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:

Communication methods for engaging and working with children

Understanding and applying to practice the concepts and intentions of Family Law Act - 'Best Interests of the Child'

Understanding and applying Child Development theories when engaging and working with children and families

Understanding and applying where necessary any mandated notification responsibilities

Application of confidentiality and conflict of interest policies to information obtained, recorded and maintained when working with clients

Ensuring child's rights to protection, active right to participate, to choose course of action and make decisions at their level of ability

Children's emotional and physical reactions to separation, conflict, violence and trauma.

Observation of workplace performance is essential for assessment of this unit

Consistency of performance should be demonstrated over a period of time in order to ensure consistency of performance across contexts applicable to the work environment

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:

Competency must be demonstrated in a real work environment

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 together with a possible combination of the following:

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

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:

The stages of child development and relevance to work with vulnerable children

Attachment and family systems theories and how these are applied to working with vulnerable and traumatised children

Importance of peer relationships for vulnerable and isolated children

Principles of empowerment and application of these to the work practices

Indicators, effects and dynamics on family relationships and implications of:

family violence and abuse

substance use

mental illness

disability

Child's physical and emotional reactions to separation, conflict , violence, and trauma

Case management principles of assessment, planning, monitoring and review

Principles and practice standards for working within the child's best interests as stated in Family Law Act

Workers legal responsibilities and duty of care to children/young people and parents/carers when engaging in relationship supports and interventions.

Research and identify the parenting and family dynamics in different cultures. Where necessary seek appropriate cultural expertise to ensure practices are culturally appropriate

Child rights to protection, active right to participate, to choose course of action and make decision at their level of ability in any planning processes

Indicators of abuse, types of abuse, children who are particularly vulnerable and reporting systems in accordance with relevant state legislation

Range of service options for referral to relationship support and interventions services

Applications and relevance of concepts of parent alienation in separation and divorce

Effects of loss , grief and depression on children experiencing family conflict

Indicators and responses to child anxiety including childhood resilience

Essential skills:

It is critical that the candidate demonstrate the ability to:

Respond to children and young people experiencing the following as a result of family conflict, parental separation and/or divorce:

grief/loss and depression

post traumatic stress disorder

domestic and family violence

sexual abuse and neglect

cross gender issues

Undertake case management, including assessment of child and family needs, analysing information gathered for the development, facilitation and monitoring of a client case plan within own level of responsibility

Undertake a needs assessment interview with children and/or young people to determine individual needs that will contribute to course of interventions and/or support within own level of responsibility

Bring parties back to the issues of impact on the children - reframe future

Use geno grams and socio grams to clarify complex family relationships

Engage children in assessment, within own level of responsibility, using:

age appropriate language and questioning techniques

non-verbal communication

empathy and rapport building

Observe and report on client situations, behaviours and interactions for the purpose of informing case management, support , interventions and where necessary reporting processes including those issues for risk management and client protection

Provide effective client referrals to other support services or as part of case management processes

Assist families to engage in communication exchanges that contribute to positive relationship building

Adhere to boundaries for roles and actions of both the client and the worker using accepted standards of the organisation and within the relevant legislative frameworks

Establish a professional relationship with children and parents

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:

Work autonomously for short periods of time

Apply and model communication skills including:

listening and understanding

speaking clearly and directly

writing to audience needs

negotiating responsively

empathising

persuading effectively

being appropriately assertive

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.

Children's issues may include:

Type, frequency and length of contact with parents

Preference for recreational and social activities

Education and peer relations

Contact and relationship with significant others and/or extended family

Place of residence

Preferred communications styles with parents and significant others

Communication techniques may include:

Assertion

Active listening

Summarising

Paraphrasing

Non-verbal communication:

gestures

facial expression

posture and positioning

eye contact

Written information, pamphlets, reports, articles

Inappropriate attempts to exchange information may include:

Threatening staff and or other clients to disclose information

Providing documentation to staff that breaches confidentiality

Attempting to engage with staff to for the sole purpose of obtaining information about another party to the case

Attempting to use gifts and bribery to exchange information

Manipulating and coercing children to seek information from staff and others

Illegal attempts to access confidential files

Manage inter parental disputes may include:

Ensuring safety of vulnerable clients by ensuring confidentiality of either party, not having contact with parties directly in the same environment

Using assertiveness and negation skills to diffuse immediate conflict situations

Modelling appropriate cooperation and communication skills to parents in conflict

Reinforcing the organisations policy on rights and responsibilities of both clients and workers where necessary

Undertaking risk assessments for violence and abuse

Presenting the child's expressed wants and needs to ensure that parents refocus on the best interests of the child

Court orders may relate to

Parental contact and residency

Child Protection

Domestic and family violence issues

Developmentally age appropriate activities means:

Plan activities that consider the developmental age and milestones of the child. Including chronological age, social, emotional and intellectual development. Activities will also provide for the specific needs of the individual child where disability, culture or health concerns are present.

Resources for safe interactions may include:

Child appropriate equipment and activities

Appropriate environment to engage with parents

Access to organisation policies and procedures

Recent and relevant research on:

marital conflict

separation and divorce

effective communication in marital conflict interventions

Access to court orders where relevant

Documented history of marital/post separation conflict

Provide guidance and direction to less experienced staff may include:

Establishing and participating in peer support systems in the organisation

Peer supervision arrangements

Case review processes

Mentoring or buddy arrangements

Shadowing more experienced staff members

Evaluation processes and methodologies may include:

Direct observation

Client interviews

Survey forms

Focus groups