The Voice of the Child Caroline Carpenter Senior Educational - - PowerPoint PPT Presentation
The Voice of the Child Caroline Carpenter Senior Educational Psychologist Sarah Delo Trainee Educational Psychologist Context In 1989, the United Nations Convention on the Rights of the Child provided a landmark in the development of
(Bath & North East Somerset Council)
(Bath & North East Somerset Council)
In order to communicate effectively with children we need to be confident and have a range of skills. These include:
Chamberlain, 2006).
to the best way of communicating with individual children and young people. This requires time, patience, space and resources (Luckock et al, 2006). There are a number of core skills that enhance communication between children and their social worker and these can be categorised under four domains:
communication style to the best way of communicating with individual children and young people. This requires time, patience, space and resources (Luckock et al, 2006). There are a number of core skills that enhance communication between children and their social worker and these can be categorised under four domains:
creative techniques, going at the child’s pace, using child-centred communication
trust and safety, being caring, empathic, honest, sincere and warm
information, maintaining confidentiality (where possible), providing uninterrupted time, being reliable, respectful and non-judgemental
how the social work role affects communication and how experiences affect communication and child development. (Lefevre, 2013)
Warm Up/Starter.
Main Questions.
reading/playing/outside)?
Which emotions do you think the blob is showing? When have you felt like that? 1) Depression (trying to be like his friends and climb up, but can’t do it ) 2) Sadness (wants to join in, but no-one wants him to) 3) Happiness (with his family having lots of fun ) 4) Happiness (having fun swinging, playing and watching others enjoying it too, being with brother). 5) Proud/happy (feeling like they’ve achieved something really good - ‘I’m
GCSE grade.
1______2______3______4______5______6______7______8______9______10
English Maths Writing Cooking Maths Science Reading P.E. Writing Playtime
1______2______3______4______5______6______7______8______9______10
English Teacher Brother Dad Classteacher Friend Friend
What do you like? What do you dislike?
1. If I were to say to you ‘who are you?’, what three things would you say? (exploration questions– Is it important for you to be..?, Why? Who might say it wasn’t important? Why?) 2. This time I would like to know what sort of a person you are. If I were to ask you ‘what sort of a person are you?’ what three things would you say? (exploration questions –How would you describe someone not like that? Is it important for you to be like that? How would you like to be? 3. I would now like to know how you think other people might see you. If I were to ask your ..(mum)what sort of a gilr you are, what three things would she say? (exploration –Does your mum think it’s important for someone to be like that? What has led her to seeing you like that?
sentence ‘I am..’. Using a timer ask him/her to think of as many sentences starting with ‘I am…’ in a specified time ie, 20 seconds
diagram and pictures added.
Mum
Dad
Teacher
Child View
Not like me:
Would like to be different:
For these things to happen, the following changes need to be made:
What three things would people say about you? What is not like you? What would like to be different?
Lipscomb (www.smalworld.co.uk) provides prompts for a meaningful and positive conversation with a young person in order to elicit their views and
discussion (identity, important people, meaning and purpose and thinking and planning).
http://www.hertsdirect.org/infobase/docs/pdfstore/mosaicapp.pdf
direct-work-with-children-drawing/
voice-fo-the-child