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Communication and professional relationship with the child, young people and adults

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1: Understanding the way to develop a positive relationship:
a) The effectiveness of communication in creating a positive relationship with child, young and adults:

A meaningful way to increase the relationship with people of any age is to communicate with them.  A good relationship builds up when both the parties interact with each other favourably.  The more positively they interact with each other, the more they will be opened up with each other, which will help make a good relationship between the parties.  For example, children like to open up with people where they feel safe, young people want to feel respected, and adults want to gossip.  In any case, they trust and want to talk with people who have good communication skills.

b) Principles-based on which positive relationship is building:

The first condition to build a positive relationship is good communication skills.  People, when feeling comfortable with any person, become loyal to that individual.  The most basic principles of building a positive relationship are to become a good listener and respond accordingly, give them the feeling that they are being honoured and prioritised, try to respond using the words “Thank you” or “Sorry” or “Please” to show politeness and impress them.  Time should be given to understand the values and beliefs of others and appreciate them if we want to have a good relationship with them.  Insulting others’ trust and beliefs may have a drastic consequence on the relationship. Respecting others’ religion and talking with them, showing them their opinions are worth taking, gives them the feeling that they are being respected, positively impacting a relationship.  A face with a beautiful smile is also essential to make people feel warm.

c) The way Social, professional and cultural affect relationship and how people communicate:

In communicating with others, it is crucial to understand the different types of situations that the teacher faces.  They need to talk based on whom they are talking with.  Communication should be adapted based on the case.  For example, they should be very formal when they are presenting themselves in front of a professional group of people.  The institution may have different rules for communicating with diverse people or diverse types of events.  For example: In many circumstances, they may be required to give informal speeches.  As a part of an organisation, teachers should strictly follow these rules and regulations and act accordingly.  Informal lessons may be provided at social events to make it easy to understand what they are saying.  Communication is not limited to how we talk with people; rather, it also depends on our dress up, posture, gesture, and how we present ourselves in front of people.  For example, a Formal look is essential in official meetings, but it isn’t mandatory while giving a social speech or cultural events.  Communication again needs to be adapted based on different cultures.  Different cultures have different types of norms and beliefs which communicate various types of meaning to the people.  For example, looking in eyes while talking means they are actively listening, and in some Islamic countries, people usually look down when talking with the elderly.   So while talking with people of different cultures, the variation of that culture should be appropriately handled.  In addition to these, good communication requires answering mail timely, being well responsive while others are talking, giving priorities while others are talking.   (Higgerson and Joyce, n.d.)


2. Understanding the different ways to communicate with children, young and adults
a) Different skills that are required to communicate with children and young people:

Effectively communicating with different ages of people is not an easy task.  Communicating with them, persuading them and making them loyal to the speaker requires possessing many skills. For example, They should have the listening capability to listen to others instead of just giving lectures.  It should be two-way communications.  Delivered speech should be in a simple sentence and slow so that everyone understands what has been said.  It is better to use facial expressions and body language to make the study memorable to the children.  (Cooper and Olsen, 2014)

b) Adaptation of communication with children and young people:

The age of the child or young people:

Pupils of different ages have different types of requirements.  These requirements vary, and these variations should be properly managed.  For example, young people studying in a higher class are more mature and intellectual than nursery class infants.  So when the first requirement of nursery class is more reassurance and wanting to be adored and motivated, the young people wish to frequent communication with the teacher and want to be treated better. (Gray and Moffett, 2010) So for infants, physical contact like hugging, kissing in the check may build a positive relationship with the kid, whereas giving young people the feeling that they are a vital part of the organisation and they have the capability to do something better can increase the positive relationship with them.

Dealing with communication context:

Different communication styles should be adapted based on the age of the pupil.  The effort given to capture attention varies due to the age of the student.  Infants need more attraction to listen to something. That is why many kids’ kindergarten schools have started to make them learn through play.   Young children are curious.  They give attention in class when they find that they are going to learn something new. So for nursery class students, it is better to involve them in different tasks and let them learn by themselves.  It is better to use pictures, cartoons, teddys and the things to which they are attracted.  For young children, to capture their attention, the teacher can start the class with a question and let them know others’ opinion and finally provide them with a solution.  The teacher can appreciate them for their opinion, increasing their motivation and positively impacting their interaction with the teacher.

Dealing with communication context:

Different children came from different cultures.  Children of different cultures show other behaviour that should be treated strategically.  Introverted children should not go unnoticed.  Teachers should sometimes use their cultural language to make them better understand and give them feelings of acquaintance.  All the children of the class should be treated equally, but extra care can be shown for those who are from different cultures as they need more time to suit up with the new different cultural situation.

c) Difference between communicating with adults and children and young people:

A common similarity between communicating with children and communicating with young people is that attention should be given when they are talking.  They should realise that they actively listen.  Teachers should respond to their opinions with a caring voice.  But in the case of communicating with adults, simple words should be used to make them easily understood, and technical terms shouldn’t be used when they are not experts at all.  Adults should be treated with courtesy and respect.  Their opinions should be well respected and granted to analyse further decision making.  (Arnold and Boggs, 2011) While talking with adults, it would be good to maintain little formalities.

d) Identifying the different needs of adults and meet them:

We need to be sensitive to the needs of the adults and make good communication to meet their needs.  We have to be more sensitive to those adults who have communication difficulties.  We need to talk, looking at their face to read out their lips what they are trying to say.  In such cases, we need to make eye contact with the adult to face them with politeness and let them talk and provide them assurance.  

Then we have to be sensitive to adults, for example, parents, if they don’t respond to our letters or emails.  Sometimes schools may need to send information to the parents.  Sometimes, this information seems ambiguous, and adults don’t understand the meaning of the mail and fail to respond.  So we should make it clear by asking why they didn’t respond to our letters and emails and avoid things that create miscommunication.

Another type of communication problem that may arise while dealing with adults is using English as a second language.  In order to deal with such adults, it would be better to use their language.  Speaking in their language will give them satisfaction and enable them to understand and give their feedback quickly.  (Kehoe, 2011)

e) How to manage disagreement :

Arguments in the place are such a common thing.  Different persons gather in the same place from other sites that hold different opinions and strategies to deal with conflict.  Such arguments or conflict should be appropriately managed. (Morris, 2012) Different techniques should be taken when solving such problems based on the age of the person we are dealing with.

  • A child:

When dealing with a child, we need to have patience.  We need to talk with soft voices and tell them what is right, keeping in mind that they should not be shown wrong.  It should be represented that they aren’t bad, but another idea could be better than their one.

  • A young person:

When dealing with a young person, rather than beating about bash, they should talk intelligently and concisely.  They may use facts and figures as much as they can.  Arguments with a young person should be dealt with figurative talk that might result in a better solution.

  • An adult:

When dealing with an adult, we should show respect.  We should never show them they are wrong, even if they are wrong.  We should strategically make them realise what they are doing isn’t right.  We need to believe them because they need to recheck their opinions.  (Shearouse, 2011)


3. Understanding different policies and procedures for confidentiality and sharing information that includes data protection
a) Legislation and policies that cover up the confidentiality and sharing of information:

Privacy is a significant concern everywhere nowadays.  So the private information should be carefully handled.  Personal information shouldn’t be revealed in front of outsiders.  For these Data Protection Act, 1998 should be followed.  Schools may need different types of information about a student like –

  1. Information about the kid’s health.
  2. Information from the kid’s past school.
  3. Kid’s past educational records.

This information is confidential information that is not allowed to pass on to others without the parent’s consent.  According to the Data Protection Act 1998, these data should be processed fairly and kept secure.  A teacher must be aware of the extent to which they are allowed to know such information.  They aren’t allowed to know or keep information that is more than necessary. The teacher should be careful about how much information should be revealed and where. Disclosing information in the wrong places or with bad people may cause serious harm. So, teachers should be careful regarding the privacy of sharing information about students with others.  (Gutwirth, Poullet and Hert, 2010)

b) Importance of reassuring children, young people and adults of the confidentiality of shared information:

In terms of gathering information about children, young people and adults, it should be informed to the other persons that giving all types of information isn’t allowed; rather, the institution needs authorised permission about releasing some kind of information that is highly discouraged to reveal to others.  The different organisations might need information about students of the institution for their good, and they should be comfortable that the institution is bound not to provide information without their parent’s permission. They don’t have access to all types of personal information.  In addition to these, they may inform others about the rules and regulations of the Data Protection Act 1998 and its punishable act to reveal students’ profiles to outsiders without their consent.  But there are some cases where the institution of a student should know about the pupil’s health condition.  For example: if the student has a disease like Asthma.  Then the staff of the organisation should be aware of the student’s health condition.  Such information should be better known by all the staff of the organisation for the betterment of the student. (Voss and Woodcock, n.d.)

c) Identifying the situations where the confidentiality protocols must be breached:

Keeping information confidential is essential, and it does also have laws regarding this.  But sometimes, maintaining information hidden might cause harm too.  There is some information that should not be kept confidential through publishing such information with permission.  For example: In case of child abuse.  In such situations, confidentiality protocols might be breached.  Suppose it seems that keeping something hidden may put the child at risk. In that case, such information should be revealed without any legal permission, and it should be informed that this personal information has been published for a reason.  (The information privacy law sourcebook, 2012)













Arnold, E. and Boggs, K. (2011). Interpersonal relationships. St. Louis, Mo.: Elsevier/Saunders.

Cooper, P. and Olsen, J. (2014). Dealing with Disruptive Students in the Classroom. Hoboken: Taylor and Francis.

Gray, C. and Moffett, J. (2010). Handbook of veterinary communication skills. Chichester, West Sussex: Wiley-Blackwell.

Gutwirth, S., Poullet, Y. and Hert, P. (2010). Data protection in a profiled world. Dordrecht: Springer.

Higgerson, M. and Joyce, T. (n.d.). Effective leadership communication.

Kehoe, D. (2011). Effective communication skills. Chantilly, VA: The Great Courses.

Morris, P. (2012). Blue juice. Philadelphia: Temple University Press.

Shearouse, S. (2011). Conflict 101. New York: American Management Association.

The information privacy law sourcebook. (2012). Chicago, IL: American Bar Association.

Voss, W. and Woodcock, K. (n.d.). Navigating EU privacy and data protection laws.



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