Not just verbal - communication with ALL children and young people

The voice of the child is more than just speaking. 

In this podcast from the NSPCC we are reminded to be aware of the language we use, especially as there can be an over reliance on verbal communication and it is important to us to be open to other forms of communication.

We can communicate with children using tools such as symbols, technology, observation etc.

and we could think about various methods of communication as being pre-speaking, speaking, or non-speaking

Communicating with children in other ways, takes responsibility away from, and the pressure off, the child to speak out loud or to articulate their needs or worries.  So rather than ‘why didn’t you tell us’ we’d think ‘why didn’t we see, notice or observe what you were displaying?'

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• Observation of behaviour, body language, facial expressions, interactions, in different environments, with different carers etc
• Or for an unborn child – observation of preparations, how parents speak about the unborn child, how they mentalise their child, is it a safe, secure, happy environment?
• For more information about communication with babies and very young children please click here
• We are also working on an Infant Pledge that we hope will be implemented across Cornwall and the Isles of Scilly.

• Humility – make use of others who may communicate best with that child e.g. SaLT
• Ask the child – what feels easiest, meaningful, most helpful?  Offering different means of communication – video, voice call, text.  
• Culturally capable – being self aware and aware of our own identity, cultural background and biases.  Working in a reflective, high support / high challenge working environment
• Recording – could the child see their contributions?  Build rationale in e.g. in the child’s best interests, having prompts on the system – what did you observe?  What do we think that means?
• Trust - time, being open to hearing, at every point in every interaction the child is the expert in their own lives, working together, collaborating, being relationship based and trauma informed

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Some children and young people need support from friends or trusted adults to make sure they are able to communicate their views and feelings. 

Click this title to view some of the top tips from children and young people in Cornwall

Adults have a responsibility to make sure that happens and the Me First communication model also provides advice about how this should be done. 

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Personal Communication Dictionary (PCD) OR Personal Gesture Dictionary (PGD)

A Personal Communication Dictionary is a document that helps to outline the ways in which an individual communicates and is especially important for people who don’t communicate using methods such as speech, writing or symbols. For people who have complex communication needs it is important that their communication partners recognise and understand their communication behaviours. A communication or gesture dictionary can help to ensure that everyone working with an individual is aware of that person’s communication behaviours and agrees on how to respond. Such a resource assists primary communication partners to react in a predictable manner so that an individual’s communication method is being understood and responded to appropriately.

To create a Personal Communication Dictionary, people who know an individual will need to observe and describe the person’s behaviours, determine what these behaviours mean and then agree on an appropriate response.

Click here to see an example:

Personal Communication Dictionaries need to be regularly reviewed and updated as an individuals’ communication behaviours can change. They also need to have the child’s name, date it was created and by whom somewhere on the document.

It is essential that information gathered together in a Personal Communication Dictionary also forms part of that person’s Communication Passport.  More information is available here.