1.1 listening skills, a child or young

1.1 Describe how to establish respectful, professional relationships with children and young people

Establishing respectful and professional relationships with children and young people is essential and involves being able to change the way in which you express yourself in relation to the environment you are in, in terms of both your behavior, and the way in which you communicate. For both children and young people, you need to ensure that when building relationships, you make them feel secure and valued and show respect.

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In order to achieve this, it is vital to establish ground rules from the start. If both the practitioner and children or young people are aware of what is expected from them from the beginning respectful and professional relationships can develop as boundaries have been set from which to work from.

The practitioner needs to be supportive and approachable at all times in order to gain trust from the child or young person. They need to be a positive communicator in terms of both giving and receiving information. Children and young people will gain confidence from being able to carry out instructions correctly and a large part of this comes down to receiving clear, positive instruction through the communication skills of the practitioner. It is important also to show good listening skills, a child or young person is more likely to want to talk to you and express any worries or questions they may have if they feel that you are actively going to listen to them.

The practitioner needs to be kind and considerate towards all children and young people regardless of the situation. This opens up a relationship where the practitioner is approachable and also demonstrates to the child or young person good behavior of which to model on. If a child or young person approaches you with a situation and you respond in a kind and considerate manner they learn that this way of dealing with situations leads to positive outcomes regardless to the initial situation.

To have patience and understanding is a very important skill for the practitioner. Children and young people can often take their time in conveying information or completing a task, and not always put across the correct information, in taking your time with the child or young people in order to understand what it is they are doing or communicating gives them the trust in the practitioner to come to them again with them knowing that they will be given the time they need to fully explain themselves. The practitioner does though need to be aware that at what times it is appropriate to change the way in which they are dealing with a child or young person as sometimes they can use a practitioners patience in order to seek attention away from a task in hand for example a communication that starts with a child or young person needing a piece of work explained to them develops into the child discussing what they watched on tv last night at times like this it is important to remind the child or young person of what is expected of them as a member of the school and this is also a point at which it shows importance to have set up the initial ground rules with the child or young person as these too can be referred back to.

The practitioner should at all times lead by example, children and young people learn by example, they model what the behavior they see. The practitioner should not gossip about anyone, as this is a very negative behavior that has no positive outcomes. They should at all times be polite and courteous to other members of the school (adults, children and young people) as well as the wider, school linked, community. To set this positive behavioral role model for them is vital to their overall learning. The practitioner also needs to lead by example as to how to deal with something if they accidently do something wrong. If the practitioner is to do something wrong, then this needs to be explained to the child or young person in order for them to realise and therefore learn that everyone gets things wrong and that it is ok to get things wrong. If the practitioner shows that with the mistake that they have made that they can positively rectify it or learn from their mistake, it shows the child or young person that it is ok for them to make mistakes and positive ways in which they can deal with the mistakes. It also builds trust in the practitioner and confidence in the child or young person as they are more likely to give things a go knowing that if they make a mistake it is not an issue.


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