CHCCONS401B
Facilitate changeover

This unit of competency describes the skills and knowledge required for workers to facilitate the safe changeover of children between resident and non resident parents in the context of contact arrangements

Application

This unit applies to core Children's Contact Service work

The context of facilitated changeover may be either voluntary (initiated by the family) or involuntary (result of court order)


Prerequisites

Not Applicable


Elements and Performance Criteria

ELEMENT

PERFORMANCE CRITERIA

1. Establish the changeover arrangements

1.1 Establish rapport with children and parents to gain their confidence

1.2 Explain the changeover process to all parties including children, resident and non resident parent

1.3 Approach both parents with neutrality without compromising effective communication and rapport building

1.4 Observe child and parent risk factors and assess for substance use and/or safety concerns

1.5 Create a safe conducive environment in which changeover is to occur

1.6 Listen to and acknowledge parents feelings and concerns about facilitated changeover and contact

1.7 Identify any health issues or significant concerns to be monitored

2. Monitor the changeover process

2.1 Follow organisation policies and procedures to ensure client and worker safety during changeover

2.2 Assist the child/and or young person to move from one parent to another for contact to occur

2.3 Respond appropriately to, and in accordance with organisation policy and procedure to abusive and hostile parents at changeover

2.4 Respond appropriately to, and in accordance with organisation policy and procedures to early and late parents

2.5 Manage conflict to ensure the safety of child/and or young person, parents and colleagues

2.6 Ensure the environment is contextually appropriate, safe, secure and supportive

2.7 Maintain confidentiality of parents as required by the organisations privacy policy

2.8 Model appropriate cooperation and parental behaviour and cultural sensitivity

2.9 Facilitate parent child interaction at changeover

2.10 Relieve the parent of the child at the arranged time

2.11 Manage and respond appropriately to child refusal in accordance with organisations policies and procedures

3. Assess the effectiveness of changeover

3.1 Ensure debriefing is provided to the child and/or young person according to organisation procedures

3.2 Respond to any incidents or concerns as a result of the facilitated changeover according to organisation policy

3.3 Complete documentation requirements according to organisation policy

3.4 Seek supervisor support according to organisation policy

3.5 Inform relevant persons or authorities of any safety concerns

3.6 Refer parents to othersupport systems when appropriate

3.7 Inform senior staff of concerns about the continued appropriateness of facilitated changeover according to emotional and physical safety of the child

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 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 occupational health and safety (OHS) 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 or mental health concerns

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

Write incident reports where necessary and in accordance with policies of the organisation

Identify and respond to real and/or potential risks associated with changeover processes and high risk client groups including substance use, violence and or mental health concerns

continued ...

Essential skills (contd):

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 to facilitate the changeover process

Create and maintain a child friendly environment

Apply data entry skills for input of client 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

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

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

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 persons

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


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.

Establish rapport with children and parents may include:

Actively listening to each persons concerns

Acknowledging feelings yet remaining impartial

Demonstrating empathy

Establishing trust with each person

Modelling effective communication skills

Explaining process and expectations including responsibilities and rights of each person

Creating a friendly and welcoming environment

Explain the changeover process may include but is not limited to:

Client rights and responsibilities

Expectations on behaviour

Limitations of the changeover process

Communication strategies related to late arrival, non attendance, review of the process, concerns and complaints

Clarification of client's expectations of the changeover service

Provision of written and other forms of information to meet specific communication need of clients

Neutrality and impartiality must involve:

Absence of personal bias and prejudice

Child and parent risk factors may include:

Parents presenting under the influence of substances

Parents with unmanaged mental health issues

Displays of volatile behaviour

Aggressive physical and verbal behaviour

Unmanaged physical and mental illness

Indicators of violence or family abuse

Child protection concerns

Social, geographical and emotional isolation of family members

Financial difficulty

Safe conducive environment may include:

Ensuring parents do not interact during changeover

Monitoring and observing behaviour of all parties at points of handover

Ensuring parents are aware of the limitations of the organisation and expected client behaviour

Confidently activating incident response when needed

Commitment to child safety measures in all aspects of work practices

Ensuring the physical environment of the changeover site is free from hazards and potential risk for clients

Organisation policies and procedures may include:

OHS workplace procedures

Risk management policy

Confidentiality policy

Changeover policy and procedures

Reporting policy and procedures

Account keeping procedures for the collection of fees

Documentation may include:

Observational case notes

Records of contact

Memos

Case notes

Child protection notifications

Incident reports

Receipt for payments

Parental behaviour may include:

Communication with children

Seeking clarification on what the child wants to have happen, how they think this might happen, how they feel about the situation, seeking understanding from the child's perspective about any changes that might assist with contact refusal

Encouraging and respecting children's views and ideas

Appropriate management of child behaviour

Appropriate content for discussion with children

Expressing feelings and emotions

Other support systems for parents and children 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


Sectors

Not Applicable


Employability Skills

This unit contains Employability Skills


Licensing Information

Not Applicable