Effective Communication and Engagement With Children and by Ally Dunhill, Barbara Elliott, Angela Shaw

By Ally Dunhill, Barbara Elliott, Angela Shaw

This booklet is a must-read for someone operating inside inter-professional settings attractive with kids, youngsters, households and carers. conceal; name; Copyright; bankruptcy 1 conversation: The historic and present social coverage context; bankruptcy 2 what's conversation? the method of moving details; bankruptcy three hearken to me, please ... ; bankruptcy four kid's voices: operating with kids and teenagers with extra wishes; bankruptcy five enticing with childrens, teens, households and carers at domestic and in different settings; bankruptcy 6 speaking with kids, children and households in healthcare contexts; bankruptcy 7 verbal exchange with childrens: The criminal dimensions; Bibliography; Index

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Confidentiality and ethics ● Remember and understand the procedures and legislation relating to confidentiality issues that apply to your job role. ● Understand the limits of confidentiality that apply to your job role and that sometimes it is necessary to go against a child or young person’s expressed wishes in their best interests and, where this is the case, ensure that the child or young person understands what is happening and why. Sources of support ● Know where education and support services for children, young people, parents and carers are available locally.

In that case, the issue of confidentiality is what matters and must be clarified to ensure children’s understanding of the situation at the beginning of the activity. What is of importance, therefore, is to use the technique in such a way so as to get those children’s and young people’s views that we might not have been in a position to do in any other way. 2 refers to another technique that was used in the study’s individual interviews: the sociogram technique. Sociograms are visual representations of the relationships between all members of a particular group.

QXD 16/6/09 16:24 Page 37 Chapter 3 Listen to me, please . . Therefore, taking this broader view of inclusion as being concerned with any learner that might experience marginalisation, the argument here is that in order to truly be inclusive we should take notice of all learners’ voices. In other words, listening to children’s and young people’s voices is a manifestation of being inclusive (Messiou, 2006b). Engaging with children’s voices in practice Engaging with children’s voices is a field that has gained lots of attention recently.

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