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P85. Positive relationships are a pre-requisite if practitioners are to connect with children, understand their perspectives, promote their rights, and contribute to safeguarding and promoting their wellbeing.

p.85. Establish rapport and respectful, trusting relationships with children, young people, their families and carers ...


Build open and honest relationships by respecting children, young people, parents and carers and making them feel valued partners.


(DfES, 2005a, p. 7)


Core questions - p86


What does listening to children tell us about the importance of positive relationships with practitioners in children’s lives?


How might connecting with children be enhanced by listening to the views of children?


How can practitioners develop working relationships with parents and carers in diverse family forms?


What different perspectives are there on the place of ‘relationship’ in practice?

P. 87. Children and young people also frequently report other characteristics, such as relationships that are supportive, non-judgemental and based on trust and respect, as being important (Turner, 2003; Morgan, 2005; Ahmad et al., 2003).

Rose (2006) cites work with children and young people by the Children’s Rights Alliance that discussed in more detail the idea of ‘trust’ and what characteristics would make an adult trustworthy.

Being there – children and young people having the general feeling that an adult is there for them.


l Proving yourself – an adult taking the time to listen; asking appropriately; and keeping promises.



l Having the right attitude – not losing temper or trying to take over.


l Knowing what you’re talking about – sharing relevant experience, and not acting as if they know more than they do. (Older teenagers particularly cited this as important.)


(Children’s Rights Alliance for England, 2003, quoted in Rose, 2006, p. 307)