Communication Assignment Essay

Describe the main differences amongst communicating with adults and communicating with peasantren and youth quite a little (3. 2) Although there atomic number 18 some factors of conference that should be present regardless of age or development such(prenominal) as respect and courtesy, as adults and teaching staff we should adapt our dialogue and spoken discourse with who we atomic number 18 talking to and their age. at that place is a need when communicating with children and boyish people to be clear and unambiguous. This helps children and young people check what we be saying and expressageing as well as helping them develop verbiage and communication skills to utilize for themselves.As teaching staff when communicating with a child or young somebody it is important non to use too much actors line as the message or postulate could become confused and lost by the child or young person. It is important to ensure that the child or young people understand what is b eing asked of them and that teaching staff should ensure that this level of understanding is achieved and remember to be patient and mindful of age and development. It is as well important to offer in mind that child and young people exit replicate adult behaviour and it is therefore imperative to model the kind of communication you would expect from them.This is why ensuring respect, accepting contributions and differences of opinions, being polite and courteous argon crucial when communicating with children/ young people and adults. Identify examples of communication difficulties that whitethorn exist (3. 3) Communication is a crucial skill and helps us express feelings, make choices and back up us in all aspects of life, there are many scholars that struggle with communication and areas of difficulty can arise for a variety of reasons. This could be due to special involve or because of attitudes and beliefs. personal FactorsThese could include speech impediments such as a stammer or more serious physical conditions or special needs which performance the ability of communication. Working in a special needs train I work with many students that are not able to verbally lead for a number of distinguishable reasons such as unvoiced autism, severe developmental delay and down syndrome. Although these students are fully support and oftentimes make other ways to communicate they can often become frustrated that they cannot communicate their feelings. It also affects their independence.Confidence Confidence could be another barrier to communication. Confidence can be developed with make out a pupils self esteem is linked to feelings of self-affirmation and belonging. As teaching staff it is important to empower pupils and give them the confidence that assists communication for example this could be done by giving a pupil enough time to respond and by being sensitive. Cultural Differences There whitethorn be communication difficulties due to cultura l differences. This could be created because of different expectations created by culture.An example of this could be that a student in a school maybe part of a culture where eye run into is not encouraged this could mean that people may not picking up as many non verbal cues. Describe how to adapt communication to meet different communication needs (3. 4) It may be necessary to adapt the way in which you communicate if you are communicating with someone who has difficulties in this area. The following techniques can be used Speak intelligibly and appropriately when communicating. Slow your speech if necessary. role visual aids such as pictures, photograph or flashcards. Use a translator if necessary. Use sucker language. Maintain good eye contact and use verificatory body language. Use facial expressions and hand gestures. Working in a school for severely disabled young people, many of the students have communication difficulties, for many their communication skills a re not representative of their age. This has meant that staff in the school have to adapt to change the students ways to communicate their feelings/wants/needs appropriately.Although teaching staff try to encourage speech there are other techniques that are used. For example * Makaton signing Makaton is a language create by mental act using signs and symbols to help people to communicate. It is designed to support spoken language and the signs and symbols are used with speech, in spoken word order. * Symbols/ Visual aids/ Visual timetables Symbols can be used to re enforce a message or a beseech used along military position speech, an example of this could be handing a student a stop sign and saying stop if the student was being silly.Symbols can also be used as part of a visual timetable, these are ordinarily used in autistic classes, symbols (or words) that represent the activities the students will be doing that twenty-four hour period and in the correct order so they are a ware of what they will be doing. * Electronic verbalizers Some students that are not able to communicate verbally use an electronic speaker these are specialised computers that enable people to communicate. The user presses different buttons to communicate what they are trying to say, the speaker says the different words out loud. * PECSPicture, exchange, communication system (PECS) is a system of communication in which the student hands symbols to an adult to request something or to communicate a feeling. It tends to be used in autistic tantrums and gives students the opportunity for spontaneous communication. Describe how to deal with dissimilaritys between * The practitioner and child/ young people There can often be disagreements between teaching assistant staff and young people. This could be because staff have to put boundaries and rules in place which the young people may not agree with.In the case of a disagreement it is important to manoeuver the berth. The staff membe r should stay calm and collected and explain why they have taken the action that they have taken. In this case, of a disagreement because of boundaries the staff team should be consistent. Depending on the nature of the disagreement it may also be an idea to discuss it afterwards when everybody is thinking rationally, this could be an opportunity to talk about why it happened and how to prevent in the future. In my care setting there have been occasions that young people have targeted staff for unknown reasons.This can be difficult for the staff, in this case its important to provide support as a team. The staff member may want to do activities and tasks with the young person in the future to develop relationships. * The practitioner and other adults (3. 5) It is likely that when working(a) along side people in a work setting that there will be disagreements. This could be for a number of reasons, including short communication or clashes of personalities and ideas, as adults we ca n sometimes misread situations and selective information given, we can also be defensive and lead by our emotions.In these conflict situations it is important to be sensitive as well as keen to resolve the situation and soon as possible. Being control surface and honest about thoughts and feelings can help resolve a situation and ensure that both parties do their best to prevent it happening again. It is also important to remember that as an employee you are contracted to be professional. If employees are not able to resolve a disagreement they should refer to the schools score policy or procedure.