Assessor Resource

CHCCONS504B
Assist families to self manage contact

Assessment tool

Version 1.0
Issue Date: March 2024


This unit applies to staff working in Children's' Contact Services and within the regulations of legislation associated with facilitated contact under the Family Law Act

This unit of competency describes the skills and knowledge required to work with families to achieve the greatest level of self management of safe contact arrangements

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not Applicable


Employability Skills

This unit contains Employability Skills




Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills.

Observation of workplace performance is essential for assessment of this unit.

Consistency of performance should be demonstrated over the required range of situations relevant to the workplace on more than one occasion.

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a period of time and/or in a number of workplace settings, any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Method of assessment

Observation in the workplace

Written assignments/projects or questioning should be used to assess knowledge

Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice.

The assessment environment should not disadvantage the candidate

Assessment practices should take into account any relevant language or cultural issues related to Aboriginality, gender or language barriers other than English

Where the candidate has a disability, reasonable adjustment may be applied during assessment

Language and literacy demands of the assessment task should not be higher than those of the work role


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Understanding reactions of children experiencing re victimisation and who are affected by trauma

Working knowledge of the intentions of the Shared Parenting provisions of the Family Law Act and practices that will support families to achieve these goals where appropriate

Understand adhere to legal responsibilities and duty of care under legislative requirements

Awareness and understanding of the implications of confidentiality policy and procedures and necessary limitations of confidentiality in cases of harm or abuse

Awareness of occupational health and safety (OHS) policy and procedures in the context of changeover

Relevant legislation that impacts on the provision of changeover and facilitated contact including, Child Protection Legislation, Family Law Act, Domestic and Family Violence Laws within the jurisdiction of the service provision

Factors affecting family dynamics and particularly children, with incidents or history of high levels of parental conflict, violence or abuse

Understanding the impact of high conflict in post separation involving children

Awareness of adult and juvenile sexual offending behaviour types, cycles of offending behaviour and appropriate responses to allegations of offending behaviour in accordance with organisation policy and legislation

Understand child developmental norms at different ages and stages

Awareness of domestic and family violence cycle, indicators and appropriate responses

Awareness of family systems and how this is relevant to the role of contact worker in the development of relationships in extended and blended families

Working knowledge of separation anxiety and attachment theory, child development, loss and grief issues and family violence and how this is relevant to the role of contact worker in the changeover and contact process, particularly observing child's emotional reaction and interactions with carers/parents

Awareness of case work practices and how to contribute to these process through documentation and consultation with senior staff or supervisors

Local support services available to clients needing external information, support or interventions

Cross cultural issues in child parent relationships

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate :

empathy to parents/carers and children

non-judgement approaches and attitudes towards all clients

neutrality and impartiality when engaging in practices with both the resident and non resident parent/carer

age appropriate communication when working with young people and children, people with disabilities, cultural diversity

Record case notes, including recording only relevant information and objective information

Discriminate between what is factual observation and what is personal interpretations and subjective information

Write incident reports as required and in accordance with OHS policies of the organisation

Identify real and potential risks associated with developing relationships with high risk client groups

Communicate effectively with vulnerable or hostile parents and children in crisis using effective interpersonal skills and conflict resolution skills:

listening and understanding

speaking clearly and directly

negotiating responsively

persuading effectively

being appropriately assertive

empathising

Engage involuntary or resistant parents and children in planning for the future

Communicate effectively with children to ensure rapport and trust is established

Use observational skills and interpret information into objective recordings of client interactions which may inform the preparation of court reports

Use modelling and demonstrate cooperative behaviours

Model and implement appropriate boundaries for interacting with families

Apply case management processes

Use a problem solving approach where issues prohibit the planning of self managed contact

Use assessment skills for establishing client needs and planning to ensure these needs can be most appropriately met

continued ...

Essential skills (contd):

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Comply with codes of conduct of the organisation

Communicate in a cross cultural context with a diverse client group, promote access and equity to service users

Work with interpreters effectively

Apply data entry skills for input of funding services statistical information

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Court orders may include:

Parental contact and residency

Child protection

Domestic and family violence issues

Options for community support may include but is not limited to:

Counselling and family support services

Dispute resolution services

Health and medical services

Child support agency

Centrelink

Alcohol and other drugs (AOD) services

Domestic violence services

Legal aid

Mental health services

Cultural community connections

Respectfully engage parents must include:

Impartial and objective attitudes of workers

Acknowledge individuality and experiences

Respects the rights of parents to choose to participate

Respects culturally diverse range of parenting skills and choices

Issues and barriers may include:

Domestic and family violence past or present

AOD issues

Mental health issues particularly unmanaged

Physical, verbal or emotional and psychological abuse

Social and geographic isolation

Physical and/or intellectual disability

Health matters

Accommodation issues

Other legal matters

Self managed contact may include:

Contact arrangements that are agreed to by both parents and managed without the support of the Contact Service and are considered to be in the best interest of the child

Child focused approach:

Practice is aimed at facilitating information about the child's needs/wants to the parents , acting in the 'best interests of the child'

Model parenting skills and appropriate child behaviour management includes:

Effective and respectful communication with children

Seeking clarification on what the child wants to have happen, how they think this might happen, how they feel about the situation, seeking understanding form the child's perspective any changes that might assist with any contact refusal

Encouraging and respecting children's views and ideas

Appropriate management of child behaviour

Appropriate content for discussion with children

Expressing feelings and emotions

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Review existing court orders 
Explain options for community support outside of the children's contact service 
Respectfully engage parents in the planning process for self managed contact to occur 
Help parents to identify issues and barriers to self manage contact 
Develop a case plan to assist the family achieve self managed contact according to organisation policy 
Model time management and planning skills to parents seeking self managed contact 
Model parenting skills and appropriate child behaviour management 
Use negotiation skills to assist parents to reach agreement about self managed contact 
Ensure that plans for self managed contact are in accordance with court orders 
Review the transition into self management plan regularly 
Revise the plan as determined by family and/or worker assessment of new or existing information 
Maintain a child focused approach in transition planning 
Encourage parents to remain child focused in all aspects of transition form the support of Children's Contact Service 
Follow revised plans to assist families achieve self managed contact 

Forms

Assessment Cover Sheet

CHCCONS504B - Assist families to self manage contact
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

CHCCONS504B - Assist families to self manage contact

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: