Application
This unit describes the skills and knowledge to apply strategies to guide responsible behaviour of children and young people in a safe and supportive environment.
The unit applies to workers in a range of community service contexts.
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.
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
Elements define the essential outcomes. | Performance criteria specify the level of performance needed to demonstrate achievement of the element. |
1. Contribute to a safe and supportive environment | 1.1 Use safe, supportive and equitable practices appropriate to the development stage and needs of the child and/or young person 1.2 Recognise any developmental challenges or mental health issues of child or young person that may have potential impacts on behaviour 1.3 Identify contributing environmental factors |
2. Use positive support techniques | 2.1 Establish expectations for behaviour in consultation with supervisor and in line with work role 2.2 Provide instructions in a manner appropriate to the child or young person’s needs and context of the work environment and activity 2.3 Use positive reinforcement and clear verbal and non-verbal communication strategies to acknowledge responsible behaviour 2.4 Employ appropriate strategies to redirect behaviour and defuse situations |
3. Observe and collect data to assist with development of appropriate strategies for support | 3.1 Collect data and record observations as a basis for gaining understanding of the child/young person’s behaviour 3.2 Use data to demonstrate the frequency, intensity and duration of behaviours requiring support |
4. Implement strategies to support children or young people who require additional support | 4.1 Implement strategies to support child or young person with guidance from supervisor or as designed by a specialist 4.2 Identify areas of concern for discussion with supervisor 4.3 Contribute effectively to implementation of personalised support plans |
5. Monitor and review strategies | 5.1 Monitor new strategies and record responses of child or young person in accordance with organisational policy and procedures 5.2 Adapt levels of support required and provided, based on need and response of child or young person, after consultation with supervisor 5.3 Document observations and offer feedback to supervisor as additional support |
Foundation Skills
The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance. |
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency. |