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

Childs 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 childs best interests as stated in Family Law Act

Workers legal responsibilities and duty of care to childrenyoung people and parentscarers 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 andor divorce

griefloss 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 andor young people to determine individual needs that will contribute to course of interventions andor 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

nonverbal 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 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 childs rights to protection active right to participate to choose course of action and make decisions at their level of ability

Childrens 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 andor 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 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 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 assignmentsprojects 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

Children's issues may include:

Communication techniques may include:

Inappropriate attempts to exchange information may include:

Manage inter parental disputes may include:

Court orders may relate to

Developmentally age appropriate activities means:

Resources for safe interactions may include:

Provide guidance and direction to less experienced staff may include:

Evaluation processes and methodologies may include: