Communication Developments Framework

Communication Developments Framework

Once a person attains a certain age, they are mature in their thinking and in their line of thought which necessitates the fact that they get such reception when it comes from those that they interact with on a first contact. The perception that people get once they reach the legal age of adulthood is that the world will view them in such hence they get disappointed once they realize that they get the same reception from people as if they were children. It means that throughout the life, one interacts with others who might take differently and treat them as if they were children and had no brain to reason on their own (Bens 56). Children need guidance since they are unable to make an independent decision which justifies the reason why older adults make the major decisions on their behalf. Every person has had an experience where they were treated as children and they did not take such an experience kindly and they would do anything to change that mindset and perception that people have towards them. Young people in the early years need some form of guidance so that they can make the right choices in life. Unlike the adults, children act on emotions hence the decisions they make benefit them for that particular time and do not think about the future based on the decisions they make at that time (MacKeracher 88).
Documenting the instances that one gets the wrong treatment would take many forms but there are a few issues that stand out that make worthwhile making a record due to the past experience.

There is a huge difference between adults and children in the anthological approach and the way they view different aspects in life. Children are young and hence have had a short life and the exposure they have had in different things in life makes them an easy target for the adults to offer some guidelines (Wilkinson 55). They step in through increasing their problem solving and critical skills that influence their daily decisions. They are also in a better position to improve the situations in their lives through the decisions they make as they develop in their minds through coming up with logical answers to every situation.
Personal Experience
One of the experiences that I have had that I felt that I received treatment like that of a child happened at the general library. They grouped us according to the age groups and I fell in the category between ten years and twenty five years. The activities and the type of lessons that they taught on awareness of the STDs and HIV was relevant but the grouping with young children made us the adults remain calm and quiet all throughout the sessions. The talk about sex and the way the virus passes from one person to another amazed the young children and their questions seemed to satisfy their inquisitive nature which is common to children at that age. However, the more the facilitator tried to enquire from us whether we enjoyed the sessions; we would murmur and not give her a conclusive answer. It was a shame as we could not ask deep questions about sex due to the fact that the young children required only the age appropriate information that we received when we were at that age group. The session seemed boring and only the age group of between ten years to around sixteen years was fascinated by the information that the teachers but delivered. It was anticipated that it would last for around three hours but within one hour and some few minutes, the session was over and there was a high level of dissatisfaction.
Recommendations
It is important to understand the different needs of different groups due to the kind of information that they have already gathered as they age (Merriam et al, 45). Some might be in the know while others are ignorant of important information that guides them in making decisions. Therefore, the initiative by the library is important but they should consider separating their audience according to their level of maturity and reasoning. For instance, the ten years and twenty five year olds have different versions and outlook in life due to the number of years that one has spent in school. They can divide the interested attendees to the sessions they create which aim at educating the public according to their age which will have better results. The twenty year olds need more content and realistic methods that they can use to prevent the spread of the HIV virus as most are sexually active while the ten year olds to around fifteen to sixteen years taught about sex generally and methods through which the virus spreads. It allows open sessions where the older audience can ask and relate with the information they seek which will benefit them. It becomes an interactive session that allows them the chance to share their knowledge and gain from the others (Conrad 122).
Works Cited
Bens, Ingrid. Facilitating to lead!: Leadership strategies for a networked world. John Wiley & Sons, (2006): 39-77.
Conrad, Dianne. “Building knowledge through portfolio learning in prior learning assessment and recognition.” Quarterly Review of Distance Education 9.2 (2008): 139-150.
MacKeracher, Dorothy. Making sense of adult learning. University of Toronto Press, (2004): 45-119.
Merriam, Sharan B., Rosemary S. Caffarella, and Lisa M. Baumgartner. Learning in adulthood: A comprehensive guide. John Wiley & Sons, (2012): 12-45.
Wilkinson, Michael. The secrets of facilitation: The SMART guide to getting results with groups. John Wiley & Sons, (2012): 23-78.