Introduction

Cyflwyniad

Lonely child in a playground

Forming and maintaining positive relationships is critical to the well-being of children and young people.

In the first two years of a child’s life, the brain develops and adapts more than at any other stage in a child’s development. Positive interactions during this period are crucial for a child’s healthy development.

Secure and consistent relationships during the early years help support firm attachments that are essential for a child’s healthy development. A child with secure attachments and support will develop positive self-esteem, confidence and a sense of well-being and belonging. They are able to manage their behaviour and feelings and develop positive relationships with others. Stable and supportive relationships give children and young people someone to turn to for advice and guidance. Positive relationships for children and young people could lead to long-term positive well-being, health and education.

As children and young people grow up, their capacity to develop and build relationships with others is crucial to their well-being. Some children with conditions such as autistic spectrum disorder may have difficulty in forming and maintaining relationships which can have a negative impact on mental health and well-being. Links have been shown between poor relationships with others and self-harming behaviours.

Many children and young people in care have experienced poor, inconsistent and abusive relationships. Where this has happened, they may find it difficult to trust adults and they may be reluctant to form relationships for fear of rejection. However, if these children are able to develop positive relationships with professionals, long-term outcomes for these children’s health and well-being are improved. Serious case reviews have noted the importance of professionals (e.g. social workers, police, health visitors, teachers) forming positive relationships with the children they are supporting. Children’s self-esteem and sense of worth is increased by supportive adults who are interested and listen to them. Evidence has shown that it is not the quantity or frequency of contact in relationships to children and young people but the quality. One significant adult is just as important as lots of relationships (Singer et al 2013).

Mae ffurfio a chynnal perthnasoedd cadarnhaol yn allweddol i lesiant plant a phobl ifanc.

Yn ystod dwy flynedd gyntaf bywyd plentyn, bydd yr ymennydd yn datblygu ac yn addasu mwy nag ar unrhyw adeg arall yn natblygiad plentyn. Mae rhyngweithiadau cadarnhaol yn ystod y cyfnod hwn yn allweddol er mwyn i'r plentyn ddatblygu'n iach.

Mae perthnasoedd sicr a chyson yn ystod y blynyddoedd cynnar yn helpu i gefnogi ymlyniadau cadarn sy'n hanfodol i ddatblygiad iach plentyn. Bydd plentyn ag ymlyniadau sicr a chymorth yn meithrin hunan-barch cadarnhaol, hyder ac ymdeimlad o lesiant a pherthyn. Gallai reoli ei ymddygiad a'i deimladau a meithrin perthnasoedd cadarnhaol ag eraill. Mae perthnasoedd sefydlog a chefnogol yn golygu bod gan blant a phobl ifanc rywun i droi ato am gymorth ac arweiniad. Gall perthnasoedd cadarnhaol i blant a phobl ifanc arwain at lesiant, iechyd ac addysg gadarnhaol hirdymor.

Wrth i blant a phobl ifanc dyfu'n hŷn, mae eu gallu i ffurfio a meithrin perthnasoedd ag eraill yn allweddol i'w llesiant. Gall rhai plant â chyflyrau fel anhwylder ar y sbectrwm awtistig ei chael hi'n anodd ffurfio a chynnal perthnasoedd, a all gael effaith negyddol ar iechyd meddwl a llesiant. Mae cysylltiadau wedi cael eu dangos rhwng perthnasoedd gwael ag eraill ac ymddygiad hunan-niweidiol.

Mae llawer o blant a phobl ifanc mewn gofal wedi profi perthnasoedd gwael, anghyson a chamdriniol. Lle bo hyn wedi digwydd, mae'n bosibl y byddant yn ei chael hi'n anodd ymddiried mewn oedolion a gallant fod yn amharod i ffurfio perthnasoedd oherwydd ofn y cânt eu gwrthod. Fodd bynnag, os gall y plant hyn feithrin perthnasoedd cadarnhaol â gweithwyr proffesiynol, bydd canlyniadau hirdymor i iechyd a llesiant y plant hyn yn gwella. Mae adolygiadau o achosion difrifol wedi nodi ei bod yn bwysig bod gweithwyr proffesiynol (e.e. gweithwyr cymdeithasol, yr heddlu, ymwelwyr iechyd, athrawon) yn ffurfio perthnasoedd cadarnhaol â'r plant y maent yn rhoi cymorth iddynt. Bydd hunan-barch plant a'u hymdeimlad o werth yn gwella o ganlyniad i oedolion cefnogol sydd â diddordeb ynddynt ac sy'n gwrando arnynt. Mae tystiolaeth wedi dangos nad faint o gyswllt a geir mewn perthnasoedd â phlant a phobl ifanc sy'n bwysig, na pha mor aml, ond ansawdd y cyswllt hwnnw. Mae un oedolyn arwyddocaol yr un mor bwysig â llawer o berthnasoedd (Singer et al 2013).

Use the thought shower to note as many effects on children’s health and well-being as you can think of

Defnyddiwch y gawod syniadau i nodi cynifer ag y gallwch o effeithiau ar iechyd a llesiant plant

What effects could a lack of
relationships and support networks
have on children’s health and well-being?
Pa effeithiau y gallai diffyg
perthnasoedd a rhwydweithiau cymorth
eu cael ar iechyd a llesiant plant?

Suggested response

Response could include:

  • insecure
  • sad
  • lost
  • scared
  • lonely
  • unhappy
  • poor behaviour
  • attention seeking
  • clingy
  • low self-esteem
  • self-harming
  • teenage pregnancy
  • unable to form relationships
  • controlling
  • aggressive.

Ymateb awgrymedig

Gallai'r ymateb gynnwys:

  • ansicr
  • trist
  • ar goll
  • ofnus
  • unig
  • anhapus
  • ymddygiad gwael
  • ceisio sylw
  • ymlynol
  • hunan-barch isel
  • hunan-niweidio
  • beichiogrwydd yn yr arddegau
  • methu â ffurfio perthnasoedd
  • ymddygiad sy'n rheoli
  • ymosodol.

Ways of working that develop positive relationships with children and young people

Ffyrdd o weithio sy'n meithrin perthnasoedd cadarnhaol â phlant a phobl ifanc

Daughter whispers in mother's ear

Ways of working that develop positive relationships with children and young people based on trust, respect and compassion include:

  • Listening carefully to what is being said. Listening shows people they are valued and supported and helps develop self-esteem. Active listening means showing an interest in what a person is saying, wants or feels.
  • Using age appropriate language.
  • Asking questions to check understanding and show that the child or young person has been listened to.
  • Being patient.
  • Making eye contact.
  • Avoiding making assumptions.
  • Respecting differences e.g. culture, religion, views, beliefs. Challenge any form of discrimination.
  • Being aware of different languages spoken by children and young people.
  • Being aware that not all children and young people are able to communicate verbally and adapt to meet individual needs.
  • Encouraging children and young people to express their views and opinions.
  • Giving opportunities for children and young people to express themselves in different ways e.g. role play, drama, arts.
  • Encouraging independence.
  • Giving choices, encourage to make decisions and negotiate.
  • Showing trust and respect, patience and understanding.
  • Showing empathy. Empathy shows understanding of how a person feels.
  • Not talking down or patronising.
  • Discussing issues.
  • Giving responsibility.
  • Explaining to a child or young person if they have given information that needs to be shared with others.
  • Informing and involving children and young people in decisions that affect them.
  • Sharing reasons for actions.
  • Giving praise and encouragement.
  • Being a positive role model.
  • Building relationships with others.

Ymhlith y ffyrdd o weithio sy'n meithrin perthnasoedd cadarnhaol â phlant a phobl ifanc yn seiliedig ar ymddiriedaeth, parch a thosturi mae:

  • Gwrando'n ofalus ar yr hyn sy'n cael ei ddweud. Mae gwrando'n dangos i bobl eu bod yn cael eu gwerthfawrogi a'u cefnogi ac mae'n helpu i feithrin hunan-barch. Mae gwrando gweithredol yn golygu dangos diddordeb yn yr hyn y mae person yn ei ddweud, yr hyn sydd ei eisiau arno neu'r ffordd y mae'n teimlo.
  • Defnyddio iaith briodol o ran oedran.
  • Gofyn cwestiynau er mwyn cadarnhau bod y plentyn neu'r person ifanc yn deall ac er mwyn dangos eich bod yn gwrando arno.
  • Bod yn amyneddgar.
  • Cyswllt llygad.
  • Peidio â rhagdybio.
  • Parchu gwahaniaethau, e.e. diwylliant, crefydd, safbwyntiau, credoau. Herio unrhyw fath o wahaniaethu.
  • Bod yn ymwybodol o wahanol ieithoedd a siaredir gan blant a phobl ifanc.
  • Bod yn ymwybodol nad yw pob plentyn a pherson ifanc yn gallu cyfathrebu'n eiriol, ac addasu er mwyn diwallu anghenion unigol.
  • Annog plant a phobl ifanc i fynegi eu barn a'u safbwyntiau.
  • Rhoi cyfleoedd i blant a phobl ifanc fynegi eu hunain mewn gwahanol ffyrdd, e.e. chwarae rôl, drama, y celfyddydau.
  • Annog annibyniaeth.
  • Rhoi dewisiadau, annog i wneud penderfyniadau a thrafod.
  • Dangos ymddiriedaeth a pharch, amynedd a dealltwriaeth.
  • Dangos empathi. Mae empathi'n dangos dealltwriaeth o'r ffordd y mae rhywun yn teimlo.
  • Peidio â siarad i lawr na bod yn nawddoglyd.
  • Trafod materion.
  • Rhoi cyfrifoldeb.
  • Esbonio i blentyn neu berson ifanc os yw wedi rhoi gwybodaeth y bydd angen ei rhannu ag eraill.
  • Hysbysu plant a phobl ifanc a'u cynnwys mewn penderfyniadau sy'n effeithio arnynt.
  • Rhannu'r rhesymau gweithredoedd.
  • Canmol ac annog.
  • Bod yn fodel rôl gadarnhaol.
  • Meithrin perthnasoedd ag eraill.