Wellbeing of children through relationships
Being in outstanding shape, in good health, or cheerful is a state of wellbeing. The children’s relationships need to be maintained in a variety of ways. For instance, the maintenance of children’s pleasure is one of the factors covered in this book while discussing the welfare of children. Because we are social beings, our capacity to establish and maintain connections is crucial to how we interact with others in society. In order to sustain the wellbeing of children and young adults, relationships are crucial.
Importance of genuine connections
As a result, genuine connections must be made and maintained from infancy through adolescence. It is essential to have a positive relationship with young people either at home or school. By forming a friendship with children many times help them enjoy, and it will be impossible for them to show unwanted behaviors. At school, they will involve themselves in school activities and play with other children probably their friends. Friendship is thus a healthy relationship that can help children live and play with others happily. Trust is another good trait children will uphold when an association is laid between them and their social guides. Adult friends should fulfill their promises to children whenever they make them. Failure to satisfy this guarantees makes children think it is okay to make promises and break them whenever they like.
Importance of strong relationships for babies
Consistent and profound relationships are essential for babies to develop strong bonds with their parents, adult family members, and siblings and even extended members of the family. Babies use strong and sensitive relationships with their parents or even their childminders to put an expectation for their contact with other people. For healthy growth in children and young adults, strong attachments need to be developed to build a sense of being worthy to be loved and consoled whenever they are distressed. Many children who are securely attached to adults are much better than those who don’t have good relationships with their parents or other adults in that they can manage their feelings and behaviors and better able to relate to others.
Positive impact of relationships on social development
Thus, the children will always be happy and connect with fellow children as enthusiasts young people games. A proper social development is also initiated in young people upon formation of healthy bonds with other people. Parenting style also affects the well-being of children. There is different parenting style which includes being authoritative, authoritarian, permissive, and unengaged parenting. All the above parenting style may influence a child’s current and future wellbeing either positively or negatively.
Negative impacts of peer relationships
There are other relationships which may impact children’s wellbeing negatively. Most of the times peers have a negative impact on children relationships. Bullying is one of the contacts which affect the welfare of young people ((McAuley, Pecora & Rose 2006, p. 37). Many studies have linked bullying to adverse well-being outcomes. Bullying causes reduction in self-esteem, and depression which mostly affects both current and long-term well-being.
The role of staff in ensuring children's welfare
Working with children and young people creates an environment where the staff needs to pay attention to the welfare of the children. It is the responsibility of the faculties to keep the children safe and protect them from social misconducts like sexual abuse, physical and emotional damage. It is the right of children to be respected and treated with dignity. Failure to uphold the status by the staff may be regarded as professional misconduct. Professional judgments done in an environment where there are children should always be proportionate, safe and applied equitably (O’Dell & Leverett 2011, p 46). There should not be any circumstance under which staff should make a judgment in the best interest of a child which could contravene children’s guidance. Those working in a school setting should form trust in all the pupils. By doing so, the children will grow knowing faith is the basis of a good relationship.
The importance of practitioners in developing relationships
Those working with children should also keep confidential information about children safe. Attempt to produce or give children’s personal information should be by the rule whether by employees or teachers. It is, therefore, the role of staff to keep children’s information whether personal or family information safe. Practitioners have a considerable role to play to support children and young people relationships. Several reasons are explaining why practitioners are vital players in this context of correlation among the children. First, since practitioners are professionals and understand their work, they can work by the rules set by The National Framework for Children. Practitioners have an essential contribution in shifting attention from dealing with consequences of children difficult lives to preventing things from going wrong in the welfare of children.
Qualities of practitioners in supporting relationships
Practitioners are critical in the development of children’s relationships. They possess several qualities which are vital for the maintenance of the well-being of young people. The classes include; trust building, development of respect, understanding and accepting and stability and consistency (Cooper & Andy, 24). By building trust relationships, practitioners help children to be more willing to talk about keeping themselves safe and discuss risk-taking behaviors.
Other important skills of practitioners
Furthermore, practitioners’ sense of developing respect helps children feel valued and self-worth. Having a sense of self-worth means children are not likely to involve themselves in risky behaviors. It is therefore clear that practitioners are critical when it comes to supporting young people relationship and their wellbeing.
Providing a stable and consistent relationship with a practitioner gives children a chance to develop a trusting relationship. Children are therefore open to discuss their challenges with their practitioners thus helping them feel safe. Moreover, if children know the different staff will respond to them the same way, they develop confidence which helps provide a template for the relationships they will uphold with others in the days to come. Accepting and understanding is also a trait that practitioners possess that helps children grow their relationships. Empathizing with young people and appreciating what they do helps them develop self-esteem and confidence which in turn helps them develops their resilience.
Practitioners’ skills like their ability to make decisions and solve problems are also factors that make them very important in the development of children relationship. Practitioners are also able to listen actively, communicate well, set boundaries, support, and challenge, and demonstrate self-awareness and self-reflection are making them fit for the development of children welfare.
Upholding all those traits practitioners is, therefore, able to counsel children from bad behaviors which may damage their relationship with others. Children education may also be affected by the wrong link, but practitioners help develop positive relationships with their parents as well as other people including teachers and other pupils ((Foley & Leverett 2008 p. 32). By doing this, children can learn and shape their future life with good characters.
Conclusion
From the discussion, it is evident that relationships in children and young adults are affected both positively and negatively by their immediate environment. The society is therefore responsible for developing good relationships with children for their well-being whether health-wise, happiness or even improving their self-esteem and confidence.
References
Mcauley, C., Pecora, P. J., & Rose, W. (2006). Enhancing the well-being of children and families through effective interventions: International evidence for practice. London: Jessica Kingsley.
Foley, P., & Leverett, S. (2008). Connecting with children: Developing working relationships. Bristol: Open University.
O’dell, L., & Leverett, S. (2011). Working with children and young people: Co-constructing practice. Houndmills, Basingstoke: Palgrave Macmillan.
