1.1 The different reasons why people communicate are:
To form positive relationships
To play together cooperatively
To work together
Approach and response
To understand expectations and boundaries.
1.2 Communication effects relationships in the workplace because there needs to be clear boundaries and expectations for people and this is only achieved through clear communication. There should be respect between colleagues and with young people so they know the guidelines and rules within the setting and any concerns from the young person is acknowledged. If the communication is not flowing this could lead to lots of problems as their needs will not be met effectively.
2.2 The factors to consider when promoting effective communication are building positive relationships, being considerate to others, showing respect for each other, being clear on key points and maintaining a good sense of humour. If these factors are followed and taken into consideration then the flow of communication between a carer and young person will be positive. 3.1 When communicating with people from different backgrounds or cultures care and sensitivity should be shown when communicating. We must not be too ready to take offence to a gesture or language that is not the norm in our own culture, and be aware of our own body language and gestures. Care should also be taken with the language used and the tone of voice used and they can be misinterpreted.
3.2 Barriers to effective communication are:
– Emotional barriers and taboos. Some people may find it difficult to express their emotions and some topics may be completely ‘off-limits’ or taboo.
– Lack of attention, interest, distractions, or irrelevance to the receiver.
– The use of jargon. Over-complicated, unfamiliar and/or technical terms
– Differences in perception and viewpoint.
– Physical disabilities such as hearing problems or speech difficulties.
– Physical barriers to non-verbal communication. Not being able to see the non-verbal cues, gestures, posture and general body language can make communication less effective.
– Language differences and the difficulty in understanding unfamiliar accents.
– Expectations and prejudices which may lead to false assumptions or stereotyping. People often hear what they expect to hear rather than what is actually said and jump to incorrect conclusions.
– Cultural differences. The norms of social interaction vary greatly in different cultures, as do the way in which emotions are expressed. For example, the concept of personal space varies between cultures and between different settings.
3.5 There are a number of agencies, web sites and courses available that can be accessed to enable individuals to communicate effectively for example families first, government schemes, advocacy services etc. 4.1 The term confidentiality means information that should only be shared with people with a right to have it. This is vital as young people in care will often have information about their backgrounds or family history that should only be divulged to those who need to know. Sometimes there will be information about a childs history that should only be shared with that child when they are ready to cope with it; and could be detrimental if divulged early.
4.3 When and if you need to disclose information that you have received in confidence then it can create tension and distrust. You are therefore better explaining to a person who may disclose to you that anything disclosed would have to be shared with the relevant professionals. If this is shared from the offset trust will not be lost and more importantly the young person will know why you need to do it.
Unit 4222-33 302 Engage in personal development in health, social care or children’s and young people’s settings 1.1 The duties and responsibilities of my own role is to provide a safe and caring environment for children to have a stable upbringing so as to achieve their full potential. 1.2 I have high expectations in regards to looking after young people. These are linked to the standards and I am continually reminded of how I have met these or should be meeting them. 2.1 To reflect at a later date about how we handle situations is very good practice. We can employ hindsight so as to employ more foresight next time. 2.3 Our own values and beliefs are just that, our own. We must be aware that while there are generic morals and beliefs there are also cultural and religious differences that must also be respected.
3.1 We can evaluate our own knowledge, performance and understanding with the professionals that make up the fostering team. Our supervising social worker is there for intimate support and guidance when we need it and it is our judgement that we rely on to evaluate our performance. Every year I have an annual review where I am assessed against the standards and my performance is discussed. This is supported by my monthly reports where I write up what has happened during the month, reflecting on how I handled situations that arose. 4.1 My supervising social worker provides me with the help to plan and review my own development. This can be through attending courses, reviews of monthly plans or suggestions of how to help with situations that have arisen and agencies to turn to for additional support. 5.1 Learning activities have helped a great deal as they provide carers with continual development and keeps us open minded and up to date with current situations and ways forward.
Unit 4222-33 303 Promote equality and inclusion in health, social care or children’s and young people’s settings 1.1 Diversity- Diversity can be defined (in a care environment) as a broad selection of people from different backgrounds, with different ideas, religion, culture, sexual orientation, ages, disabilities, ethnicity, gender and general beliefs. Equality- Where individuals in society are treated the same with the same opportunities as each other, given the same chances and human rights as everyone else in society regardless of backgrounds mentioned above (Diversity). Inclusion- Inclusion determines the Equal opportunities of all individuals, and enforces the methods to do so.
1.2 There are many forms of discrimination. From a workers perspective this could be not given the same job/conditions opportunities as other workers. As a client in a care background, not being given the care they should be entitled to. Also not being given respect for a persons backgrounds, beliefs, ethnicity and needs. This can lead to alienation/segregation, personal growth and in some cases depression and general ill health, due to not having respect of a person’s background/lifestyle.
1.3. I constantly include the young person in my practice to promote equality and support diversity. This allows the childs interests and differences to be taken into account so that the child is happier and healthier etc. An example of this is trying to encourage inclusive schooling, we moved the child in our care to a school that is ASD friendly as the environment he was in was not appropriate. We involved the child in the process at all times, to ensure that he was happy and in agreement with the transition. 2.1 These are the laws I need to adhere to:
Anti discrimination Act 1977
Racial discrimination act 1975
Age discrimination act 1975
Special Educational Needs and Disability Act 2001
Mental Health Act 1983 and 2007 amended Act
Carers (Equal Opportunities) Act 2004
Human Rights Act 1998
Race Relations Act 1976 and Race Relations (Amendments) Act 2000 and 2003
Sex Discrimination Act 1975 and 1986
Disability Discrimination Act 1995
I must understand and adhere to the codes of practice and legislation at all times. Also when I am acting as an advocate for our young person I must always ensure that the young person is receiving fair and inclusive practice from organisations be it education or social. For example school, social clubs or social service provision. I am constantly ensuring that these are adhered to. 3.3 You should always challenge discrimination, but to do this it is essential that you can recognise anti-discriminatory practice. My role is to protect children from discrimination. If I ignore it when it happens, this will be viewed as condoning (excusing or overlooking) discrimination.
If I ignored a child who had felt they had experienced discrimination, who is there to support them. The child could feel that I share the view of the perpetrator or believe that the way they are being treated is ‘normal’. They may feel that they are in some way inferior. At the very least, they will feel let down that I did not protect their rights, which is my role.
It can be difficult to challenge discrimination, particularly if it is institutional or practised by a colleague, so it is important that I consider how to deal with different and often difficult situations.
To be able to challenge discrimination I would require knowledge of policy, procedures and practice.
If I feel confident about what is good practice, I will be able to deal more effectively with incidents that arise. When discrimination happens it may be intentional, but it can also be because of ignorance and lack of understanding. It is not easy to change the views of others but you must challenge discriminatory comments and actions.
When I am concerned about anti-discriminatory practice, I always speak me to my supervising social worker to discuss the matter and check that I have carried out everything in my power to support the young person in my care.
Courtney from Study Moose
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