By Ally Dunhill, Barbara Elliott, Angela Shaw

This ebook is a must-read for an individual operating inside of inter-professional settings attractive with youngsters, youth, households and carers. conceal; identify; Copyright; bankruptcy 1 conversation: The historic and present social coverage context; bankruptcy 2 what's communique? the method of moving details; bankruptcy three take heed to me, please ... ; bankruptcy four kid's voices: operating with young ones and youth with extra wishes; bankruptcy five attractive with young children, youngsters, households and carers at domestic and in different settings; bankruptcy 6 speaking with teenagers, youngsters and households in healthcare contexts; bankruptcy 7 conversation with kids: The criminal dimensions; Bibliography; Index

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Extra resources for Effective Communication and Engagement With Children and Young People, Their Families and Carers (Creating Integrated Services)

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Fitzgerald, D and Kay, J (2008) Working together in children’s services. Abingdon: Routledge. Presents a range of theoretical perspectives and contexts of working in a team to support the needs of the child, young person, family and carer. QXD 16/6/09 16:24 Page 31 Chapter 3 Listen to me, please . . Kyriaki Messiou Objectives By the end of this chapter, you should have an understanding of: ● The importance of listening to the views of children and the links between inclusion and engaging with children’s voices.

Introduction This chapter aims to explore the concept of listening to children’s voices in order to truly make every child matter. First, it will explore how the views of children were absent in the past and how a greater emphasis has been placed on children’s voices in recent years in various countries, especially after the UN Convention on the Rights of the Child (UNICEF, 1989). Particular reference will be made to the national context and the emphasis given on children’s voices through the Every Child Matters (DfES, 2003) agenda.

If any of these abbreviations or terms are used during meetings or in any form of communication and are not recognised by all the attendees or receivers, then a miscommunication can occur. Professionals should, ‘appreciate that others may not have the same understanding of professional terms and may interpret abbreviations such as acronyms differently’ (DfES, 2005, p. 18). Good communication is central to working with children, young people, their families and carers. It is a fundamental part of the Common Core.

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