tda 2.3 communication and professional relationships with ... · tda 2.3 communication and...

TDA 2.3 Communication and professional relationships with children, young people and adults

Continued overleaf

© The TA College 2010 under licence to Pearson Education Limited. Printing and photocopying permitted.1

IntroductionThis unit provides the knowledge that forms the basis of effective communication and professional relationships with children, young people and adults. Learners will find out how to adapt their communication to suit the age or developmental stage of the person they are interacting with.

The unit also covers the legislation, policies and procedures concerned with confidentiality, data protection and the disclosure of information.

Learning outcomesAfter completing this unit, learners should:

1 know how to interact with and respond to children and young people

2 know how to interact with and respond to adults

3 know how to communicate with children, young people and adults

4 know about current legislation, policies and procedures for confidentiality and sharing information, including data protection.

This unit has links to the following national occupational standards.

STL4 Contribute to positive relationshipsSWiS 2.2 Explore school values, policies, roles and responsibilitiesCCLD 201 Contribute to positive relationships

Additional guidance for deliveryFor all sessions, it will be useful if the learners have access to school policy covering confidentiality and the grievance procedure.

For session 1, you may like ask learners to research into relationships within the workplace.

For session 2, you can facilitate a whole-class discussion in which learners identify someone whom they think is a good role model and give reasons for their choice.

For session 3, learners can carry out some research on the Internet about communication and how to deal with conflict. They may find the websites listed helpful for this task.

For session 4, you can ask a college employee to come in to discuss with the learners how their personal information is stored within the organisation and how this adheres to current legislation.

Further resourcesBurnham, L. and Baker, B. (2010) Level 2 Certificate in Supporting Teaching & Learning in Schools Candidate Handbook, Oxford: Heinemann

www.talkingpoint.org.uk – Website of the charity Talking Point, which contains a wealth of information on children’s communication.

www.transformingconflict.org – A useful website from the Transforming Conflict organisation, which offers advice and training on how to deal with conflict.

TDA 2.3 Communication and professional relationships with children, young people and adultsLevel 2 Certificate in Supporting Teaching & Learning in Schools

TDA 2.3 Introduction continued


Answers to activitiesA1 Interacting with young people and children to establish relationshipsTask 1Words should appear in the following order:

1 trust 2 relationship 3 honest

4 positive 5 high expectations 6 communicate

A3 Interactions with adults

How to establish professional relationships with adults

Why adult relationships are important as role models for children and young people

By approaching and responding politely To demonstrate positive relationshipsBe committed to cooperative working To demonstrate mutual respectBy considering the views of others To model effective communication

A4 Communication

Age range How communication differsYounger than 2 years

Vocabulary is limited. Communicating mainly through body language and by reading facial expressions.

2–3 years Starting to copy adults, learning more words and gaining confidence.3–4 years Starting to string words together and may be using questions.4–8 years Using language to build relationships. Developing reading and writing skills.8–16 years Developing discussion and negotiation skills. More confident and using more complex language.Adults Can communicate using complex language. Able to use verbal and non-verbal communication.

A5 Adapting communicationTask 1Different ideas – People may interpret things differently and have a different concept of what everyone should be doing

Poor communication – Not passing on information and failing to agree as a team can cause problems within school

Different personalities – Everyone is different and sometimes, despite the best efforts, certain individuals just cannot get along

A6 LegislationData Protection Act (1998) – Legislation that ensures pupils’ personal information is locked away or password-protected if stored on computers.

Confidentiality – Safeguarding all pupil information and ensuring that the people you are sharing information with are authorised to receive it.

Disclosing information – When information has to be shared with outside agencies, for example, when neglect or abuse is suspected.

A7 Sharing informationWords should appear in the following order:

1 confidential 2 authorised 3 personal 4 medical

5 special 6 shared 7 staff

1

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© The TA College 2010 under licence to Pearson Education Limited. Printing and photocopying permitted.


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A1

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with

ch

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est

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1 o

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Inte

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with

ad

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they

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hy th

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with

chi

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oung

peo

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and

adul

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A4

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mun

icat

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act

ivity

ask

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arne

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con

side

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diff

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gro

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are

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1 o

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atch

diff

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crip

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. In

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2, l

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are

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con

side

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o sc

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abou

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expl

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how

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1 o

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type

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1

Sch

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Sche

me

of w

ork:

TDA

2.3

Com

mun

icat

ion

and

prof

essi

onal

rela

tions

hips

with

chi

ldre

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youn

g pe

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and

adu

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essm

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riter

iaA

ctiv

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and

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kills

1

Lear

ners

will

kno

w h

ow to

inte

ract

with

and

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ond

to

child

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g pe

ople

. The

y w

ill k

now

how

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ofes

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psw

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hild

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youn

g pe

ople

and

will

be

able

to d

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with

exa

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es,h

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be

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how

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child

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g pe

ople

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d ho

w th

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mot

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ract

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with

chi

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ung

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.1, 1

.2, 1

.3, 1

.4)

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ses

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a d

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plet

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2 on

how

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otes

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tera

ctio

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neg

ativ

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impa

cts

child

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youn

g pe

ople

.

Eng

lish:

Spe

akin

g,

liste

ning

and

co

mm

unic

atio

n

2Le

arne

rs w

ill k

now

how

to in

tera

ctw

ith a

nd re

spon

d to

ad

ults

. The

y w

ill b

e ab

le to

des

crib

e ho

w to

est

ablis

h re

spec

tful,

prof

essi

onal

rela

tions

hips

with

adu

lts a

nd th

e im

porta

nce

of th

ese

rela

tions

hips

as

role

mod

els

for c

hild

ren

and

youn

g pe

ople

.

(2.1

, 2.2

)

You

may

like

to h

ave

a cl

ass

disc

ussi

on a

bout

est

ablis

hing

pos

itive

re

latio

nshi

ps w

ith a

dults

and

why

thes

e ar

e im

porta

nt fo

r chi

ldre

n an

dyo

ung

peop

le to

witn

ess.

Pow

erPo

int P

1 sl

ides

5an

d 6

supp

ort

this

ses

sion

, as

does

Act

ivity

A3.

3

Lear

ners

will

kno

w h

ow to

com

mun

icat

e w

ith c

hild

ren,

you

ng

peop

le a

nd a

dults

. The

y w

ill b

e ab

le to

des

crib

e ho

w

com

mun

icat

ion

with

chi

ldre

n an

d yo

ung

peop

le d

iffer

s ac

ross

di

ffere

nt a

ge ra

nges

and

sta

ges

of d

evel

opm

ent,

as w

ell a

s th

e m

ain

diffe

renc

es b

etw

een

com

mun

icat

ing

with

adu

lts a

nd

com

mun

icat

ing

with

chi

ldre

n an

d yo

ung

peop

le. L

earn

ers

will

be

abl

e to

iden

tify

exam

ples

of c

omm

unic

atio

n di

fficu

lties

that

m

ay e

xist

and

des

crib

e ho

w to

ada

pt c

omm

unic

atio

n to

mee

t di

ffere

nt n

eeds

. The

y w

ill a

lso

be a

ble

to d

escr

ibe

how

to

deal

with

dis

agre

emen

ts b

etw

een

the

prac

titio

ner a

nd

child

ren

and

youn

g pe

ople

, or b

etw

een

the

prac

titio

ner a

nd

othe

r adu

lts.

(3.1

, 3.2

, 3.3

, 3.4

, 3.5

)

You

may

like

to b

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this

ses

sion

by

look

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n at

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ide

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atin

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unic

atio

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t ape

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of d

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ent.

You

may

th

en li

ke to

follo

w th

is w

ith A

ctiv

ity A

4. Y

ou c

an c

onso

lidat

e th

e ac

tivity

she

et b

y pa

iring

lear

ners

and

giv

ing

each

pai

ra d

iffer

ent a

ge

rang

e an

d th

en e

ncou

ragi

ngth

em to

com

mun

icat

e in

a w

ay m

ore

suite

d to

that

age

.

For A

ctiv

ity A

5, le

arne

rs c

anw

ork

inde

pend

ently

and

rese

arch

or

use

refle

ctio

n to

com

plet

e th

e ta

sks.

Pow

erPo

int P

1 sl

ide

7su

ppor

ts th

is a

ctiv

ity.

See

the

Furth

er re

sour

ces

sect

ion

for s

ugge

sted

web

site

sto

hel

p le

arne

rs w

ith th

eir r

esea

rch

for t

his

sess

ion.

ICT,

Dev

elop

ing,

pr

esen

ting

and

com

mun

icat

ing

info

rmat

ion

Eng

lish:

Spe

akin

g,

liste

ning

and

co

mm

unic

atio

n

2

Sch

eme

of w

ork

cont

inue

d

Con

tinue

d ov

erle

af



Sess

ion

num

ber

Lear

ning

out

com

es/A

sses

smen

t crit

eria

Act

iviti

es a

nd re

sour

ces

Func

tiona

l Ski

lls

4

Lear

ners

will

kno

w a

bout

and

be

able

to id

entif

y cu

rrent

le

gisl

atio

n, p

olic

ies

and

proc

edur

es fo

r con

fiden

tialit

y an

d sh

arin

g in

form

atio

n, in

clud

ing

data

pro

tect

ion.

The

y w

ill b

e ab

le to

des

crib

e th

e im

porta

nce

ofre

assu

ring

child

ren,

you

ng

peop

le a

nd a

dults

abo

ut th

e co

nfid

entia

lly o

f sha

red

info

rmat

ion

and

the

limits

of t

his.

The

y w

ill a

lso

know

the

kind

s of

situ

atio

ns w

hen

conf

iden

tialit

y pr

otoc

ols

mus

t be

brea

ched

.(4

.1, 4

.2, 4

.3)

You

may

like

to b

egin

this

ses

sion

with

a d

iscu

ssio

n or

rese

arch

op

portu

nity

look

ing

at th

e le

gisl

atio

n th

at c

over

s co

nfid

entia

lity

and

data

pro

tect

ion.

Act

ivity

A6

and

Pow

erPo

int P

1sl

ide

8 w

ill s

uppo

rt th

is.

For A

ctiv

ity A

7, a

sk th

e le

arne

rs to

wor

k in

sm

all g

roup

s to

dis

cuss

an

d co

nsid

er th

e im

porta

nce

of re

assu

ring

child

ren,

you

ng p

eopl

ean

d ad

ults

of t

he li

mits

of c

onfid

entia

lity.

If th

ere

is a

n op

portu

nity

nea

r the

end

of t

he s

essi

on, g

o th

roug

hth

e w

hole

of P

ower

Poin

t P1,

giv

ing

lear

ners

tim

e to

con

side

r and

an

swer

the

refle

ctiv

e qu

estio

ns o

n th

e la

st s

lide.

As

a gr

oup,

or o

n an

indi

vidu

al b

asis

, ask

the

lear

ners

to c

ompl

ete

the

Inte

ract

ive

Kno

wle

dge

Che

ck to

fini

sh th

e un

it.

Eng

lish:

Writ

ing

Unit 2.3 Communication and professional relationships with children, young people and adults

2.3 A1: Interacting with children and young people to establish relationships

AC: 1.1, 1.2, 1.3

FS: English: Speaking, Listening and communication


Task 1In small groups, discuss how you establish respectful and professional relationships with children and young people.Then, fill in the gaps in the following paragraph using the words from the box below.When working with children or young people, it is important to earn their to enable a positive to develop. This can usually be done byensuring that your behaviour is professional, and fair at all times.Hold values and attitudes, and ensure that you have of the pupils that you support. Adapt the way in which you to suit the age or stage of development that a pupil is currently at.

communicate positive honesthigh expectations relationship trust

Task 2In groups, consider the following questions and write your answers in the spaces below.1 How do you deal with disagreements between children and young people?

Include an example from your work setting when you have had to this (please do not include any names of pupils or the school).

2 How would you have adapted the way that you behaved in the above situation if the child or young person was in reception class or in Year 6?

Functional SkillsEnglish: Reading – You could use the text book to help you find the information you need to match the expected stage of development to the reason why the child may not have reached it.


2.3 A2: Own behaviourAC: 1.4


In small groups, discuss how your own behaviour can promote effective interactions with children and young people or impact negatively upon them.Write your answers on the spider diagrams below.

Showing an open, friendly approach

How your own behaviour can

promote interactions

Upsetting people with your body

language

How your own behaviour can impact negatively

upon interactions


2.3 A3: Interactions with adultsAC: 2.1, 2.2


Consider how you establish professional relationships with other adults. Think about why these adult relationships are important as role models for children and young people.Complete the table below using the statements in the boxes.

How to establish professional relationships with adults

How positive relationships with other adults can provide important role models for children and young people

Demonstrate positive relationships Demonstrate mutual respect

Be committed to cooperative working Consider the views of others

Approach and respond politely Model effective communication


2.3 A4: CommunicationAC: 3.1, 3.2

FS: ICT: Developing, presenting and communicating information


The way that we communicate will differ depending on the age of the person we are communicating with.Complete the table below, using the statements in the boxes, to show how communication differs across age ranges.

Age range How communication differs

Younger than 2 years

2–3 years

3–4 years

4–8 years

8–16 years

Adults

Developing discussion and negotiation skills. More confident and using more

complex language.

Can communicate using complex language. Able to use verbal and non-

verbal vommunication.

Vocabulary is limited. Communicating mainly through body language and by

reading facial expressions.

Using language to build relationships. Developing reading and writing skills.

Starting to string words together andmay be using questions.

Starting to copy adults, learning more words and gaining confidence.

Functional SkillsEnglish: Speaking, listening and communication – You could complete this activity in pairs verbally in the form of an interview. Take it in turns to play the role ofthe interviewer and then the person being interviewed. This is a good way of developing your speaking, listening and communication skills.


2.3 A5: Adapting communicationAC: 3.3, 3.4, 3.5

FS: English: Speaking, listening and communication


Occasionally, communication difficulties can occur. In such situations, it is important to continue to behave in a respectful and professional manner.Draw a line to match each possible communication difficulty to the correct description.

Task 2Read the following scenarios and record your answers in the spaces below.Scenario AThere is a disagreement between one of your colleagues and a pupil and the situation is getting worse. What will you do and how will you adapt the way you communicate with them?

Scenario BThere is a disagreement between two of your colleagues and the situation is getting worse. What will you do?

Functional SkillsICT: Developing, presenting and communicating information – You could complete this table on the computer. Add an extra column on the right with the heading ‘How I would support these transitions’ and write how you would support a child with these transitions.

Different ideas

Everyone is different and sometimes, despite the best

efforts, certain individuals just cannot get along.

Poor communicationNot passing on information and failing to agree as a team can cause problems within school.

Different personalities

People may interpret things differently and have a different

concept of what everyone should be doing.


2.3 A6: LegislationAC: 4.1


It is important to know the legislation, policies and procedures that cover data protection, confidentiality and the sharing of information.Draw a line to match each legislation or school procedure to the correct description.

Data Protection Act (1998)

Safeguarding all pupil information and ensuring that the people you are sharing information with are

authorised to receive it

Confidentiality

Legislation that ensures pupils’ personal information is locked away or password-protected if

stored on computers

Disclosing information

When information has to be shared with outside agencies, for example, when neglect or abuse

is suspected


2.3 A7: Sharing informationAC: 4.2, 4.3

FS: English: Writing


Task 1In small groups, discuss the importance of reassuring children, young people and adults that you will keep shared information confidential and the limits of this.Then fill in the gaps in the following paragraph using the words from the box below.

As a learning support practitioner, you will come into regular contact withinformation. You may need to reassure parents and other

adults that the information that you are to know will be keptconfidential. Pupil records that hold their information, dateof birth, home address and details are important for youto have access to in an emergency, but they must remain locked away otherwise.You may need to know other information about the pupil, such as their currentassessment level or if they have any educational needs.This information must remain confidential and can only be between authorised members.

authorised confidential specialpersonal medical shared staff

Task 2As a group, consider situations when the rules about confidentiality must be broken.Write two examples of these situations in the spaces below.1

2

Functional SkillsEnglish: Reading – You could develop your reading skills by using your textbook to select the relevant information you need to help you to answer these questions.

tda 2.3 communication and professional relationships with ... · tda 2.3 communication and...

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