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

CHCFAM002 Mapping and Delivery Guide
Work with a child-focused approach

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CHCFAM002 - Work with a child-focused approach
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to use, support and evaluate child-focused approaches in service delivery in the context of family law. A key tenet of the family law system and associated service provision is acting and promoting the best interests of the child.This unit applies to individuals working with families in complex situations. They would be working in accordance with established policies and procedures.The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

• use of suitable facilities, equipment and resources, including:

- current family law information

- client information

- resources to support interactions with children

• modelling of industry operating conditions, including:

- scenarios that involve complex interactions with other people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.
Prerequisites/co-requisites
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: Elements define the essential outcomes
       
Element: Make child needs central to service provision
  • Review client information to establish the context for the family and the child
  • Seek clarification and understanding of court orders to determine legal parameters of any service provision or interventions
  • Plan and document activitiesandinteractions that are suited to individual child needs in collaboration with parents
  • Provide an environment, equipment and resources that supports safe interactionsof child and parents
  • Recognise and respond to the needs of reluctant or non-participative children
  • Identify and report information according to legislative requirements
       
Element: Support parents to maintain child focused approaches
  • Focus on children’s issues as a matter of priority in interactions with parents
  • Ensure the child is at the centre of support and intervention plans
  • Select and use interpersonal skills that engage parents/carers and facilitate understanding of required behaviour
  • Recognise and manage parents’ inappropriate attempts to exchange information
  • Recognise and manage inter parental disputes
       
Element: Respond to situations requiring child inclusive process
  • Recognise situations when child inclusive process is required
  • Discuss with parents/carers the appropriateness and usefulness of engaging children
  • Communicate the role of child consultant to parents/carers and children, and the differences from own role
  • Obtain consent from children and adults to engage a child consultant
  • Engage the services of a child consultant to represent the needs, perceptions and attachments of children according to organisation procedures
  • Communicate with the child consultant about the child’s best interests and methods of integrating child’s need and views into own work processes
       
Element: Monitor and evaluate child-focused practice
  • Obtain and use feedback from parents/carers and children about the experiences of the service to inform improvements
  • Review practices and policies for their effectiveness in relation to child-focused practice
  • Identify and respond to the need for guidance and direction for colleagues
       


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.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Make child needs central to service provision

1.1 Review client information to establish the context for the family and the child

1.2 Seek clarification and understanding of court orders to determine legal parameters of any service provision or interventions

1.3 Plan and document activitiesandinteractions that are suited to individual child needs in collaboration with parents

1.4 Provide an environment, equipment and resources that supports safe interactionsof child and parents

1.5 Recognise and respond to the needs of reluctant or non-participative children

1.6 Identify and report information according to legislative requirements

2. Support parents to maintain child focused approaches

2.1 Focus on children’s issues as a matter of priority in interactions with parents

2.2 Ensure the child is at the centre of support and intervention plans

2.3 Select and use interpersonal skills that engage parents/carers and facilitate understanding of required behaviour

2.4 Recognise and manage parents’ inappropriate attempts to exchange information

2.5 Recognise and manage inter parental disputes

3. Respond to situations requiring child inclusive process

3.1 Recognise situations when child inclusive process is required

3.2 Discuss with parents/carers the appropriateness and usefulness of engaging children

3.3 Communicate the role of child consultant to parents/carers and children, and the differences from own role

3.4 Obtain consent from children and adults to engage a child consultant

3.5 Engage the services of a child consultant to represent the needs, perceptions and attachments of children according to organisation procedures

3.6 Communicate with the child consultant about the child’s best interests and methods of integrating child’s need and views into own work processes

4. Monitor and evaluate child-focused practice

4.1 Obtain and use feedback from parents/carers and children about the experiences of the service to inform improvements

4.2 Review practices and policies for their effectiveness in relation to child-focused practice

4.3 Identify and respond to the need for guidance and direction for colleagues

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

• consistently applied the concepts and intention of working in the child’s best interests as stated in the Family Law Act 1975 in the planning, provision and monitoring of services to at least 3 families with children experiencing conflict

• responded appropriately to situations where:

• the child is vulnerable or at risk

• there is a requirement for child inclusive practice.

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 child-focused practice, and how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

human rights, including:

- child rights to protection

- active right to participate

- right to choose course of action and make decision at their level of ability in any planning processes

mandatory reporting

privacy, confidentiality and disclosure

records management

rights and responsibilities of workers, employers and clients

specific legislative frameworks that apply to child-focused practice, including:

- principles and practice standards for working within the child’s best interests as stated in Family Law Act

- the key components of, and differences between, child-focused practice and child inclusive practice, and when they are used

- types of court orders that may influence the delivery of services

work role boundaries – responsibilities and limitations, including the separate role of child consultants and when this may be appropriate

work health and safety

case management principles of assessment, planning, monitoring and review

stages of child development and relevance to work with vulnerable children

attachment and family systems theories and how these are applied to working with vulnerable and traumatised children

importance of peer relationships for vulnerable and isolated children

principles of empowerment and application of these to work practice

types of issues that are important to children in situations involving family conflict

equipment, activities and resources that support engagement with children

indicators of abuse, types of abuse, children who are particularly vulnerable and reporting systems

indicators, effects and dynamics on family relationships, and implications for children of:

conflict

family violence and abuse

substance use

mental illness

disability

separation and divorce

trauma

parenting and family dynamics in different cultures

service options for referral to relationship support and interventions services

concepts of parent alienation in separation and divorce and their application to work

effects of loss, grief and depression on children experiencing family conflict

indicators of, and responses to, child anxiety including childhood resilience

ways that parents may make inappropriate attempts to exchange information

strategies to manage inter parental disputes including:

ensuring safety of vulnerable clients

using assertiveness and negation skills

modelling

reinforcing the organisations policy on rights and responsibilities of both clients and workers

undertaking risk assessments for vulnerability

re-focusing attention on child’s expressed wants and needs.

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.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Make child needs central to service provision

1.1 Review client information to establish the context for the family and the child

1.2 Seek clarification and understanding of court orders to determine legal parameters of any service provision or interventions

1.3 Plan and document activitiesandinteractions that are suited to individual child needs in collaboration with parents

1.4 Provide an environment, equipment and resources that supports safe interactionsof child and parents

1.5 Recognise and respond to the needs of reluctant or non-participative children

1.6 Identify and report information according to legislative requirements

2. Support parents to maintain child focused approaches

2.1 Focus on children’s issues as a matter of priority in interactions with parents

2.2 Ensure the child is at the centre of support and intervention plans

2.3 Select and use interpersonal skills that engage parents/carers and facilitate understanding of required behaviour

2.4 Recognise and manage parents’ inappropriate attempts to exchange information

2.5 Recognise and manage inter parental disputes

3. Respond to situations requiring child inclusive process

3.1 Recognise situations when child inclusive process is required

3.2 Discuss with parents/carers the appropriateness and usefulness of engaging children

3.3 Communicate the role of child consultant to parents/carers and children, and the differences from own role

3.4 Obtain consent from children and adults to engage a child consultant

3.5 Engage the services of a child consultant to represent the needs, perceptions and attachments of children according to organisation procedures

3.6 Communicate with the child consultant about the child’s best interests and methods of integrating child’s need and views into own work processes

4. Monitor and evaluate child-focused practice

4.1 Obtain and use feedback from parents/carers and children about the experiences of the service to inform improvements

4.2 Review practices and policies for their effectiveness in relation to child-focused practice

4.3 Identify and respond to the need for guidance and direction for colleagues

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
 
Review client information to establish the context for the family and the child 
Seek clarification and understanding of court orders to determine legal parameters of any service provision or interventions 
Plan and document activitiesandinteractions that are suited to individual child needs in collaboration with parents 
Provide an environment, equipment and resources that supports safe interactionsof child and parents 
Recognise and respond to the needs of reluctant or non-participative children 
Identify and report information according to legislative requirements 
Focus on children’s issues as a matter of priority in interactions with parents 
Ensure the child is at the centre of support and intervention plans 
Select and use interpersonal skills that engage parents/carers and facilitate understanding of required behaviour 
Recognise and manage parents’ inappropriate attempts to exchange information 
Recognise and manage inter parental disputes 
Recognise situations when child inclusive process is required 
Discuss with parents/carers the appropriateness and usefulness of engaging children 
Communicate the role of child consultant to parents/carers and children, and the differences from own role 
Obtain consent from children and adults to engage a child consultant 
Engage the services of a child consultant to represent the needs, perceptions and attachments of children according to organisation procedures 
Communicate with the child consultant about the child’s best interests and methods of integrating child’s need and views into own work processes 
Obtain and use feedback from parents/carers and children about the experiences of the service to inform improvements 
Review practices and policies for their effectiveness in relation to child-focused practice 
Identify and respond to the need for guidance and direction for colleagues 

Forms

Assessment Cover Sheet

CHCFAM002 - Work with a child-focused approach
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

CHCFAM002 - Work with a child-focused approach

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: