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Elements and Performance Criteria

Engage with and gather appropriate developmental history from parents
- Take an appropriate history about the child in question, relative to the presenting concern
- Engage parents in establishing trust and confidence in the child consultant's role
Engage children and young people in assessment interviews
Formulate the child's material into a working knowledge of their needs and experiences, inline with their developmental stage
- Come to a clinical understanding of the child's experience of conflict and separation issues, weighed by their developmental level and other salient factors in the case
- Consider how best to communicate these findings to the parents or adult parties responsible for the child
Communicate needs, rights and interests of children and young people as expressed by them
Ensure safety of children and young people in participation process

Required Skills

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

Impacts of family separation and attachment distress and an ability to identify them through observation

Understanding of developmental sequelae of separation and conflict

Working knowledge of child development social physical cognitive and emotional lifespan development attachment theory developmental models family systems theory and theories on the vulnerability and resilience of children in high level parental conflict contexts

Grief and loss responses of children who have experienced high levels of parental conflict and separation

Importance of peer relationships for children

Communication models working with and engaging children

Relationship and implications of family violence substance use mental illness disability

Legislation relevant to position and service

Childs physical and emotional reactions to separation conflict and violence trauma

Aspects of the case management processes relevant to position and organisation context

Organisations policies procedures and protocols in relation to child inclusive practice

Principles and practice standards for working within the childs best interests

Legal responsibilities and duty of care

Child inclusivecentred practice strategies

Indicators effects and dynamics of abuse and neglect

Parenting and family dynamics in different cultures

Child rights to protection active right to participate to choose course of action and make decision at their level of ability

Conflict of Interest confidentiality and limitations of confidentiality in child inclusive practice

Indicators of abuse types of abuse children who are particularly vulnerable and reporting systems

Range of service options for referral

Child psychopathology

Psychoemotional development of the child

The inner world of the child and its expression through play and behaviour

Essential skills

It is critical that the candidate demonstrate the ability to

Recognise and work with abnormal developmental process and psychopathology in presenting children

Work with a range of verbal nonverbal and projective interview methods and their appropriate application

Formulate the resultant content and process material for the child

Engage children in assessment using effective

age appropriate language and interview techniques

nonverbal communication

case notes recording

empathy and rapport building

active listening

Implement conflict resolution and negotiation skills when required in communications with parentscarers

Advocate for the rights and safety of the child client

Complete risk assessment for the safety of childrens participation in the interview and subsequent processes

Facilitate referral to other specialist or support services as a result of thorough assessment and when appropriate

Interview and engage families in communication exchanges hat are meaningful and contribute to the best interests of the child through dispute resolution or counselling processes

Set boundaries for roles and actions as the child consultant

Manage grief and change processes during the interview processes with children

Establish a professional relationship with children as the child consultant

Interview children for the purpose of gathering information about their needs and views of situations affecting them as a result of parental separation conflict or divorce

Analyse information gathered and formulate

Work autonomously for short periods of time in highly complex family work situations

Maintain positive assertiveness when communicating with resistant behaviour of parents and or carers

Evidence Required



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 Supervision of child inclusive practice is essential to the development of adequate competency including group supervision individual supervision and observation of performance Consistency of performance should be demonstrated over the required range of situations relevant to the workplace

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	Process notes and videoed sessions are optimally used for assessment However simulations may be used to represent workplace conditions as closely as possible Resources essential for assessment include access to an organisation with a child inclusive framework appropriate child interviewassessment tools a specialist qualified and experienced supervisor of child consultants or child inclusive practices

Method of assessment	Observation in the workplace if possible 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 Child inclusive skills involving actual client contact are to be assessed initially in a simulated setting If successful a number of further assessments are to be conducted during workplace application with actual client families under direct supervision of an experienced and qualified practitioner and over a period of time 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

Range Statement



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.

Engagement strategies may include:	Appropriate use of language considering the age and developmental stage of the child/young person Creating a child friendly environment Storytelling Narrative approaches Active listening Role play Use of toys, puppets, books and other child centred resources, sand play, drawing

Communication may include:	Non-verbal communication: gestures posture facial expression eye contact Child directed/centred dialogue Active listening Open non leading questions Summarising Paraphrasing Reframing Drawing

Significant adults may include but is not limited to:	Biological parent Carer Step parent Sibling Relative Non resident and resident parents Foster Carer

Organisation processes may include but are not limited to :	Intake and assessment interviews Risk and safety management Ensure confidentiality Case management and associated activities Recording information

Documentation may include:	Case notes Observation recording Incident reports Progressive case notes Documentation prepared for legal systems Case plans Assessment reports Intake records Appropriate forms

Needs, rights and interests of children may include but are not limited to:	Emotional and physical safety Right to choose to participate Right to participate in planning for activities directly involving the child/young person Right to empowerment and decision-making Participation in age appropriate activities Choice of relationship interactions Express feelings and needs Protection from abuse

Ensuring safety and minimising risk may include:	Following organisation policy and procedure Identifying and responding to indicators of abuse and/or, neglect Creating a safe environment for child/young people to interact and participate Making sure resources and equipment meet safety standards Adhering to relevant legislation requirements to ensure the safety of children and young people Seeking expert advise and referral where risk factors are beyond the response expertise of the worker

Family relationship dynamics and issues may include but are not limited to:	Mental health Alcohol and other drug issues Separation and divorce Grief and loss Intergenerational issues Family systems Domestic and family violence Abuse and neglect Hostility and aggression Depression Disability Social isolation Cultural contexts Step/blended families