| The following is a list of some ideas and general | | | | something like this " When you talk about not |
| principles that can be applied when communicating | | | | wanting to go home because you hate your |
| with young people: | | | | brother I get a real sense of fear". |
| • All young people can learn, but not in | | | | 4. Summarise the conversation: - A brief |
| the same way or at the same time. | | | | summary of a conversation allows you to make |
| • All young people can benefit from a | | | | sure that you have understood all the most |
| caring adult taking the time to be helpful. | | | | relevant points being made by the young person. |
| • All young people need to have positive | | | | It is also another chance to eliminate |
| experiences in school. Grades are not the only | | | | misunderstandings. |
| measure of success at school. | | | | 5. In you role as a teacher, use self disclosure |
| • All young people need to develop | | | | only for the benefit of the young person: - Self |
| thinking skills, not just problem solving and | | | | disclosure refers to talking about self, reporting |
| remembering facts. | | | | personal experiences, sharing opinions and offering |
| The basic rules of communication with young | | | | personal perceptions. In helping relationships with |
| people can be summarized as follows: | | | | young people self disclosure should benefit the |
| 1. Attend the speaker: - Give nonverbal clues you | | | | young person. I.e. if a young person tells you they |
| are listening, solicit continued input through verbal | | | | are lonely you may say "when I went to school I |
| acknowledgement, and make contact. If you are | | | | was so lonely sometimes I would cry". |
| doing other things while you are listening, then you | | | | 6. Interpret behavior: - You must interpret or |
| are not really listening. This is the message you | | | | synthesize clues through personal filters. Then |
| transmit to a person. Listening is the basis of | | | | judgments can be made and opinions formed. |
| good communication. | | | | Remember though to be careful do not confuse |
| 2. Paraphrase the speaker: - Report in your own | | | | opinion with fact. This leads to conflict. But |
| words what you have heard from the speaker. | | | | communication with young people requires you to |
| This reduces the likelihood of misunderstanding | | | | gauge more than just the spoken word. |
| and shows the person that you have been | | | | 7. Probe sparingly: - Try to ask open ended |
| listening. | | | | questions with young people when probing. Avoid |
| 3. . Reflect the speaker's feelings: - This is quite a | | | | those types of questions that simply allow a yes |
| difficult skill to master but really simple once the | | | | or no answer. A question like "What happened to |
| basic premise is understood. Success here | | | | you today?" is likely to gain much more |
| requires you to be able to paraphrase content | | | | information than did you have a good day?" |
| and then go to the next step by adding a feeling | | | | 8. Give constructive feedback: - The goal is not |
| statement on the basis of what you have | | | | confrontation. You should try to give constructive |
| understood. I.e. If Mary says "I do not want to go | | | | feed back. Build on the positives do not just |
| home I hate my brother" a paraphrase would be | | | | criticize. Do not give feedback in unsolicited |
| "you hate your brother" If you want to turn this | | | | circumstances unless it is your role to do so. |
| into a reflection of feeling statement add | | | | |