Our communication models
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Latest from Me first
Things I wish I had known long ago…
In the spring of this year, I retired from my job as a paediatrician. I have been reflecting on what knowledge might have been useful to have at the start of my career rather than acquired later on, along with grey hair and reading glasses. As a newly-appointed consultant, I thought my role was to…
Me first on the ‘2 Paeds in a Pod’ podcast!
Me first Lead Practice Educator Jessie McCulloch was a guest on the ‘2 Paeds in a Pod’ podcast over the weekend. The @2_paeds podcast is an educational resource from the team at the Royal Derby Hospital, for those new to paediatrics. Follow the links below to download or stream the episode and listen to Jessie…
Once upon a time…
Stories form a part of every child’s life – they help us to understand our culture, history, world, and also allow children to find themselves in stories. #CYPMefirst offers resources and ideas about communicating with children and young people, and I see books and stories as part of these resources. Who else can remember their…
We have a fantastic selection of Videos, PDFs, documents and websites that healthcare professionals have either developed or found useful in their own practice when talking with children and young people.
MRI Information for Young People 11 and Over
Information, photos and sound clips for young people (over 11 years old) who are preparing for a MRI scan. Developed by the Evelina Hospital.
Pants and Tops (Feedback tool)
Pants and Tops is a useful tool to encourage feedback from children and young people (CYP).
Ollie and His Super Powers – Engaging reluctant children
A method of communicating with children (and young people) that enhances engagement and provides a language for them that they can understand and use.
On some occasions I will ask the parent to please be quiet for a period of time, in a polite way. Pointing out that it is the young person’s appointment and that they need to get used to the practice of using their voice, remembering questions to ask, and of course I make it clear that the parent can speak after.
Anna, Consultant Nurse
I discuss things on their level or that are relevant to their interests, like Liverpool FC because they are wearing that on their pyjamas. I relate it to them, talk about what they might have in their hand, if they are carrying a book, or what they are listening to or what they are playing on their iPad and keep trying to help them feel relaxed around me.
Anna, Emergency Department Nurse
We’re all different, we all have different preferences. Some people want to know everything, some people want every step of what is happening explained, and others just want you to get on with it.
Child or Young Person
I am explicit regarding seeing a child or young person 1:1 using words such as “letting Lucy have space to talk alone”. When we meet back up with the parent I then encourage the child or young person to talk loosely a little bit about what was covered, if they don’t want to talk, I will tell the parents so that they feel that they are still aware of what is happening with their child.
Elizabeth, Clinical Psychologist
I find simple diagrams or drawings, like for explaining how the lungs work to a child or young person with asthma, can be very helpful. Or I use ‘normal’ things like blowing up and deflating balloons to illustrate how lungs work.