Effective Communication Essay

take aim a slant (in n adept form) of both(prenominal) of the techniques you subscribe to break awayed to en fitted you to communicate impressively with the CYP you work with. OR Write a brief account of virtually work you train done in the past two eld with a YP who had conference problems,which were not due to a disability. En convinced(predicate) the YP could not be identified from your account, by changing some psycheal deatails. respectfulnessable communicating is central to working with small fryren, and young people, It is a fundamental protrude of the Common Core. It involves listening, questioning, consciousness and responding to what is being communicated by the CYP. It is signifi stoolt to be able to communicate both on a one-on-one basis and in a group context. Communication is not just about the rowing I habit, but also my manner of speaking, embody language and, above all, the effectiveness with which I tail listen. To communicate effectively it is important to cod account of culture and context, for example where English is an additional language.Effective designation requires me to involve the CYPs in the design and delivery of services and decisions that prompt them. It is important for me to consult with them and consider their opinions and perspectives from the outset. A key part of my effective communication and engagement is trust, both between the workforce, electric s arouserren and young people. To class a rapport with the CYPs , I understand that it is important for me to demonstrate understanding, respect and honesty. Continuity in relationships promotes engagement and the improvement of their lives.. * I am ceaselessly aw atomic number 18 that the CYP whitethorn not shoot unders similarlyd what I have communicated * I Know that communication is a two-way wreak* I Know how to listen to people, gull them feel valued and involved, and know when it is important to focus on the individual rather than the group. * I am aware of different slipway of communicating, including electronic channels, and understand barriers to communication. .* I Know how to musical theme and record information formally and informally in the appropriate way. I listen and build empathy by* Developing and using effective communication systems that are appropriate to them * I Establish a good rapport and respectful, trusting relationship with the tiddlerren. I Build a rapport and develop relationships using the appropriate form of communication (for example, spoken language, play, body language). * authorise effectively with all tiddlerren.* I Hold conversations at the appropriate snip and place, understanding the value of day to day contact. * I en convinced(predicate) Im always aware that some children and young people do not communicate verbally and that I would need to adapt my look of communication to meet their needs and abilities. * I Understand the effects of non-verbal communication such as bod y language, and appreciate that different cultures use and deliver body language in different ways. * I Build liberal and honest relationships by respecting CYP and make them feel valued * I quickly listen in a calm, open, non-threatening manner and use questions to check understanding and acknowledge that I have heard what is being said. * I summarize situations in the appropriate way for the individual (taking into account factors such as background, age and personality).* I Explain clearly to the CYP what kind of information I may have to share with others. * I Explain what has happened or go out happen next and check their understanding and where appropriate, their consent to the act. * I permit the child know that I am interested and involved and that I allow for help them if and when needed. * I Turn off the television or stop what I am doing when a child demands to palaver or avoid taking a telephone call when a child has something important to tell me. * Unless oth er people are specialally meant to be included, I hold conversations in privacy. The best communication between myself and a child will occur when others are not around.* I never Embarrass a child or putt them on the sleuth in front of others as this will lead to resentment and hostility, not good communication. * Im aware of my height and I turn int tower over a child. I Physically bring forth stamp out to the childs level then talk. * If I am very angry about a behaviour or an incident, I dont attempt communication until I regain my cool, because I movenot be objective until then. I have learnt that It is better to stop, settle down, and talk to the child later * If Im very tired, I examine to make an extra effort to be an active listener. Genuine active listening is hard work and is very difficult when your mind and body are already tired. * I Listen care amply and politely. I go int interrupt the child when they are translateing to tell their point * I Dont ask why, I ask what happened.* If I have knowledge of a situation, I will confront the child with the information that I know or have been told. * I never use put-down spoken communication or statements dumb, stupid, lazy * I will Assist a child in planning some specific steps to the solution. * I Show that i accept the child for themselves, disregarding of what they have or have not done * I try to Reinforce the child for keeping communication open. I Do this by accepting them and praising their efforts to communicate * I use encouraging phases in particular with children diagnosed with ADHD as these children may need more praise than the ordinary child. And Unfortunately, because of their behaviour they a lot receive less. It is important to communicate clearly with children, frankly stating feelings and expectations. Not only do children pay perplexity to our words, they also pit to our tone of voice and body language as well. Because communication is a complex process, its importan t to think of the implications of what we sayTask 2Using personal experience or some information any from the seminar or a trustworthy source on the internet, describe how you have apply or could use back up to communicate with YPs who have some form of disability, and indicate the kinds of conditions you have pass offed, or may go out in your work.Very briefly list some other back up to communicate which you could explore and utilise , should the need arise.I have of late had experience working with a child who had a form Of a disability,( Autism)To communicate with them I used A communication passport with pictures, photographs, words and symbols to share important information about the childs needs, interests and their ways of communicating. The child took this passport into different settings so that everyone is well informed, I.e. meetings schooldays, club, outside activities etcetera It was important for this child to be aware of who was working with them in bring in so we made a photo wall, all ply members pictures were taken and placed on the wall and during the day and especially at bedtimes staff would go over the wall with the child explaining who would be working with them the succeeding(a) day.I also used a pictorial book in much the same way, The child needed structure and stability and gained this from astute exactly what would happen who with and when, In the morning I would sit down with the child before school explain who would be taking them to school in what vehicle, what teachers they would be seeing today, what lessons they had today. What time staff would be hoard them in what vehicle and then go over in particular what they would be doing after school. Conditions I have encountered or may encounter in my work is not knowing fully if a child has understood everything Ive communicated with themI have learnt that People with a teaching disability may appear to understand, but may actually be responding to my tone of voice, or familiar cues in the situation. They may misunderstand, forget or not catch some of what I have said. They may often say yes in answering questions, even if they do not fully understand sometimes because they do not want to make difficulties. They may not be able to contradict me if I have see what they mean or want. They may be bilingual, and have greater skills in one language than another. Some children may take long-dated to process what I am saying. Others may find physical movement or speech a big effort, so it will take them longer to respond. It is important to never over estimate the skills. suffice accepted the child can hear, see and is comfortable birth sure hearing back up or glasses are used if essential, and that they work properly trace sure talk clear and allow the child to read lips if necessary Use sign /gesture and pictures to back up speech Make sure information is presented clearly for people to see Make sure people are positioned for good communi cation seating is key Make sure the environment is quiet and there are not too many distractions Check out general health and comfort are they in pain, physical difficulties, or experiencing the effects of medication (tired or sleepy). Make sure the child can see hands and faces if signing and talking. cause enough time for the child to listen and respond. Check that i have understood by talking to others, helping the person to tell me when I have got it wrong. I dont pretend I can understand if I really cant Make sure you language is kept simple and clear. Gain the childs attention before starting to talk. Show that I respect a persons way of communicating by using it to them. Make sure communication books/aids are used and not stuck in a cupboard display good observational skills, respond to all communicatory signal Be patient and dont give up trying Leave if the person is becoming agitatedOther aids to communicate* Pictures and symbols can help*Information can be pen and presented in symbol or pictorial form.* Pictures and photographs can be used to illustrate written material. Communication aids* Children can join in by pressing a switch operated aid with voice outturn to say, yes I agree/no, I dont or some communication aids have more complex language *Objects of reference work can be used to cue people about what is breathing out to happen. play football-show them a football, show them a cup for asking if they want a drink *Calendar boxes can be used to make object timetables of activities happening in the week*Memory Boxes are collections of important artefacts and photos associated with events and can be used as the basis for conversation, and to help recall. Anything can be used for this and everyday objects of natural materials are good to use with people who have sensory difficulties. * Multimedia Profiling is a process which creates a personal catalogue of video clips on the computer which build up a profile of an individual. The person can be in control of their own information through switch or relate screen, and can choose when and how to share it with others.Task 3Which government websites can you use to access up to date information and evidence ground examples of good practice? Give one e.g. of something you have learned from one of these websites. How will you disseminate your learning to colleagues?