Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCCONS402C Mapping and Delivery Guide
Facilitate and monitor contact

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency CHCCONS402C - Facilitate and monitor contact
Description This unit of competency describes the skills and knowledge required to facilitate and monitor the contact between the child/children and the non resident parent
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application This unit applies to core Children's Contact Service work. The context of facilitated contact can be either voluntary (initiated by the family) or involuntary (result of court order)
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not Applicable
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities
Slides
PPT
Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Establish and commence the contact visit
  • Establish rapport with parents and child/young person and parents at commencement of contact visit
  • Reinforce parameters of facilitated contact with parents including reporting processes
  • Clarify contact or court orders with supervisor before contact occurs
  • Conduct risk assessment with both parties upon commencement of contact visit
  • Seek agreement from both parties to establish a plan for facilitated contact using negotiation skills
  • Plan, in consultation with parents and child/young person for the facilitated contact to occur with age appropriate activities
       
Element: Monitor contact between child/young person and non resident parent
  • Monitor behaviours and safety of the child/young person during contact with non resident parents with minimal intervention
  • Manage any challenging behaviour of both parents and child/young person
  • Intervene in contact between child/young person and parent where appropriate
  • Seek support of peers or senior staff as needed
  • Refer family or individuals to other services according to organisation policy and assessed client needs
  • Demonstrate ability to communicate effectively with parents and children in a consistent, and culturally appropriate way to model respectful parenting and relationships
  • Direct the contact and keep interaction flowing between parent, child and or young person
  • Respond to complaints from either party according to organisation policy
  • Terminate contact when necessary in line with organisation procedures and reporting actions to immediate supervisor
       
Element: Document information about facilitated contact
  • Prepare reports according to organisation policy
  • Create files and write case notes according to organisation policy
  • Complete incident reports when required
  • Revise arrangements for facilitated contact
  • Demonstrate confidentiality and privacy policy of the organisation in when recording and managing client information
       
Element: Participate in strategies to improve services for families
  • Attend regular staff meetings and debriefing sessions with peers
  • Undertake regular professional development to ensure procedures reflect legislative and industry requirements
  • Consult on all difficult operations with senior staff according to organisation requirements
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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

Observation of workplace performance is essential for assessment of this unit

Consistency of performance should be demonstrated over the required range of situations relevant to the workplace on more than one occasion

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 and/or Torres Strait Islander clients and communities

Context of and specific resources for 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 and/or written questioning on essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a period of time and/or in a number of workplace settings, any evidence should be authenticated by colleagues, supervisors, clients or other appropriate person

Method of assessment

Observation in the workplace

Written assignments/projects 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


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

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:

Understanding reactions of children experiencing re victimisation and who are affected by trauma

Awareness and understanding of the implications of confidentiality policy and procedures and necessary limitations of confidentiality in cases of harm or abuse

Awareness of work health and safety (WHS) policy and procedures in the context of changeover

Relevant legislation that impacts on the provision of changeover and facilitated contact including, Child Protection Legislation, Family Law Act, Domestic and Family Violence Laws within the jurisdiction of the service provision

Factors affecting family dynamics and particularly children, with incidents or history of high levels of parental conflict, violence, abuse and/or mental health issues

Understanding the impact of high conflict in post separation involving children

Emergency response procedures in situations of critical incidents eventuating from a breakdown in the changeover process

Understand child developmental norms at different ages and stages

Recognise how the observer role influences interaction and behaviour of others

Boundary expectations of the worker in the role of facilitating changeover or contact

Awareness of family systems and how this is relevant to the role of contact worker in the changeover and contact process

Working knowledge of separation anxiety and attachment theory, child development, loss and grief issues and family violence and how this is relevant to the role of contact worker in the changeover and contact process, particularly observing child's emotional reaction and interactions with carers/parents

Awareness of case work practices and how to contribute to these process through documentation and consultation with senior staff or supervisors

Local support services available to clients needing external information, support or interventions

Essential skills:

It is critical that the candidate demonstrate the ability to:

Debrief children and young people after contact

Demonstrate:

empathy to parents/carers and children

non-judgement approaches and attitudes towards all clients

neutrality and impartiality when engaging in practices with both the resident and non resident parent/carer

age appropriate communication when working with young people and children, people with disabilities, cultural diversity

Record case notes, including recording only relevant information and objective information

Discriminate between what is factual observation and what is personal interpretations and subjective information

Identify and respond to real and potential risks associated with changeover processes and high risk client groups including alcohol and other drug use, mental health and violence

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:

Communicate effectively with vulnerable or hostile parents and children in crisis using effective interpersonal skills and conflict resolution skills:

listening and understanding

speaking clearly and directly

negotiating responsively

persuading effectively

being appropriately assertive

empathising

Engage involuntary or resistant children and facilitate the process

Comply with codes of conduct of the organisation

Communicate in a cross cultural context with a diverse client group, promote access and equity to service users

Work with interpreters effectively

Create and maintain a child friendly environment

Apply data entry skills for input of funding services statistical information

Communicate effectively with children to ensure rapport is established and trust in the process of changeover is achieved and maintained

Use observational skills and interpret this information into objective recordings of client interactions which may inform the preparation of court reports

Use modelling and demonstrate cooperative behaviours

Model and implement appropriate boundaries for interacting with families

Work in a team environment and contribute as a team member to work practices and processes

Assess child's need in relation to facilitated changeover and parental contact

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.

Contact or court orders may include:

Provisions or orders specified by the family law court process

Risk assessment may include:

Processes for evaluating the nature of specific risks to safety for individual clients using tools and structured judgement

The content of risk may relate to:

Exposure to violence or parental conflict

Mental health issues

Children's and parenting issues

Document may include:

Court reports if specified within job role

Case notes and observational recordings

Incident reports

Notifications

Data entry requirements according to service agreements

Age appropriate activities may include:

Childs chosen activity - play (individual and group)

Outdoor activities and indoor activities

Developmentally appropriate

Child self determined activity

Other services may include:

Counselling and family support services

Dispute resolution services

Health and medical services

Child support Agency

Centrelink

Drug and alcohol services

Domestic violence services

Legal Aid

Mental health services

Communicate effectively with parents may include but is not limited to:

Use of empathy

Congruence

Being non-judgement

Ensuring neutrality

Culturally appropriate communication and observation of protocols

Negotiation

Assertiveness

In languages other than English

Indigenous languages

Visual languages such as sign language and allow for the use of assistive technology

Termination of contact may be a result of:

Safety concerns for child and/or adult

Actual incident of breach of agreed standards

Parent self selects to terminate

Child distress

Issues of a legal nature arise

Senior worker determines it appropriate or necessary to terminate the contact

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Establish rapport with parents and child/young person and parents at commencement of contact visit 
Reinforce parameters of facilitated contact with parents including reporting processes 
Clarify contact or court orders with supervisor before contact occurs 
Conduct risk assessment with both parties upon commencement of contact visit 
Seek agreement from both parties to establish a plan for facilitated contact using negotiation skills 
Plan, in consultation with parents and child/young person for the facilitated contact to occur with age appropriate activities 
Monitor behaviours and safety of the child/young person during contact with non resident parents with minimal intervention 
Manage any challenging behaviour of both parents and child/young person 
Intervene in contact between child/young person and parent where appropriate 
Seek support of peers or senior staff as needed 
Refer family or individuals to other services according to organisation policy and assessed client needs 
Demonstrate ability to communicate effectively with parents and children in a consistent, and culturally appropriate way to model respectful parenting and relationships 
Direct the contact and keep interaction flowing between parent, child and or young person 
Respond to complaints from either party according to organisation policy 
Terminate contact when necessary in line with organisation procedures and reporting actions to immediate supervisor 
Prepare reports according to organisation policy 
Create files and write case notes according to organisation policy 
Complete incident reports when required 
Revise arrangements for facilitated contact 
Demonstrate confidentiality and privacy policy of the organisation in when recording and managing client information 
Attend regular staff meetings and debriefing sessions with peers 
Undertake regular professional development to ensure procedures reflect legislative and industry requirements 
Consult on all difficult operations with senior staff according to organisation requirements 

Forms

Assessment Cover Sheet

CHCCONS402C - Facilitate and monitor contact
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

CHCCONS402C - Facilitate and monitor contact

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: