Communicating Effectively with Vulnerable Children and Young People

Syllabus

• Week 1

  The pre-verbal child

  • Introduction

    Our first activity introduces the course. We'll think about our own communication with children, and what might make children 'vulnerable'. We'll also introduce some important sources of help and support.

  • Behaviour and development: the world of the pre-verbal child

    In this activity we investigate the behaviour and development of very young children

  • Theory: What is the pre-verbal child feeling?

    Here we consider what babies think and feel. We'll try to 'think like a baby' - it’s important that we really understand what it’s like as a lived experience for the baby, and to see the world from the baby’s eyes.

  • Safeguarding: Risks and vulnerabilities of the pre-verbal child

    In thi activity we think about safeguarding for pre-verbal children. We'll consider the idea of 'attachment', the importance of communication, and supervision and support.

• Week 2

  The pre-school child

  • Behaviour: The world of the pre-school child

    In this activity we think about the behaviour of pre-school children - in particular, looking at angry and disruptive behaviour.

  • Development: Communication with the pre-school child

    Here we think about the development milestones of pre-school children, and discuss the importance of play in a child's development. [Image by Steven Depolo, Flickr (https://www.flickr.com/photos/stevendepolo/) CC BY 2.0.]

  • Theory: What is the pre-school child feeling?

    In this activity we consider the transition from a home setting to nursery or school. We'll also return to think more about angry behaviour in this age group.

  • Safeguarding: Risks and vulnerabilities of the pre-school child

    In this acitvity we turn to safeguarding issues. We'll also look again at behaviour, viewing it as a form of communication that can help when we think about safeguarding.

• Week 3

  The primary school child

  • Behaviour: The world of the primary school child

    Here we investgate the behaviour of primary school children. In particular, we'll look at sadness and anxiety in children of this age.

  • Development: Communication with the primary school child

    In this activity we think about development of primary or junior school children, particularly in relation to social skills and communication. We also consider different 'tools' that we can use to help our communication.

  • Theory: What is the primary school child feeling?

    In this activity we introduce the use of simulations in child protection, and think about the importance of seeking to understand the lived exeriences of children.

  • Safeguarding: Risks and vulnerabilities of the primary school child

    Here we'll begin by looking at the emotion card technique as an effective way of communication with a vulnerable child. We'll also think about increasing exposure to the online world and the safeguarding issues this raises.

• Week 4

  The young person 11+

  • Behaviour: The world of the young person

    In our first activity this week we consider the behaviour of young people, looking in particular at withdrawal.

  • Development: Communication with the young person

    Here we think about effecive communication techniques with young people. We draw on the experience of professionals, and also take a particular look at communication with young people who have experienced trauma.

  • Theory: What is the young person feeling?

    In this activity we think about what young people are feeling - in particular, we'll explore the importance of building rapport for effective communication with vulnerable young people.

  • Safeguarding: Risks and vulnerabilities of the young person

    Here we turn to safeguarding issues, and in particular consider mental health issues in young people.

  • Conclusion

    We bring the course to a close with an opportunity for you to complete a peer-reviewed assignment, and summarise what we've learned.

Who will you learn with?