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

CHCFCS003 Mapping and Delivery Guide
Provide counselling to children and young people

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency CHCFCS003 - Provide counselling to children and young people
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to provide therapeutic interventions when working with young people and children.This unit applies to family relationship counsellors who operate with significant autonomy in therapeutic professional service roles in the community sector. The activity is self-directed.The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australia/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 with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

client information

private consultation / interview space

modelling of industry operating conditions, including:

scenarios that involve complex interactions with children and young 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: Engage child/young person in the counselling process
  • Set an appropriate physical environment to engage children and young people in counselling
  • Use age appropriate engagement techniques to gain child’s and/or young person’s trust
  • Use communication strategies that are appropriate for the children/young people’s developmental stage, culture and emotional needs
  • Maintain an ethical relationship with children/young people according to practice standards and legislative requirements
  • Enable children to identify problem areas and effectively participate in the counselling process
  • Assess parental family/influences and engage with parents appropriately
       
Element: Respond appropriately to allegations and disclosures of abuse
  • Respond to disclosures and allegations according to legislative requirements and organisation procedures
  • Document factual information and observations as required by the organisation and any statutory child protection legislation
  • Identify and assess risk for clients in relation to family domestic violence and other child protection concerns
       
Element: Conceptualise the presenting problem
  • Identify the factors impacting on the child or young person
  • Develop hypotheses to explain child/young person’s presenting problems
       
Element: Implement case work processes
  • Develop a clear plan of how sessions will be conducted in collaboration with children and young people
  • Develop measurable outcomes, treatment goals, treatment plans and after session plans with children and young people’s input using perspectives relevant to working with children and young people
  • Work collaboratively with other stakeholders, including family members, other significant persons and professionals not present
  • Record plans and complete other case documentation according to practice setting policies, professional standards and legislative obligations
  • Use therapeutic interventions to engage and work with children and young people
  • Monitor and review progress of sessions towards child/young persons goals
       
Element: Terminate counselling sessions
  • Recognise when the counselling is no longer serving the interests or needs of the client an family
  • Discuss with the client/s when counselling no longer appears to serve the clients interest or needs and either renegotiate the professional relationship or terminate the service
  • Engage client/s in determining any further external interventions as identified and arrange appropriate referrals
       
Element: Seek feedback from the client/s about the counselling service provided
  • Review counselling progress and provision regularly with the client in a developmentally appropriately way
  • Obtain feedback from the client at the conclusion of the counselling service
  • Use a range of developmentally appropriate feedback strategies to encourage client contribution to improved counselling practice
  • Review and reflect on client feedback and incorporate this information as part of supervision for the purpose of practice improvement
       


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. Engage child/young person in the counselling process

1.1 Set an appropriate physical environment to engage children and young people in counselling

1.2 Use age appropriate engagement techniques to gain child’s and/or young person’s trust

1.3 Use communication strategies that are appropriate for the children/young people’s developmental stage, culture and emotional needs

1.4 Maintain an ethical relationship with children/young people according to practice standards and legislative requirements

1.5 Enable children to identify problem areas and effectively participate in the counselling process

1.6 Assess parental family/influences and engage with parents appropriately

2. Respond appropriately to allegations and disclosures of abuse

2.1 Respond to disclosures and allegations according to legislative requirements and organisation procedures

2.2 Document factual information and observations as required by the organisation and any statutory child protection legislation

2.3 Identify and assess risk for clients in relation to family domestic violence and other child protection concerns

3. Conceptualise the presenting problem

3.1 Identify the factors impacting on the child or young person

3.2 Develop hypotheses to explain child/young person’s presenting problems

4. Implement case work processes

4.1 Develop a clear plan of how sessions will be conducted in collaboration with children and young people

4.2 Develop measurable outcomes, treatment goals, treatment plans and after session plans with children and young people’s input using perspectives relevant to working with children and young people

4.3 Work collaboratively with other stakeholders, including family members, other significant persons and professionals not present

4.4 Record plans and complete other case documentation according to practice setting policies, professional standards and legislative obligations

4.5 Use therapeutic interventions to engage and work with children and young people

4.6 Monitor and review progress of sessions towards child/young persons goals

5. Terminate counselling sessions

5.1 Recognise when the counselling is no longer serving the interests or needs of the client an family

5.2 Discuss with the client/s when counselling no longer appears to serve the clients interest or needs and either renegotiate the professional relationship or terminate the service

5.3 Engage client/s in determining any further external interventions as identified and arrange appropriate referrals

6. Seek feedback from the client/s about the counselling service provided

6.1 Review counselling progress and provision regularly with the client in a developmentally appropriately way

6.2 Obtain feedback from the client at the conclusion of the counselling service

6.3 Use a range of developmentally appropriate feedback strategies to encourage client contribution to improved counselling practice

6.4 Review and reflect on client feedback and incorporate this information as part of supervision for the purpose of practice improvement

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:

performed the activities outlined in the performance criteria of this unit during a period of at least 50 hours of client work in a family counselling service

provided counselling to children and young people, including those:

of different ages

from diverse backgrounds

experiencing high levels of familial and parental conflict

used specialised counselling communication skills and age-appropriate communication to establish relationships with children and young people

produced accurate and comprehensive case records, files and reports.

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 practice

codes of conduct

discrimination

duty of care

practitioner client boundaries and implications of unequal balance of power

privacy, confidentiality and disclosure, including:

potential limitations and issues surrounding who is the client

managing disclosures

records management

specific legislative frameworks that apply to working with children, including:

child protection

work role boundaries – responsibilities and limitations, including situations where usefulness of counselling may be limited and referral is required

work health and safety

stages of child development and their relevance to child and young person counselling

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

concepts of couple, family and child dynamics in normal and abnormal developmental forms

impacts of separation and divorce on parents and children and other family members

impacts of conflict, particularly high level and/or ongoing conflict, on children, and the use of child-focused approaches to intervene and minimise the impacts

indicators 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 separation

family court and/or relationship history

children’s behaviour and developmental level

other factors that may indicate a history of violence

feelings of depression, anger, low self-esteem, suicidal thoughts, emotional distress or sleep disturbances

presenting issues including assessment with parents/care givers

ways to create a child-friendly environment, including physical resources that support practice

child-focused counselling approaches, when and how these are used, including:

use of play therapy

storytelling

strengths, 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 people

considerations for the counselling process when working with diverse children and young people, including factors relating to:

age and stage of development

culture

ethnicity

gender

sexual orientation

spirituality

communication and counselling techniques used with children and young people

processes and tools for abuse screening and safety planning

counselling and case work processes, including those related to:

contracting and what needs to be agreed

documentation

interactions with other professionals and service providers

interactions with the child/young person, their family, significant others and carers

type and scope of referral options and pathways to support clients seeking interventions and supports beyond or in conjunction with counselling

own prejudices and stereotyping attitudes and their potential influence on counselling practice.


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. Engage child/young person in the counselling process

1.1 Set an appropriate physical environment to engage children and young people in counselling

1.2 Use age appropriate engagement techniques to gain child’s and/or young person’s trust

1.3 Use communication strategies that are appropriate for the children/young people’s developmental stage, culture and emotional needs

1.4 Maintain an ethical relationship with children/young people according to practice standards and legislative requirements

1.5 Enable children to identify problem areas and effectively participate in the counselling process

1.6 Assess parental family/influences and engage with parents appropriately

2. Respond appropriately to allegations and disclosures of abuse

2.1 Respond to disclosures and allegations according to legislative requirements and organisation procedures

2.2 Document factual information and observations as required by the organisation and any statutory child protection legislation

2.3 Identify and assess risk for clients in relation to family domestic violence and other child protection concerns

3. Conceptualise the presenting problem

3.1 Identify the factors impacting on the child or young person

3.2 Develop hypotheses to explain child/young person’s presenting problems

4. Implement case work processes

4.1 Develop a clear plan of how sessions will be conducted in collaboration with children and young people

4.2 Develop measurable outcomes, treatment goals, treatment plans and after session plans with children and young people’s input using perspectives relevant to working with children and young people

4.3 Work collaboratively with other stakeholders, including family members, other significant persons and professionals not present

4.4 Record plans and complete other case documentation according to practice setting policies, professional standards and legislative obligations

4.5 Use therapeutic interventions to engage and work with children and young people

4.6 Monitor and review progress of sessions towards child/young persons goals

5. Terminate counselling sessions

5.1 Recognise when the counselling is no longer serving the interests or needs of the client an family

5.2 Discuss with the client/s when counselling no longer appears to serve the clients interest or needs and either renegotiate the professional relationship or terminate the service

5.3 Engage client/s in determining any further external interventions as identified and arrange appropriate referrals

6. Seek feedback from the client/s about the counselling service provided

6.1 Review counselling progress and provision regularly with the client in a developmentally appropriately way

6.2 Obtain feedback from the client at the conclusion of the counselling service

6.3 Use a range of developmentally appropriate feedback strategies to encourage client contribution to improved counselling practice

6.4 Review and reflect on client feedback and incorporate this information as part of supervision for the purpose of practice improvement

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
 
Set an appropriate physical environment to engage children and young people in counselling 
Use age appropriate engagement techniques to gain child’s and/or young person’s trust 
Use communication strategies that are appropriate for the children/young people’s developmental stage, culture and emotional needs 
Maintain an ethical relationship with children/young people according to practice standards and legislative requirements 
Enable children to identify problem areas and effectively participate in the counselling process 
Assess parental family/influences and engage with parents appropriately 
Respond to disclosures and allegations according to legislative requirements and organisation procedures 
Document factual information and observations as required by the organisation and any statutory child protection legislation 
Identify and assess risk for clients in relation to family domestic violence and other child protection concerns 
Identify the factors impacting on the child or young person 
Develop hypotheses to explain child/young person’s presenting problems 
Develop a clear plan of how sessions will be conducted in collaboration with children and young people 
Develop measurable outcomes, treatment goals, treatment plans and after session plans with children and young people’s input using perspectives relevant to working with children and young people 
Work collaboratively with other stakeholders, including family members, other significant persons and professionals not present 
Record plans and complete other case documentation according to practice setting policies, professional standards and legislative obligations 
Use therapeutic interventions to engage and work with children and young people 
Monitor and review progress of sessions towards child/young persons goals 
Recognise when the counselling is no longer serving the interests or needs of the client an family 
Discuss with the client/s when counselling no longer appears to serve the clients interest or needs and either renegotiate the professional relationship or terminate the service 
Engage client/s in determining any further external interventions as identified and arrange appropriate referrals 
Review counselling progress and provision regularly with the client in a developmentally appropriately way 
Obtain feedback from the client at the conclusion of the counselling service 
Use a range of developmentally appropriate feedback strategies to encourage client contribution to improved counselling practice 
Review and reflect on client feedback and incorporate this information as part of supervision for the purpose of practice improvement 

Forms

Assessment Cover Sheet

CHCFCS003 - Provide counselling to children and young people
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

CHCFCS003 - Provide counselling to children and young people

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: