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

Assessment strategies involving learners participation

Available professional support services and resources

Child and adolescent development theories

Effective communication skills

Factors to promote or diminish students intrinsic motivation

Importance of the students selfesteem in the learning process

Origins of behaviours of concern and the impact on student learning

Philosophical approaches to behaviour support

Practices and strategies for nonviolent crisis prevention and intervention

Requirements of relevant legislation and organisation policies

Social and group dynamics

Typical and atypical behaviours encountered in the education environment

Universal precautions for risk management

When and how to implement consequences for behaviours of concern

Whole of school and student approaches to behaviour support

Essential skills

It is critical that the candidate demonstrate the ability to

Access and reference documented research information using relevant standards

Adhere to education organisations policies and procedures

Demonstrate supportive and collaborative relationships with students

Demonstrate use of a range of appropriate behaviour management strategies

Implement student self management strategies

Interpret feedback from colleagues relating to policies and procedures

Reflect on personal skills in behaviour management

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

Apply reinforcement strategies within student behaviour support plans

Demonstrate collaborative problem solving skills

Encourage students monitor and review of self

Implement negotiation and conflict resolution strategies

Implement proactive and reactive responses to irresponsible behaviour

Observe and reflect

Research and analyse

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

This unit can be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations

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 andor Torres Strait Islander clients and communities

Context of and specific resources for assessment

This unit can be assessed independently however holistic assessment practice with other community services units of competency is encouraged

Assessment requires access to a range of opportunities defined in the range Statement including

appropriate workplace where assessment can take place

simulation of realistic workplace environment for assessment

relevant schoolcentre policy protocols and procedures

educational materials

Method of 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 andor written questioning on Essential knowledge and skills and consideration of required attitudes

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

Legislative and organisation policy requirements may include:

Philosophical approaches to behaviour management may include:

Strategies for assisting students to monitor and review their own behaviour may include:

Effective communication skills may include:

Classroom behaviour management practices may include:

Collaborative problem solving skills may include: