Develop positive relationships with children and young people
This subtopic focuses on the fundamental skills needed to build trusting, respectful, and supportive relationships with children and young people in healthcare settings. It covers the principles underpinning positive interactions, practical strategies for establishing rapport, and the role of effective communication in providing appropriate information and advice, all in line with professional standards.
Assessment criteria
Topic Overview
The IAO Level 3 Diploma in Healthcare Support is a comprehensive qualification designed for those working or aspiring to work in healthcare settings such as hospitals, care homes, or community health services. It covers essential knowledge and skills for providing high-quality, person-centred care, including communication, health and safety, infection control, and supporting individuals with their physical and emotional needs. This diploma is recognised by employers and regulatory bodies, making it a valuable step towards roles like healthcare assistant or support worker.
The qualification is structured around mandatory units that build a foundation in core healthcare principles, such as duty of care, equality and diversity, and safeguarding. Optional units allow learners to specialise in areas like dementia care, end-of-life care, or mental health support. By completing this diploma, students demonstrate competence in both theoretical understanding and practical application, which is critical for delivering safe and effective care in line with UK healthcare standards, including the Care Quality Commission (CQC) requirements.
This diploma fits into the wider Health & Social Care sector by providing a recognised pathway for career progression. It aligns with the Care Certificate and the Code of Conduct for Healthcare Support Workers and Adult Social Care Workers in England. Students who complete this qualification can progress to higher-level roles, such as senior healthcare assistant, or further study, such as nursing or social work degrees. The emphasis on reflective practice and continuous improvement ensures learners are equipped to adapt to the evolving demands of the healthcare system.
Key Concepts
Core ideas you must understand for this topic
- →Person-centred care: Tailoring support to the individual's preferences, needs, and values, ensuring they are active partners in their care.
- →Duty of care: The legal and professional obligation to act in the best interest of individuals, avoiding harm and promoting wellbeing.
- →Safeguarding: Protecting vulnerable adults and children from abuse, neglect, or harm, following local policies and the Mental Capacity Act 2005.
- →Infection prevention and control: Using standard precautions like hand hygiene, PPE, and waste management to reduce the spread of infections.
- →Effective communication: Using verbal and non-verbal techniques to build trust, respect confidentiality, and support individuals with communication difficulties.
Learning Objectives
What you need to know and understand
- 1. Understand current legislation, national guidelines, policies, protocols and good practice guidelines related to supporting parents/carers to care for babies during their first year2. Understand the importance of developing positive relationships with children and young people3. Be able to establish positive relationships with children and young people4. Be able to provide information and advice to children and young people
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating an understanding of key legislation and frameworks (e.g., United Nations Convention on the Rights of the Child, Children Act 2004) and how they influence relationship-building with children and young people.
- Look for evidence of active listening, empathy, and age-appropriate communication when establishing relationships, such as using open body language and adapting language to the child's developmental stage.
- Assess the ability to provide clear, accurate, and accessible information and advice, including signposting to relevant services and involving the child or young person in decision-making where appropriate.
Assessment Guidance
Guidance for achieving higher grades
- 💡When discussing legislation, always link it directly to practice: explain how a specific law or guideline shapes your approach to building relationships with children and young people.
- 💡In reflective accounts or case studies, clearly describe how you adapted your communication style for a particular child or young person, and justify your choices with reference to theory or best practice guidelines.
- 💡For assignments involving advice-giving, structure your response to show that you assessed the individual's capacity, presented options impartially, and supported their right to make informed choices.
- 💡Use specific examples from your workplace or placement to illustrate your answers. For instance, when discussing communication, describe how you adapted your approach for a patient with hearing loss or dementia.
- 💡Link your answers to relevant legislation and policies. For example, when explaining how to handle a disclosure of abuse, reference the Care Act 2014 and your local safeguarding procedures.
- 💡Demonstrate reflective practice by explaining what you learned from a situation and how you would improve. This shows critical thinking and a commitment to professional development.
Common Mistakes
Common errors to avoid in your coursework
- Treating all children and young people as a homogeneous group without recognising individual differences, cultural backgrounds, or specific communication needs.
- Assuming that a quiet or withdrawn child is being uncooperative, rather than considering underlying issues such as anxiety, fear, or past trauma.
- Failing to maintain professional boundaries, for example by becoming overly friendly or sharing personal information, which can undermine the professional relationship.
- Misconception: 'Healthcare support workers don't need to understand legal frameworks.' Correction: You must know key legislation like the Health and Safety at Work Act 1974, Data Protection Act 2018, and the Care Act 2014 to ensure safe, lawful practice.
- Misconception: 'Person-centred care means doing whatever the patient wants.' Correction: It means respecting their choices while balancing risks, professional boundaries, and your duty of care. You must also consider capacity and best interests.
- Misconception: 'Confidentiality is absolute and can never be broken.' Correction: Confidentiality can be breached if there is a risk of harm to the individual or others, or if required by law (e.g., safeguarding concerns). Always follow your organisation's policy.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for INNOVATE AWARDING Develop positive relationships with children and young people
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Completion of the Care Certificate or equivalent induction training is recommended before starting this diploma.
- •A basic understanding of health and safety principles, such as risk assessment and manual handling, will help you grasp the mandatory units.
- •Familiarity with the principles of equality and diversity, as covered in Level 2 qualifications, provides a solid foundation for the person-centred care unit.
Coursework AI Review
Self-check your coursework evidence against P/M/D criteria
Key Terminology
Essential terms to know
- 1. Understand current legislation, national guidelines, policies, protocols and good practice guidelines related to supporting parents/carers to care for babies during their first year2. Understand the importance of developing positive relationships with children and young people3. Be able to establish positive relationships with children and young people4. Be able to provide information and advice to children and young people
Ready to learn?
AI-powered learning tailored to this unit