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Elements and Performance Criteria

  1. Establish a positive relationship with family members
  2. Exchange information with family members about the child's physical and emotional care needs
  3. Respond to a family member's concern about their child
  4. Reach agreement with family members about care practices
  5. Facilitate child's transition into care

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 perform task skills task management skills contingency management skills and jobrole environment skills as outlined in elements and performance criteria of this unit

These include knowledge of

Diversity of family types and cultures

Interpreter services and communication through interpreters

Organisation standards policies and procedures

Essential skills

It is critical that the candidate demonstrate the ability to

Develop a relationship with family which enables the needs of the child to be communicated or met

In addition the candidate must be able to demonstrate relevant task skills task management skills contingency management skills and jobrole environment skills

These include the ability to

Apply basic communications skills such as active listening and questioning

Demonstrate a genuine interest in the children and their families

Apply interpersonal skills

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

This unit could 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

Resources required for assessment of this unit include access to a range of opportunities defined in the Range Statement including

a childcare workplace

childrens services resources and equipment

the local environment

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


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.

Family members may include:

Mothers

Fathers

Grandparents

Kin

Extended family members

Brothers and sisters

Foster children

Organisation's guidelines about exchanging information with family members may include:

Who is permitted to pass on information

Recording of any family members to whom information is not to be provided

Frequently may be:

Daily

Weekly

According to the pattern of the child's participation in the service

Depending on:

The child's age

Length of time the child and family have been using the service

Issues of the day

Frequency of attendance

Make yourself availableto parents will differ according to the structure of the service. Workers may be available via:

Welcoming children with their parent/s

Conversations when parent/s arrive to collect the child

Communicating in a style that is appropriate to the parent's expectations

Telephone

Care review meetings or conversations

Conversations while parent participates with or alongside worker in an activity

Communicate informationmay be via:

Verbal conversations

Written notes

Notes on whiteboard, bulletin board

An interpreter

Worker who has second language/language of parent

Respond to a family member's concernmay include:

Directing person to appropriate person in the service

Communication guidelines to respond to regularly received /serious questions or comments

Further support may be available through:

Referral to professionals/other services

Telephone support services

Literature

Local networks

Familiarise may relate to:

Physical environment

Equipment

Other children

Timing of program events