Cwc Resource Pack

Communicating with children:
A two-way process
Resource pack

Ruth Dalzell and Clare Chamberlain

NCB promotes the voices, interests and well-being of all children and young people across every
aspect of their lives.

Published by the National Children’s Bureau. Registered Charity Number 258825.
8 Wakley Street, London EC1V 7QE. Tel: 020 7843 6000

© National Children’s Bureau, 2006

ISBN 10: 1-905818-07-6
ISBN 13: 978-1-905818-07-5

Communicating with Children: A two-way process Ruth Dalzell and Clare Chamberlain

Contents
Introduction .......................................................................................................3
Policy context and government guidance .....................................................3
UN Convention on the Rights of the Child ................................................3
Children Act 2004 .....................................................................................4
Framework for the Assessment of Children in Need and Their Families ..4
Every Child Matters – the five outcomes ..................................................5

Organisational context: What needs to be in place?.....................................6
Principles and values ...................................................................................6
Commitment from management within an authority .....................................7
Practical considerations ...............................................................................7
Building up individual and team resources ...................................................8
Skills .........................................................................................................8
Toolkit .......................................................................................................8
Learning from others.................................................................................9

What’s out there to help: resources available..............................................10
Table 1: General.........................................................................................10
Table 2: Younger children ..........................................................................19
Table 3: Adolescents..................................................................................21
Table 4: Disabled children ..........................................................................24
Table 5: Analysis and record keeping ........................................................28

Booklist............................................................................................................30

References.......................................................................................................32

www.ncb.org.uk page 2 of 32 © National Children’s Bureau
December 2006


Introduction
This resource booklet has been drawn up as part of a project funded by the
Department for Education and Skills (DfES) and run by the National Children’s
Bureau (NCB) called Communicating with Children: A two-way process.

NCB worked with 10 childcare organisations, of which nine were local
authority and one private, to promote effective communication with children
and young people. A list of those involved can be found in Appendix A.

The project was developed in response to evidence from research that,
despite the relative success of the implementation of the Framework for
Assessment of Children in Need and their Families, practitioners lacked skills
and confidence in communicating effectively with children during
assessments.

The project aimed to improve assessment in child care practice by working
with social work managers, trainers and senior practitioners to assist them in
developing a learning programme for staff in their own agencies.

Learning sets and seminars were held, both centrally and locally, with the aim
of raising awareness, developing expertise, analysing barriers to good
communication and increasing knowledge about tools and techniques.

This resource pack summarises the learning from the project and provides a
description of the resources available to assist managers and practitioners.
The central focus is on communication with children on an individual level, but
there is some reference to participation of children and young people at a
group level.

Policy context and government guidance
The legislation and policy context underpinning this need to communicate with
children and young people is extensive, and a comprehensive list can be
found on the Children’s Rights Alliance for England (CRAE) website
www.crae.org.uk

Listed below are the essential statutory requirements relating to
communicating with children and young people.

UN Convention on the Rights of the Child

In December 1991, the UK government ratified the Convention on the Rights
of the Child, thus agreeing to follow the articles within the Convention. The
Convention is an international human rights treaty that applies to all children
and young people aged 17 and under. It gives children and young people a
set of comprehensive rights, including the right to express and have their
views taken into account on all matters that affect them (Article 12).

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Children Act 2004

Section 53 of the Children Act 2004 amended the Children Act 1989 in two
places: that is, for both children in need and child protection.

There is a new duty on local authorities to, so far as is reasonably practicable
and consistent with the child’s welfare, ascertain the child’s wishes and
feelings and give them due consideration (having regard for the child’s age
and understanding).

Framework for the Assessment of Children in Need and Their Families

The Framework for the Assessment of Children in Need and Their Families,
published by the Department of Health (DH) in 2000, outlines the
requirements for initial and core assessments of children in need.

The points below are taken directly from the document and outline clearly the
expectations of practitioners.

Direct work with children is an essential part of assessment, as well as
recognising their rights to be involved and consulted about matters which
affect their lives. This applies to all children, including disabled children.

(DH 2000)

The document outlines five critical components in direct work with children:
seeing, observing, talking, doing and engaging.

Seeing children: an assessment cannot be made without seeing the
child, however young and whatever the circumstances. The more
complex or unclear a situation or the greater the level of concern, the
more important it will be to see the child regularly and to take note of
appearance, physical condition, emotional well-being, behaviour and any
changes which are occurring.

Observing children: the child’s responses and interactions in different
situations should be carefully observed wherever possible, alone, with
siblings, with parents and/or caregivers or in school or other settings.
Children may hide or suppress their feelings in situations which are
difficult or unsafe for them, so it is important that general conclusions are
not reached from only limited observations.

Engaging children: this involves developing a relationship with children
so that they can be enabled to express their thoughts, concerns and
opinions as part of the process of helping them make real choices, in a
way that is age and developmentally appropriate. Children should clearly
understand the parameters within which they can exercise choice. In
offering children such options, adults must not abdicate their
responsibilities for taking decisions about a child’s welfare.

Talking to children: although this may seem an obvious part of
communicating with children, it is clear from research that this is often
December 2006


not done at all or not done well. It requires time, skill, confidence and
careful preparation by practitioners. Issues of geographical distance,
culture, language or communication needs because of impairments may
require specific consideration before deciding how best to communicate
with the child. Children themselves are particularly sensitive to how and
when professionals talk to them and consult them. Their views must be
sought before key meetings. Again, a range of opportunities for talking to
children may be needed, appropriate to the child’s circumstances, age
and stage of development, which may include talking to the child on their
own, in a family meeting or accompanied by or with the assistance of a
trusted person.

Activities with children: undertaking activities with children can have a
number of purposes and beneficial effects. It is important that they are
activities which the child understands and enjoys, in which trust with the
worker can develop and which give the child an experience of safety.
They can allow positive interaction between the worker and the child to
grow and enable the professional to gain a better understanding of the
child’s responses and needs.

(DH 2000)

Every Child Matters – the five outcomes

The Every Child Matters: Change for Children programme has been
introduced by the government to provide an outcomes approach to the well-
being of children and young people from birth to age 19. The government's
aim is for every child, whatever their background or their circumstances, to
have the support they need to:
• be healthy
• stay safe
• enjoy and achieve
• make a positive contribution
• achieve economic well-being.

Of particular relevance is ‘making a positive contribution’. Achieving this
outcome for children and young people requires them to engage in decision-
making about their lives, and to develop self-confidence in representing their
views.

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Organisational context: What needs to be in
place?
To support effective communication with children and young people on the
front line, attention needs to be paid to building foundations at all levels of
children’s services departments.

It is essential that the service be based on child-centred principles, that there
is commitment from managers at all levels to effective communication, and
that practical considerations are given attention. The sections below indicate
the basic framework that should be in place to support the development of
best practice in communicating with children and young people.

Principles and values
It is likely that all children’s services will have a set of their own principles and
values on which the service is based. Those outlined below (partly derived
from VCC and NCB 2004) give an example of the essential elements of the
service principles that are required in promoting a child-centred approach to
communicating with children and young people.
• Children and young people should be respected and valued. The
construct of children as individuals with rights is central to effective
communication – they should not be seen only as victims, or
alternatively as people whose behaviour must be curbed, or as adults in
the making.
• Children and young people should be given choice, control and be
enabled to contribute to the decisions that are made on their behalf.
• The needs of children and young people should be put ahead of those of
the agencies and adults involved with them.
• Children should be seen in the round: their interests and abilities should
be included in assessments alongside their needs and wants.
• Children and young people are competent. Given time, information and
explanations they can effectively contribute to their assessments and
decision-making.
• All children are able to communicate their needs and wants in some
way. Children with disabilities, communication needs or those who are
very young should not be excluded from giving their views.
• The organisation should promote a culture in which it is assumed that all
children and young people will be listened to about all decisions, both
personal and public, that affect their lives (this point is taken from Kirby
and others 2003).

December 2006


Commitment from management within an authority
It is the responsibility of managers to provide the commitment, structures and
systems necessary to facilitate good communication with children and young
people. Front-line practitioners have personal responsibility to acquire the
skills and competence required, but the culture, expectations and support of
managers is a crucial element to the development of this competence.

Managers at all levels need to have, as essential requirements:
• the belief that children are competent – that all children are able to
contribute effectively to assessment, decision-making and planning
• realistic expectations – an understanding of the time it takes to
communicate effectively with children and young people
• a commitment to prioritising communication with children – to make sure
that time is allocated for workers to be with children and young people.
This means putting this activity above other competing priorities,
including paperwork and meeting deadlines that conflict with this
• an understanding of the importance of developing trust and a strong
working relationship, and the realisation that this takes time
• practical resources – a commitment to, for example, provision of good
venues, materials, efficient technology and refreshments for children
• to be aware of the importance of providing such essential services as
interpreters and advocates.

Finally, managers are very influential in the culture of organisations. Those
organisations that are committed to collective participation and active
involvement of children and young people in activities and service
development will be more likely to promote good communication at an
individual level.

A child-centred approach across the whole organisation is essential.

Practical considerations
• Venues are important, so a room that is set up with toys, craft materials
and storybooks, for example, will assist practitioners in creating a rapport
with younger children.
• For teenagers, an office venue is less likely to be as important. It is worth
noting that some young people have said that their best conversations
with social workers took place in the car, when they where being driven
from one place to another.
• Use of interpreters is essential for some children, particularly
unaccompanied asylum seeking children. The availability of trained
interpreters is essential to good communication.
• Communication aids for children and young people who are not able to
use speech can be helpful.

December 2006


• Children and young people respond well to new technologies and
conversation can be helped along by using computer games and
programs, the internet, mobile phone texting and so on.
• Thought should go into the timing of meetings with children, for example,
avoiding clashes with activities that they have planned or favourite TV
programmes. Children and young people have spoken frequently about
social workers being late, or not turning up at all, and the negative
impact this has on establishing a trusting relationship.
• Be alert to use of language – keep it simple, and take time to learn about
modern slang and phrases.

Building up individual and team resources
Every practitioner needs skill, confidence and easy access to materials to
ensure that the dialogue they have with children and young people is a
meaningful one.

Skills

The skills required have recently been drawn up by a consortium of
government and voluntary sector agencies and published as the Common
Core of Skills and Knowledge for the Children’s Workforce (DfES 2005).

The skills required include those of:
• active listening
• empathising with the point of view of children and young people
• developing trusting relationships with children and young people
• understanding non-verbal communication (body language and tone)
• building a rapport
• explaining, summarising and providing information
• giving feedback in a clear way
• understanding and explaining the boundaries of confidentiality.

Toolkit

It is useful to have a bag containing a few toys, coloured pencils, pens,
coloured paper, flash cards, felt tips, children’s books, play dough, magazines,
make-up and so on. Worksheets, happy/sad faces and similar tools to
encourage talk about feelings are also useful. If possible, a camera and laptop
are also good resources to have readily available.

It may be that there are not the resources for every individual to have a full
toolkit but, as a minimum for good practice, these materials should be
available for every team.

Say it Your Own Way, a comprehensive guide with associated materials (up
to 70 worksheets) published by Barnardo’s (2006), brings together a number
of tools and techniques to use in undertaking assessments.
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Learning from others

Teams will have members with differing levels of skill and experience. Using
the expertise of other team members, being encouraged to observe
practitioners and asking advice and guidance, are all essential to building a
resource within the team.

Similarly the expertise, experience and knowledge of other professionals,
such as youth workers, psychologists and foster carers, can provide new and
creative ideas and help less-experienced practitioners develop confidence.

Every team should provide materials and a list of sources of advice and
guidance for communicating with children and young people.

December 2006


What’s out there to help: Resources available
Table 1: General
The resources listed below are examples of general guidance, advice and practical tools to promote good communication with
children and young people.

Publication/website Description Contact Useful for

The Developing World A book and training pack for practitioners. Book is published by Good practice
of the Child Includes chapters on child development theories; Jessica Kingsley, London guidance
communicating with children; and planning,
Jane Aldgate (ed) interventions and outcomes in children's Pack is available from Practical tools
services. Looks at the developing world of the NSPCC.
(2005) NSPCC/DfES child, examining genetic and biological
www.nspcc.org.uk
influences alongside individual psychological,
interpersonal, familial, educational and wider
community domains.

Say it Your Own Way: A guide to good practice in communicating with Barnardo’s Good practice
Including children’s children. Includes advice about planning, guidance
voices in assessment. activities, explaining assessments to children, www.barnardos.org.uk
A guide and resources and building a toolkit. Practical tools

Angela Hutton and Kate There is a CD-ROM with 70 different worksheets
Partridge covering a range of different subjects, for
example, home, feelings, keeping safe, school,

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and bullying. The worksheets can be printed and
(2006) Barnardo’s/DfES used by practitioners.

The Child’s World: A training and development pack consisting of a NSPCC Good practice
Assessing children in video, training materials and a reader. guidance
need Introduced in 2000 to assist with implementation Tel: 0116 234 7200
of the Assessment Framework. Modules 3 and 4 Practical tools
(2000) DH, NSPCC and www.nspcc.org.uk
contain exercises and ideas for communicating
University of Sheffield with children, as well as underpinning theory
such as attachment and loss, and theories of
child development.

‘Integrated Children’s Provides a list of publications, training packs, www.ecm.gov.uk/socialcare/ics Good practice
System’ on the DfES etc. that promote the involvement of children. guidance
website Some of those on the list also appear in this
table. Produced in 2002/03.

Turning Points: A A comprehensive set of materials for promoting NSPCC Good practice
resource pack for good communication with children. Provides guidance
communicating with different modules looking at values, principles Tel: 0116 234 7200
children and good practice guidance; theories; key times Practical tools
www.nspcc.org.uk
in children’s lives (turning points); a variety of
(1997) NSPCC/Chailey practical tools and approaches; and a long list of
Heritage/DH resources and where to obtain them.

Communicating with This book provides grounding in child www.rcpsych.ac.uk Good practice
Vulnerable Children development theories, and includes guidance guidance
and practical examples to assist practitioners in
David Jones communicating with children. It focuses on how

11


to work with children who have had adverse
(2003) Gaskell experiences and provides advice on how to work
sensitively with children who have been abused.

Children and Decision Focuses on looked after children’s participation Children in Wales Practical tools
Making: Toolbox and in decision making. The pack includes a
training pack summary of the research, tools for direct work www.childreninwales.org.uk
with children, training materials and a guide for
Thomas, N, Phillipson J, use Tel: 029 2034 2434
O’Kane, C and Davies,
E Pavilion Publishing

(1999) Children in Tel: 01273 623222
Wales

Using Storytelling as a One of a series of books providing examples of Speechmark publishing Practical tools
Therapeutic Tool exercises and ideas for communicating with
children. The storybooks are listed in the 01869 244644
Margot Sunderland and Booklist at the end of this pack.
Nicky Armstrong www.speechmark.net

Homemade Books to A guide to helping parents and professionals Smallwood Publishing Practical tools
Help Kids Cope create personalised books for children. The book Charlton House
gives ideas and advice about how to use stories Dour Street
Robert Ziegler to help children describe their experiences and Dover, Kent
deal with difficult situations. CT16 1ED
(1992) Magination
Press Tel: 01304 226700

Participation Works Participation Works is an online gateway, www.participationworks.org.uk Good practice

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website providing information about involving children guidance
and young people in decision-making.
Practical tools
The gateway has been developed by a
partnership of non-government organisations
that are working together to develop a more
strategic and long-term approach to
participation.

The website provides a wealth of information
about individual and collective participation and
signposts where you can find out more.

Total Respect Training A training pack that focuses on improving CROA Good practice
Pack participation of children and young people in guidance
care. It covers collective and individual Tel: 01773 820100
Children’s Rights and participation, and provides ideas and activities to Practical tools
Advocacy Organisation www.croa.org.uk
help workers improve their understanding and
skills in involving children and young people in Main focus is on
(2000) CROA aspects of their lives. collective
participation

Moving On Up A video resource pack that looks at growing up Red Rose Chain Practical tools
in care from a young person’s perspective. The
Red Rose Chain pack contains a film; clips highlighting particular Tel: 01473 723804
theatre and film issues, for example, review meetings; a
company documentary; guidance material; and exercises. info@redrosechain.co.uk

(2001) Red Rose Chain The resource is designed to inspire young
people and professionals to work together to

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improve services and raise aspirations for young
people in care
www.mindbodysoul.gov.uk Practical tools
Mind, Body and Soul This website is designed to give information to
website young people about various health matters,
including drugs, alcohol, sexual health and
The Health emotional well-being. Whilst the site is mainly
Development Agency targeted at young people, there is a teachers’
page as well as scenarios and games that could
be used to help discussions with young people.

Ready Steady Change A comprehensive set of training exercises and CRAE Good practice
tools to increase children's and young people's guidance
Children’s Rights effective participation in decision-making. The Tel: 020 7278 8222
Alliance for England materials support a training course, which is Practical tools
(2005) CRAE www.crae.org.uk
strongly based on children’s rights and has a
component for assisting practitioners to develop
communication skills for working with children
and young people.

Empowering Children A manual to help professionals empower Save the Children Good practice
and Young People: children so that they can contribute to the Publications guidance
Training manual decisions that affect them, as individuals and as
promoting involvement a group, and at unit, local and national levels. Tel: 020 7012 6400 Practical tools
in decision making
Contains checklists and exercises that can be www.savethechildren.org.uk
Phil Treseder photocopied.

(1997) Save the
Children

14


In Safe Hands A resource pack for working with refugee Save the Children Good practice
children and young people. Includes a video, Publications guidance
(2001) Save the good practice guidance and suggested activities.
Children/Refugee Covers a good range of subjects including Tel: 020 7012 6400 Practical tools
Council language, identity and racism, and how to work
www.savethechildren.org.uk
with children who have experience of war and
conflict.

A Child’s Journey Provides detailed knowledge about the www.baaf.org.uk Good practice
through Placement experiences of children in placement. Mainly guidance
good practice guidance but some practical
Vera Fahlberg suggestions and a good section on life-story
work.
(1994) BAAF

SpeakEasy CD-ROM An interactive computer programme to help www.baaf.org.uk Practical tools
children in care with planning and decision
Bridget Betts making. The six key themes covered are:
My review; Where I live; My health; My
(2004) BAAF education; In touch; Future plans.

Life Story Work A guide about life-story work, it’s purpose and www.baaf.org.uk Good practice
the processes involved. The guide provides a guidance
Tony Ryan and Rodger detailed step-by-step approach, covering all the
Walker components needed to create a life-story book Practical tools

(2003) BAAF

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NSPCC Publications NSPCC have produced a number of guides and www.nspcc.org.uk Practical tools
books that can be used in direct work with
children and young people. Examples of titles
include:
– Happy Children, Sad Children
– Worried? Need to Talk?
– Listening to Children: A guide for parents and
carers.

YoungMinds website This is generally a useful website when working www.youngminds.org.uk Practical tools
with children and young people who may have
mental health needs. The ‘info centre’ is
particularly useful and gathers together all of the
YoungMinds information resources on key
topics, for example, eating disorders, self-harm,
bullying, and attachment.

A recent report called ‘Minority Voices’ outlines
the views of black and minority ethnic young
people about mental health services.

Barnardo’s publications Barnardo’s have produced a number of www.barnardos.gov.uk Practical tools
and games publications, games and resources for
practitioners to use with children. Titles include:
– All About Me (a game)
– Memory Store
– Maybe Another Day
– Selina’s Story
– HIV and Your Family.

16


Creative Therapy with Provides over 100 activities that can be used in www.impactpublishers.com Practical tools
Children and working with children and adolescents. The
Adolescents activities are designed to be used as tools to
supplement a variety of therapeutic approaches,
Hobday, A and Ollier, K and can be tailored to each child's needs.
(1998) Impact
Publishers

Helping Children When Good practice guidance for children moving www.baaf.org.uk Good practice
They Must Move placement. guidance

Vera Fahlberg

(1981) BAAF

Filling in the Blanks: A Guidance for work with children who are www.baaf.org.uk Good practice
guided look at growing adopted. guidance
up adopted

Susan Gabel, BAAF

(1998) Perspectives
Press

17


Bruce’s Story Designed to help children moving to new www.thechildrenssociety.org Good practice
families. Contains photocopiable sheets. guidance
Maureen Thorn
Practical tools
Children’s Society

Helping Children Build Activities book and photocopiable sheets. Jessica Kingsley Practical tools
Self-esteem publications

Deborah Plummer

(2001) Jessica Kingsley

In My Shoes A computer package designed to help children Child and Family Training Practical tools
and learning-disabled adults to communicate Services
Liza Bingley-Miller about potentially distressing experiences. The PO Box 4205
program uses sound, speech and video to W1A 6YD
Child and Family provide a structure for interviews, and enables
Training Services details of the interview sessions to be recorded www.inmyshoes.org.uk/

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Table 2: Younger children


Listening to Young A resource pack that uses the arts to enable www.openup.co.uk Good practice
Children children under the age of eight to express their guidance
views and feelings, and supports parents and
Y. Penny Lancaster practitioners to develop skills in communicating Practical tools
with young children. There is a CD-ROM, reader
(2003) Open University and practitioner handbook. Good practice guide
Press and activities

My Turn to Talk A guide for helping young people in care, aged 11 Central Books Practical tool
or under, to have a say about how they are looked
Claire Lanyon and Ruth after. It focuses on decision-making, education Tel: 0845 458 9910
Sinclair plans, reviews, and children’s rights. It can be
used by young people on their own or while ncb@centralbooks.com
(2005) National working alongside practitioners.
Children’s Bureau

Birth to Three Matters: Guidance for practitioners and other professionals Sure Start, early years Good practice
A framework for involved in the delivery and planning of services to and childcare unit, guidance
supporting children in children aged between birth and three years. Has DfES
their earliest years four sections: Practical tools –
– A strong child Tel: 020 7273 5739 more limited
(2002) DfES – A skilful communicator
http://www.surestart.gov.uk/

19


– A competent learner
– A healthy child.

The pack contains CD, video and cards.

Decide and Do: A booklet designed to help practitioners to Save the Children Good practice
Involving younger develop and create opportunities for looked after Publications guidance
children in decisions children under 12 years of age to participate in
about their care decisions affecting them. Practical tools

Michelle Foster Includes examples of methods and activities.

(2000) Save the
Children

Listening to Young The Mosaic Approach is a multi-method approach Central Books Good practice
Children: The Mosaic in which children’s own photographs, tours and guidance
Approach maps can be joined to talking and observing to Tel: 0845 458 9910
gain a deeper understanding of children’s
Alison Clark and Peter perspectives on their early childhood settings. ncb@centralbooks.com
Moss This report describes the approach and how it can
be used.
(2001) National
Children’s Bureau

This is me! An activity pack designed to help children build www.pavpub.com Good practice
self-confidence and self-management skills. It is guidance
Hannah Roberts aimed at children between 7 and 12 years old who
have had difficult experiences and/or have Practical tools
(2001) Pavilion experienced significant harm.

20


Contains 80 photocopiable sheets and guidance
notes for their use.

Table 3: Adolescents


My Turn to Talk A guide to help young people in care, aged 12 and Central Books Practical tool
over, have a say about how they are looked after.
Claire Lanyon and Ruth It focuses on decision making, education plans, Tel: 0845 458 9910
Sinclair reviews, and children’s rights. It can used by
young people on their own or while working ncb@centralbooks.com
(2005) National alongside practitioners.
Children’s Bureau

Looking Glass: A Provides guidance and practical ideas on building Russell House Practical tools
positive communication a positive relationship with young women Publishing
workbook (although parts of it could be used with young Includes
men). Developed with contributions from young Tel: 01927 443948 worksheets and
Lynda Regan, Sally women in residential care. Provides a specific exercises
Jones, Carole Pelling programme including: getting to know the young help@russellhouse.co.u
person; feelings; identity; friendships and k
(2002) NSPCC, City of relationships; and making informed choices
Salford and Barnardo’s

Getting Through: Young Both these publications are resources, which have www.studyofadolescence.org Good practice
people and been developed to assist practitioners working .uk guidance
communication (1998) with young people.

21


Wavelength: A The first provides a video and training materials. Practical tools
handbook of
communication The second describes techniques designed to
strategies for working assist communication with young people.
with young people
(2005)

Trust for the Study of
Adolescence

All the Right This book aims to help practitioners to build www.nya.org.uk Good practice
Connections: A effective and positive relationships with young guidance
resource handbook for people aged 13 to 19.
personal advisers, Practical tools
mentors and other Comprises five sections and includes over 60
Connexions workers activities on engaging young people, exploring the The NYA
issues of individual support, group work and website is a
Vanessa Rogers reviewing. It enables practitioners to plan sessions useful source of
that enable young people to reflect on their needs, ideas about
(2002) National Youth set targets and acknowledge successes. working with
Agency young people

Exploring Feelings: A This diverse collection of activities, worksheets www.nya.org.uk Good practice
resource handbook for and team-building games has been put together in guidance
work with young people response to the increased demand to work with
aged 9 to 13 young people aged 9 to 13 who are considered to Practical tools
be at risk of exclusion or disaffection. Tackling
Vanessa Rogers issues including bullying, offending behaviour,
peer pressure and keeping safe, Exploring
(2001) National Youth

22


Agency Feelings offers practical activities in an easy-to-
use format.

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Table 4: Disabled Children


Getting it Right A practice guide for involving disabled children in Tel: 01273 413141 Good practice
assessment, planning and review processes. It guidance
Triangle (2003) has practical ideas for making initial contact with www.triangle-services.co.uk
children, working directly with children, observing Practical tools
children respectfully and representing their views.

Two-Way Street A training video and handbook about Tel: 01273 413141 Good practice
communicating with disabled children and young guidance
Triangle (2001) people. The video is aimed at helping www.triangle-services.co.uk
professionals, and the handbook gives Practical tools
information, guidance and details on the main
communication systems in current use in the UK.

How it is An image vocabulary for children about feelings, www.howitis.org.uk Good practice
rights, personal care, and sexuality. There are 380 guidance
Triangle images that are designed to be used as a flexible, Tel: 01273 413141
child-centred resource to support children in Practical tools
(2002) NSPCC/Triangle www.triangle-services.co.uk
communicating about their feelings, bodies, rights
and basic needs.

I’ll Go First: The A resource pack providing wipe-clean boards, www.thechildrenssociety.org Good practice
planning and review illustrations, and simple sentences, on which guidance
toolkit for use with children’s views can be recorded. Each board has

24


children with disabilities a different theme, for example, going away from
home, likes and dislikes, going home. There are Practical tools
Lucy Kirkbride stickers, Makaton translations and an
accompanying good practice guide.
(1999) Children’s
Society, DH and DfES

A Lot to Say This publication offers advice and information to www.scope.org.uk Good practice
practitioners working with children with guidance
Jenny Morris communication impairments. It is aimed at
professionals who are not specialists, but who
(2002) Scope have responsibilities to assess the needs and
seek the views of children in this group

The Call Centre website The CALL Centre (Communication Aids for www.callcentrescotland.org.uk Practical tools
Language and Learning) provides specialist
expertise in technology for children who have
speech, communication and/or writing difficulties.

On this website you will find information, guidance
and resources on how Information and
Communication Technology (ICT) can make a
major impact on the education of children and
people with disabilities or special educational and
communication needs. There is a section
providing a template for communication passports,
which is very useful.

Bridging the Gap: Child A report based on investigation of child protection NSPCC Good practice
protection work with concerns involving multiply disabled children, guidance

25


children with multiple most of whom, communicated without speech. It
disabilities takes the reader through the stages of an Tel: 0116 234 7200
investigation and considers how to plan formal
Marchant, R and Page, www.nspcc.org.uk
interviews.
M

(1993) NSPCC

‘Interviewing disabled This chapter is based on experience of Arena Publishing Good practice
children’ by Marchant, R Memorandum interviews with children with a wide guidance
and Page, M range of communication impairments, and Tel: 020 8240 1001
provides guidance about the planning of such
in Perspectives on the interviews. Key issues in the use of Memorandum
Memorandum interviews with disabled children are considered.

Jones and Westcott
(eds) (1993) Arena

Safe in Your Hands A joint publication between NDCS and NSPCC, www.ndcs.org.uk Good practice
this pack provides advice about how to recognise guidance
(1998) National Deaf and respond to the abuse of deaf children. There or
Children’s Society and is a section focusing on the skills and tools The NDCS
www.nspcc.org.uk
NSPCC needed to prevent abuse and what resources are website is useful
available. for advice about
communicating
with deaf
children

Onwards and Upwards: A training manual for practitioners to promote the www.childreninscotland.org.uk Good practice
Involving disabled involvement of disabled children and young guidance

26


children and young people in decisions that affect them. There are
people in decision- sections on why children should be involved, what
making that means, and how such involvement may be
facilitated
Griffiths, J and others

(1999) Children in
Scotland

27


Table 5: Analysis and record keeping


Putting Analysis into A practical resource pack, intended to provide www.ncb.org.uk Good practice
Assessment tools and ideas to enhance analytical thinking by guidance
those undertaking assessments of children in
Dalzell, R and Sawyer, E need. To be published early 2007. Practical tools

(2007) National
Children’s Bureau

Write Enough Write Enough is an interactive training pack, www.writeenough.org.uk Developing
published by DfES to support good practice in recording skills
Walker, S, Shemmings, recording in children's services. In addition to a
D and Cleaver, H range of exercises, Write Enough contains key
messages from research, SSI inspections, Inquiry
(2003) DfES reports and best practice that are suitable for all
practitioners working in children's services who
are required to keep records.

Making Sense of This book explores how young children learn to http://mcgraw-hill.co.uk/openup Practical tools
Children’s Drawings draw and provides advice on how to make sense
of children’s drawings
Angela Anning

(2004) Open University
Press

28


Observing Harry This book follows a child’s development, by use of http://mcgraw-hill.co.uk/openup Practical tools
a video diary of his behaviour, from the age of
Cath Arnold eight months to five years. It offers theories to
understand his behaviour and explains how
(2003) Open University observation can be used to assess children’s
Press development.

29


Booklist
Listed below are children’s books, which can be used to assist with communication. It is also worth visiting a children’s book
department as there is now a wealth of children’s books available on the high street, covering lots of subjects such as feelings,
sadness and loss.

Author Title of book Publisher

Althea My Two Families Black

Angel, Ann Real for Sure Sister Perspectives Press

Elliot, Michelle The Willow Street Kids Macmillan Children’s

Elliot, Michelle It’s OK To Say No Peter Haddock

Elliot, Michelle Feeling Happy, Feeling Safe Hodder Children’s

Havill, Juanita Jamaica Tag Along Mammoth

Jenkin-Pearce, S Rosie and the Pavement Bears Red Fox

Mason, Micheline Nothing Special Working Press

Melonie, B Beginnings and Endings With Lifetimes in Between Paper Tiger

Morgan, Lynda Daniel and his Therapist: The story of an abused boy Papers Inc

30


Simeon, L The Streetwise Kid Blackie Children’s
Books

Striker, S The Anti Colouring Book Hippo

A series of books by Helping Children with Fear: Teenie Weenie in a too big world Speechmark
Margot Sunderland and Helping Children who Think they are Worthless: Ruby and the rubbish bin publishing
Nicky Armstrong Helping Children with Loss: The day the sea went out and never came back
Helping Children who are Anxious or Obsessional: Willy and the wobbly house
Helping Children who Yearn for Someone they Love: The frog who longed for
the moon to smile
Helping Children Pursue their Hopes and Dreams: A pea called Mildred

Wilhelm, H A Cool Kid Like Me Hodder

Wilhelm, H I’ll Always Love You Hodder

Williams, M Cool Cats, Calm Kids Impact

Wilson, Jacqueline The Story of Tracy Beaker Yearling
(and a number of other titles)

Wright, B R My New Mom and Me Raintree

31


References
Department of Health and others (2000) Framework for the Assessment of
Children in Need and their Families. London: HMSO.

Voice for the Child in Care (2004) Start With the Child, Stay With the Child: A
blueprint for a child-centred approach to children and young people in care.
London: VCC.

Kirby, P and others (2003) Building a Culture of Participation. Nottingham:
DfES.

DfES (2005) Common Core of Skills and Knowledge for the Children’s
Workforce (see the website
www.everychildmatters.gov.uk/deliveringservices/commoncore)

Hutton, A and Partridge, K (2006) Say it Your Own Way. Barnardo’s and DfES

32

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