are few basic approaches to confirm the supportive attitude with others. Supportive
Commented [Q.A5]: Why do you need confirmation for
people are more active to build positive relationships. Hence, to support children, young people it?

or adults person contribute effective association amongst everyone. It is very important to know Commented [Q.A6]: Adult persons

the problem or the area of support the one requires (Coyne, et al., 2016). If one discovers the Commented [Q.A7]: It is not a justified claim. Ned more
explanation.
issues that are personal to them then the supportive attitude builds a positive relationship by Commented [Q.A8]: Comma does not come here
Commented [Q.A9]: Whom?
focusing on the choices of the preferences. If someone making the choice that is not relevant

according to your point of view. Whereas the moderate response can be the reply to their Commented [Q.A10]: First person ton is not suitable
here.
decision through children and adults do not hesitate to ask again. Appropriate suggestions on the

choices play effective support for all and these choices should be prioritised as per the need of

the situation. If one sees the choices are not relevant so appropriate advice should be made.

Giving choices for better decisions shows your support to others (McCluskey, 2018).

Fairway of Attention Commented [Q.A11]: ???

To give attention to anyone timely and appropriately shows valuing themselves. Either

individually or in a group the children or young person require some sort of attention from the

elders. For example, the teachers should attentively listen to the questions ask by the single

student and complain of the whole class on any issue. If the children listen attentively their self-
 Unit 7 5

esteem boosted. Children feel special and their issues can be resolved with the assistance of

others. Whereas the attention on individual concern must be timely and specific to their concern

that can be rational and responsive (Roberts, 2017). On the other hand, the fair attention to Commented [Q.A12]: Vague.
Commented [Q.A13]: You are not clear on the point.
groups of children or young people can be achieved by giving every group allotted time. In the

way, total attention to every group can be provided. Every group should listen properly and if the

solution for two or more groups is similar then solutions should be shared with them once in the

group (Cowie and Sharp, 2017)

Using Different Forms of Communication

Children belong to different age groups and their ages change their needs. The Commented [Q.A14]: Vague.

communication with the children should be in a child-friendly approach. This means that the

contents and approaches should be appropriate for the children. As each of the age groups has a

different level of understanding. Communication forms must be clear enough to demonstrate the

message reliably and it is not only important to deliver the message. In the case of children and

young people, the most important step is to deliver the message in a way that the audience

develops an understanding of the message (Tisdall, 2015). The form of communication can be

expressive, repressive, and symbolic. The form of communication must be clear and self-
explanatory, so that basic knowledge can be attained.
Commented [Q.A15]: Explain how these can be used, for
instance, the choice of communication approach is
correlational to individual’s need. Symbolic communication
is adopted for deaf because they are unable to listen.

Communication with Children and Young People

For each child, their age group, abilities and cultures must be treated like valuing

and securing them. Interaction either individually or in a group make children feel more

comfortable and secure. Positive mode of communication begins whenever an initiate to

 Unit 7 6

an interactive section in regards to the child's interests and desires happens. The level of attention Commented [Q.A16]: Vague.

for different age groups varies. This variation suggests that the youngest child needs more

attention than the younger ones. The physical contact with the youngest child highly encourages

the interaction and attention of parents (Lipsitz, 2019).

Whereas the children become mature, children are satisfied with the verbal mode of

communication. The understanding of the situation is a key part of the adaptation of the

communication tone and context. The setting of the verbal message should be to deliver the

message without any interruptions. The communication difference can be eliminated by showing

little care towards the children. Some children are very interactive whilst others hesitate to say

anything. Keeping in mind that both types of audiences should be communicated to their own

needs (Carey, 2018).

Strategies to Communicate with Children and Young People

For effective communication with children and young people, certain skills are required.

The communication process with the children highly focuses on valuing their contribution. Most

children do not initiate communication by themselves. Firstly rather than focus on their initiate to Commented [Q.A17]: initiation

speak focus on the opportunities which initiate the communication from your side. Some

children fear to speak in front of the adult in this way their chance to speak becomes little

(Coyne, et al., 2016). During the communication process, eye contact is vital because looking

here and there or busy does not show concentration and valuing the children. The interest in the

questions and responses made the conversation more interactive. The nonverbal mode of

communication is also crucial including facial expressions, body language, and postures which

indirectly defined the interests. However, children should be encouraged to ask questions,
 Unit 7 7

respond to the question whenever asked, and feel free to share their ideas. The more learning

environment for the children builds if two-way communication begins (Tisdall, 2015).

Rapport and Professional Relationship with Adults

The relationship with adults begins with respect. Firstly relationship with adults

can be positive if the communicator respect and rapport them. The dignity of adults can

be shown in words. People should use prideful words whilst talking with them. It is not

necessary to begin the communication, understanding their viewpoint and respond

properly is important. Listening to them ensures that your attention for example, in an

office, if the manager came to instruct the workers and the workers are busy at work

(Brocklehurst, 2017). Rather than listening attentively kept the focus on their work Commented [Q.A18]: Keep

established one-way involved in a communication. Whenever adults involved in the Commented [Q.A19]: Vague

communication process, communication should be two-way dialogue or one-way

attention form the person adults are speaking. In this way, positive relationships in Commented [Q.A20]: Speaking with

respectful manners established.

Communication with Adults Commented [Q.A21]: How the content is different from
communicating with children? Try to justify it with example
on how a cultural difference is communicated well and so
The communication can be effective and positive if the sender focuses on the
on?

desires of the receivers. Similarly, the desires of adults should be the main concern in

communication when adults are part of communication. Although there are many

communication differences due to which communication can be difficult. The cultural

and socio difference and the context of the communication also made the communication

process difficult (Galloway, 2018). Sometimes the way people adapt the way to Commented [Q.A22]: Omit
 Unit 7 8

communicate without realising that this is an appropriate one. Moreover, communication with

adults should be depended on their individual needs. For example, the parents did not respond to

the notice form the school. The child should ask about it in respectful manners.

Ways to Resolve Conflicts

There are many conflicts arise due to disagreements and misunderstandings. The reason

behind many cases of misunderstanding found to be lack of communication. Sometimes people

misinterpret the message which causes them to believe and perceive wrong. The immediate

solution for the conflict should be found so that many other problems can be countered.

Effectively listening to other’s opinions is the first most important step towards resolving the

conflicts. Afterward friendly approach to discussing the issues will be the best technique. During

the discussion, the words, body language, and gesture should be positive and calm. Do not

interrupt and anticipate whilst others are speaking (Brocklehurst, 2017).

Value of Positive Relationships Commented [Q.A23]: Section 3.5 is missing here.

Children and young people should be aware of the importance of a positive relationship.

Their elders, as well as their teachers, should give them an understanding of the values of the

good relationship. Children mostly copy their adults, so adults set an example regarding the

attitude towards the relationship with peers or others. The positive influence of relationship

significantly happens when the behaviours and ways of interaction are good enough

(McCluskey, 2018). Moreover, developing positive relationships enroot the mind-set of the Commented [Q.A24]: Demonstrate with example.

children regarding the importance of the relationship.

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Effective Role Model for Owning the Relationships Commented [Q.A25]: Paraphrasing has changed the
context of requirement. It is not owning, it is own
relationships. There is difference between the two.
The effective model in the relationship of children, young people, and adults comprise of

the following principles;

1. Effective communication

2. Giving attention

3. Show respect and value

4. Consider others’ opinions Commented [Q.A26]: Not justified as per requirements.

Strategies to Understand Others

Children and young people must have a sense of respecting other people's individuality,

feelings, point of view, and differences. Tolerance is the best characteristic by which people will

able to listen and understand the different points of view form others. This established a positive

response for the time being. Respecting the feelings of others develop a sense to accept the

discriminations. Always show a positive attitude in front of children because children learn

mainly from others. This attitude also grows in the children. These simple strategies help the

children to understand others (Cowie and Sharp, 2017).

Children and Young People Dealing with Conflicts

To deal with conflicts children need to improve their communication skills.

Children must be confident throughout the situation. Listen and then respond after

evaluating the circumstances can be an effective approach. The best could be in the

conflicts to be fair by these individuals able to accept and the opponent can realise their

mistakes. The collective decision based on consensus resolves the conflicts in a friendly
 Unit 7 10

way. During the conflict, children should be calm and do not physically hurt anyone. If the

situation gets a critical walk away for a certain time and then talk about it later (Simon, 2016).

Policies for Confidentiality, Sharing Information and Data Protection.

According to the Data Protection Act 1998, any organisation which holds the information

should be registered in the Data Protection Act (Carey, 2018). This commission was established Commented [Q.A27]: Act can never be a “commission”

to ensure the confidentiality of the information. The policies suggested keep the data secure from Commented [Q.A28]: How?

other unnecessary people. Any organisation collected the data should be used for the specific

purpose it was gathered. The data should be concise, relevant and adequate. The data should not

be used for unethical or illegal purposes. The one who gathers the information should make sure

the confidentiality of the data. This an obligation to reassure the confidentiality in the absences.

Information should not be shared without the consent of the related party. Any circumstances

that arise related to breach of the Data Protection Act 1998 of data should be reported to the

authoritative institutions (Carey, 2018).

Conclusion

Conclusively, relationships are a very essential part of life for children, young people,

and adults. Positive relationships with others suggest listen and respond, show dignity and

consideration. Respecting, valuing, and supporting are key aspects on which the relationships

can be established. Understanding the differences related to ages, feelings, ideologies, and

diversity can make professional relationships exuberant. For children, young people and adults

there are some specific behaviours and communication adaptations as per their needs and desires.

Resolving the conflicts are also the main part of the professional relationship amongst all.
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However, it is concluded that the data collection and sharing must be according to the guidelines

by the Data Protection Act 1998.

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References

Brocklehurst, H., 2017. Who's afraid of children?: Children, conflict and international relations.

Routledge.

Carey, P., 2018. Data protection: a practical guide to UK and EU law. Oxford University Press,

Inc..

Cowie, H. and Sharp, S., 2017. Peer counselling in schools: A time to listen. Routledge.

Coyne, I., Amory, A., Gibson, F. and Kiernan, G., 2016. Information‐sharing between healthcare

professionals, parents and children with cancer: more than a matter of information

exchange. European Journal of Cancer Care, 25(1), pp.141-156.

Galloway, D., 2018. Schools, pupils and special educational needs. Routledge.

Lipsitz, J., 2019. Successful schools for young adolescents. Routledge.

McCluskey, U., 2018. To be met as a person: The dynamics of attachment in professional

encounters. Routledge.

Roberts, H., 2017. Listening to children: And hearing them. In Research with children (pp. 154-

171). Routledge.

Simon, C., 2016. Beyond Every Child Matters: neoliberal education and social policy in the new

era. Routledge.

Sourdot, L.A., Smith, C., Anderson, G. and Whitworth, J., 2017, March. The TWUFCL

experiment: Authentic engagement with technology for teacher candidates and education

professionals. In Society for Information Technology & Teacher Education International

Conference (pp. 2470-2473). Association for the Advancement of Computing in

Education (AACE).
 Unit 7 13

Tisdall, E.K., 2015. Children and young people’s participation. Routledge international

handbook of children’s rights studies, 185.