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

Developmental trends stages and potential indicators of trauma associated with developmental status of children and young people

Factors that pose risks to healthy child development including

current or past exposure to family violence alcoholsubstance abuse or other addictive behaviours

mental health issues including selfharm or suicide attempts

disability or complex medical needs

issues during pregnancy birth or as a newborn

unsafe sleeping practices for infants

disorganised or insecure attachment relationship

developmental delay

history of neglectabuse state care child death or placement of child or siblings separations from parentscaregivers

parent partner close relative or sibling with history of assault prostitution or sexual offences

experience of intergenerational abusetrauma

compounded or unresolved experiences of loss and grief

chaotic householdlifestyle

poverty financial hardship unemployment problem gambling

social isolation inadequate housing transiencehomelessness

lack of stimulation learning opportunities disengagement from school truanting

inattention to developmental health needs poor diet

disadvantaged community racism recent refugee experience

Risk factors associated with parenting issues including

parentcarer under years or single parent with multiple partners

lack of willingnessability to prioritise childs needs above own

rejection or scapegoating of child

harsh inconsistent discipline neglect or abuse

inadequate supervision of child or emotional enmeshment

Factors that influence positive outcomes including

sense of belonging to home family community and strong cultural identity

prosocial peer group

positive parental expectations home learning environment and opportunities at major life transitions

access to relevant range of services for adult and child with service understanding of abuse

accessibleaffordable child care and high quality preschool programs

inclusive community neighbourhoodssettings

Essential skills

It is critical that the candidate demonstrate the ability to

Identify behaviours and characteristics associated with commonly recognised developmental trends and stages in children and young people

Identify variations from the norm that may require further investigation and clarification

Recognise potential indicators of trauma and investigate appropriately and sensitively

Communicate effectively with children young people their families carers and significant professionals in situations of potential trauma to investigate clarify and provide support

Identify attachment issues in children and young people and respond appropriately

Explain the potential impact of traumatic experiences on the development of children and young people and identify appropriate responses for parents and carers

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

Demonstrate application of skills in

interpersonal relationship building

data collection and analysis

problem solving

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 of competence will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions

Consistency in performance should consider the range of client issues workers are expected to be able to address

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

Resources required for assessment include access to relevant workplace or simulated realistic workplace setting where assessment may take place

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

Factors and incidents that may potentially have influenced child's developmentmay refer, for example, to:

Indicators of trauma may vary with the age and stage of the child and include, for example: