How to be a good adult
WHAT CHILDREN AND YOUNG PEOPLE NEED FROM ADULTS
Consultation with Children and Young People:
In 2012, Dooley & Fitzpatrick, at University College Dublin, published a study about children and young people’s mental health and wellbeing. A key finding was the importance of a kind and reliable relationship with ‘One Good Adult’ to buffer against difficulties, offer support and believe in the child or young person. Children and young people described teachers, sports coaches, and parents as examples of ‘good adults’ who made a real difference to their mental health and wellbeing. The concept of One Good Adult has captured the importance of safe, supportive relationships for children and young people’s mental health and wellbeing. During our engagement with young people, to develop the Knowledge and Skills Framework, they suggested we should develop a job description for ‘One Good Adult’ to preface the Training Map and remind all adults who work with children and young people in Scotland, about the importance of good relationships with supportive adults for children and young people’s mental health and wellbeing.
NES has worked with Children in Scotland and the Scottish Government to further refine and develop the original suggestions for the Job Description’s content with a larger group of children and young people. We held a series of consultation meetings with children and young people, and we have used the Scottish Government’s guidance to achieve this.
The children and young people of Scotland want all people who work with them to know how to be a ‘Good Adult.’ This is the job description they have written to that end:
A Good Adult’: Job Description
Skills and Knowledge:
- You welcome children and young people from all different backgrounds and experiences
- You understand that children and young people all have mental health, just like everyone has physical health, and might need support with this
- You know we all have emotions, thoughts and behaviours that affect our mental health, and that is perfectly normal
- You know that intersectionality is important, and you recognise that individuals are not defined by one aspect of their life or experiences
- You are informed about gender and sexuality. You consider the ways they might impact wellbeing and mental health
- You understand the difference that positive relationships can make, and you want to be a trusted, reliable adult for children and young people no matter what your job is
Essential Criteria:
- You must be calm, approachable, and welcoming
- You must ask direct questions, actively listen to children and young people’s answers, and explain any actions you will take to try and help or suggest where to go for help
- You notice when children and young people are struggling and ask if you can help
- You must be kind! Respect the young person and their lived experience. Take their concerns and worries seriously
- You recognise that all children and young people are individuals. The person in front of you may need a tailored approach and supports
- You demonstrate that you are worthy of trust. You trust that the individual in front of you knows themselves and you do not patronise them
- You are open-minded and fair. You do not jump to conclusions or judge
Desirable Criteria:
- You are a positive person! You are hopeful about the individual you are talking to as well as about the support you can offer them
- You use humour if that seems right
- You offer realistic, helpful advice
- You help children and young people relax by being friendly and putting them at ease
The General Teaching Council for Scotland said this about the One Good Adult Job Description:
The Professional Standards for Scotland’s Teachers describe teacher professionalism in Scotland; teachers’ ‘way of being’. The Professional Values help teachers to develop their professional identity and underpin a deep commitment to all learners’ cognitive, social, and emotional growth and wellbeing. The One Good Adult resource sets out the 'job description' for all adults working with children and young people, as designed by children and young people from across Scotland. Teachers can use this resource to reflect on where it resonates with The Professional Standards and can make meaning from this through their professional actions which are visible in their practice every day.
SUPPORTS FOR STAFF
All staff should be supported in their roles to deliver safe, high-quality, evidence-based, relational approaches while maintaining their own resilience and wellbeing. To that end, supervision, and the use of reflective practice, is accepted good practice within the therapeutic professions. Supervision plays a critical role in the development of skills and the safe, effective delivery of psychological interventions. The ability to make use of supervision is included in the present framework. Skills associated with the delivery of supervision are detailed in a separate framework, available HERE.