EXAMPLE 01
A professional implements preventative educational programs for students concerning various child-related topics. During a presentation, a student/child uses their mobile phone and refrains from engaging in the educational session.
The behavioural technique LAFF could provide useful insights for addressing this situation. The initial step involves initiating a conversation with the child and attentively listening to their perspective. To enhance Active Listening, we can employ body language, maintain eye contact, and nod during the discussion to convey our interest. Another critical aspect is to pose questions to the child, facilitating a deeper understanding of their viewpoint. In this specific case, potential questions might include: “I noticed you seemed less engaged during the presentation. Is something bothering you?”, “How did you find the presentation? Was there something different you’d like us to discuss?”. Subsequently, it’s equally important to verify his/her comprehension of the conversation with the child. This can be achieved through paraphrasing their words, employing phrases like “I want to ensure I’ve grasped everything, so I’d like to confirm with you…” or “Just to clarify, am I understanding correctly that…?”. The final stage of this technique pertains to the professional’s response to the issue at hand. Depending on the issue’s severity, he/she needs to decide whether to address it immediately or at a later time.
EXAMPLE 02
A professional implementing a preventative educational program for students regarding safe internet use visits a school to conduct an interactive presentation. Following the presentation, a student approaches the professional and confides in them about a problem. The student is receiving abusive and insulting messages from an unfamiliar sender and is unsure how to address it.
It’s crucial to understand that speaking up about such challenges can be extremely difficult for a child. When confronted with such adversity, a child is likely to grapple with intense emotions like sadness, fear, anxiety, anger, and guilt. The paramount duty of the professional in this situation is to provide support and listen attentively to the child’s concerns. It’s essential to create a safe and trusting space where the child can openly express themselves. Additionally, the child must be reassured that they aren’t accountable for the situation. Practical steps to safeguard themselves and insights into their support network can be discussed with the child. It’s vital to validate the child’s feelings without questioning what they are saying. By stating, “What you’re sharing with me is extremely important, and to assist you in the best way possible, we will need to seek help”, the professional conveys his/her comprehension of the gravity of the situation and informs them that he/she’ll seek appropriate assistance.