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Elements and Performance Criteria
Performance Evidence
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:
legal and ethical considerations for counselling of children, and how these are applied in organisations and individual practice:children in the workplace and child-focused practicecodes of conduct discriminationduty of care practitioner client boundaries and implications of unequal balance of powerprivacy, confidentiality and disclosure, including:potential limitations and issues surrounding who is the clientmanaging disclosuresrecords management specific legislative frameworks that apply to working with children, including:child protectionwork role boundaries – responsibilities and limitations, including situations where usefulness of counselling may be limited and referral is requiredwork health and safetystages of child development and their relevance to child and young person counsellingattachment and family systems theories and how these are applied to working with vulnerable and traumatised childrenconcepts of couple, family and child dynamics in normal and abnormal developmental formsimpacts of separation and divorce on parents and children and other family membersimpacts of conflict, particularly high level and/or ongoing conflict, on children, and the use of child-focused approaches to intervene and minimise the impactsindicators and dynamics of domestic and family violence and complexities of interpersonal interactions, including power, abuse and conflict in family and sibling relationships common concerns in child and young person counselling processes factors relevant to the context of children and young people in counselling, including:current or previous parental separationfamily court and/or relationship historychildren’s behaviour and developmental levelother factors that may indicate a history of violencefeelings of depression, anger, low self-esteem, suicidal thoughts, emotional distress or sleep disturbancespresenting issues including assessment with parents/care giversways to create a child-friendly environment, including physical resources that support practicechild-focused counselling approaches, when and how these are used, including:use of play therapystorytellingstrengths, limitations and contraindications of specific therapeutic theories and models, including risk of harm associated with approaches that incorporate assumptions of family dysfunction and application of adult techniques to children and young peopleconsiderations for the counselling process when working with diverse children and young people, including factors relating to:age and stage of developmentcultureethnicitygendersexual orientationspiritualitycommunication and counselling techniques used with children and young peopleprocesses and tools for abuse screening and safety planningcounselling and case work processes, including those related to:contracting and what needs to be agreeddocumentation interactions with other professionals and service providersinteractions with the child/young person, their family, significant others and carerstype and scope of referral options and pathways to support clients seeking interventions and supports beyond or in conjunction with counsellingown prejudices and stereotyping attitudes and their potential influence on counselling practice.