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

CHCPRT010 Mapping and Delivery Guide
Work with children and young people with complex trauma and attachment issues and needs

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency CHCPRT010 - Work with children and young people with complex trauma and attachment issues and needs
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to recognise indicators of trauma in children and young people of different ages and at different stages, and to identify their needs and those of their parents and carers.This unit applies to those working with children and young people, in particular in contexts involving child protection, family services, and child and youth placement and support.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.
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: Seek information from families, carers, significant others and professionals
  • Identify appropriate sources of information about the child or young person
  • Gather accurate information about child-rearing practices and values of the cultural group to which the child or young person belongs
  • Compile a detailed overview of information available about developmental context and issues from pregnancy/birth to clarify impact of culture, family, home and community on the developmental history of child or young person
       
Element: Identify developmental issues
  • Identify factors and incidents that may have influenced the child’s development and the impact on current behaviour patterns and characteristics, using knowledge of common developmental trends
  • Recognise the variations in normal development
  • Identify how developmental delays might impact on developmental progress
  • Recognise issues associated with young children primarily seeking attachment rather than safety
       
Element: Identify indicators of trauma in children and young people
  • Access and accurately interpret available current information about possible indicators of trauma
  • Assess vulnerability of child as a consequence of violence, abuse and neglect
  • Identify extent of child’s positive experiences of stable, sensitive, loving and stimulating relationships and environments
  • Clarify extent and duration of trauma, and develop strategies to ensure that interventions do not exacerbate child’s trauma
       
Element: Provide support to families impacted by trauma and violence
  • Encourage parents and carers to seek and accept appropriate support to manage their own shock and emotional responses
  • Listen calmly to information provided by child or young person and their parents and/or carers, and provide reassurance in line with the situation and child’s age and stage of development
  • Encourage child or young person to talk about all aspects of the traumatic experience and its aftermath, if appropriate, as an open, accepting and reassuring listener
  • Monitor developmental and educational progress of child or young person in line with their developmental status and needs, within requirements of own work role
  • Implement actions to reduce the future likelihood of recurring trauma
  • Report situations of potential trauma in line with requirements of the organisation, legislation and work role
       


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 specify the level of performance needed to demonstrate achievement of the element.

1. Seek information from families, carers, significant others and professionals

1.1 Identify appropriate sources of information about the child or young person

1.2 Gather accurate information about child-rearing practices and values of the cultural group to which the child or young person belongs

1.3 Compile a detailed overview of information available about developmental context and issues from pregnancy/birth to clarify impact of culture, family, home and community on the developmental history of child or young person

2. Identify developmental issues

2.1 Identify factors and incidents that may have influenced the child’s development and the impact on current behaviour patterns and characteristics, using knowledge of common developmental trends

2.2 Recognise the variations in normal development

2.3 Identify how developmental delays might impact on developmental progress

2.4 Recognise issues associated with young children primarily seeking attachment rather than safety

3. Identify indicators of trauma in children and young people

3.1 Access and accurately interpret available current information about possible indicators of trauma

3.2 Assess vulnerability of child as a consequence of violence, abuse and neglect

3.3 Identify extent of child’s positive experiences of stable, sensitive, loving and stimulating relationships and environments

3.4 Clarify extent and duration of trauma, and develop strategies to ensure that interventions do not exacerbate child’s trauma

4. Provide support to families impacted by trauma and violence

4.1 Encourage parents and carers to seek and accept appropriate support to manage their own shock and emotional responses

4.2 Listen calmly to information provided by child or young person and their parents and/or carers, and provide reassurance in line with the situation and child’s age and stage of development

4.3 Encourage child or young person to talk about all aspects of the traumatic experience and its aftermath, if appropriate, as an open, accepting and reassuring listener

4.4 Monitor developmental and educational progress of child or young person in line with their developmental status and needs, within requirements of own work role

4.5 Implement actions to reduce the future likelihood of recurring trauma

4.6 Report situations of potential trauma in line with requirements of the organisation, legislation and 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.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Seek information from families, carers, significant others and professionals

1.1 Identify appropriate sources of information about the child or young person

1.2 Gather accurate information about child-rearing practices and values of the cultural group to which the child or young person belongs

1.3 Compile a detailed overview of information available about developmental context and issues from pregnancy/birth to clarify impact of culture, family, home and community on the developmental history of child or young person

2. Identify developmental issues

2.1 Identify factors and incidents that may have influenced the child’s development and the impact on current behaviour patterns and characteristics, using knowledge of common developmental trends

2.2 Recognise the variations in normal development

2.3 Identify how developmental delays might impact on developmental progress

2.4 Recognise issues associated with young children primarily seeking attachment rather than safety

3. Identify indicators of trauma in children and young people

3.1 Access and accurately interpret available current information about possible indicators of trauma

3.2 Assess vulnerability of child as a consequence of violence, abuse and neglect

3.3 Identify extent of child’s positive experiences of stable, sensitive, loving and stimulating relationships and environments

3.4 Clarify extent and duration of trauma, and develop strategies to ensure that interventions do not exacerbate child’s trauma

4. Provide support to families impacted by trauma and violence

4.1 Encourage parents and carers to seek and accept appropriate support to manage their own shock and emotional responses

4.2 Listen calmly to information provided by child or young person and their parents and/or carers, and provide reassurance in line with the situation and child’s age and stage of development

4.3 Encourage child or young person to talk about all aspects of the traumatic experience and its aftermath, if appropriate, as an open, accepting and reassuring listener

4.4 Monitor developmental and educational progress of child or young person in line with their developmental status and needs, within requirements of own work role

4.5 Implement actions to reduce the future likelihood of recurring trauma

4.6 Report situations of potential trauma in line with requirements of the organisation, legislation and work role

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
 
Identify appropriate sources of information about the child or young person 
Gather accurate information about child-rearing practices and values of the cultural group to which the child or young person belongs 
Compile a detailed overview of information available about developmental context and issues from pregnancy/birth to clarify impact of culture, family, home and community on the developmental history of child or young person 
Identify factors and incidents that may have influenced the child’s development and the impact on current behaviour patterns and characteristics, using knowledge of common developmental trends 
Recognise the variations in normal development 
Identify how developmental delays might impact on developmental progress 
Recognise issues associated with young children primarily seeking attachment rather than safety 
Access and accurately interpret available current information about possible indicators of trauma 
Assess vulnerability of child as a consequence of violence, abuse and neglect 
Identify extent of child’s positive experiences of stable, sensitive, loving and stimulating relationships and environments 
Clarify extent and duration of trauma, and develop strategies to ensure that interventions do not exacerbate child’s trauma 
Encourage parents and carers to seek and accept appropriate support to manage their own shock and emotional responses 
Listen calmly to information provided by child or young person and their parents and/or carers, and provide reassurance in line with the situation and child’s age and stage of development 
Encourage child or young person to talk about all aspects of the traumatic experience and its aftermath, if appropriate, as an open, accepting and reassuring listener 
Monitor developmental and educational progress of child or young person in line with their developmental status and needs, within requirements of own work role 
Implement actions to reduce the future likelihood of recurring trauma 
Report situations of potential trauma in line with requirements of the organisation, legislation and work role 

Forms

Assessment Cover Sheet

CHCPRT010 - Work with children and young people with complex trauma and attachment issues and needs
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

CHCPRT010 - Work with children and young people with complex trauma and attachment issues and needs

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: