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

ELEMENT

PERFORMANCE CRITERIA

1. Seek information from families, carers, significant people 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 developmental history of child or young person

1.4 Identify factors and incidentsthat may potentially have influenced child's development and impact on current behaviour patterns and characteristics

2. Identify developmental issues

2.1 Apply knowledge of common developmental trends, milestones and associated characteristics and behaviours for children and young people

2.2 Make appropriate allowances for variations from what is considered normal development

2.3 Identify potential for developmental delays to impact on progress to future developmental stages

2.4 Clarify sequence of development for each individual child and identify range of influences on developmental process

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

3. Identify indicators of trauma in children and young people

3.1 Use knowledge of child development and common variations for children and young people to identify indicators of developmental delay

3.2 Access and accurately interpret available current information about possible indicators of trauma relevant to child's age and developmental status

3.3 Work with understanding of potential impacts of trauma on the child or young person

3.4 Clarify potential vulnerability of child through having witnessed and/or experienced violence, abuse and neglect at the hands of carers

3.5 Identify extent of child's positive experiences of stable, sensitive, loving and stimulating relationships and environments

3.6 Take into account the potential for prolonged exposure to frightening and overwhelming circumstances to result in 'toxic stress'

3.7 Identify potential consequences of toxic stress and closely observe child for signs of it

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 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 and within requirements of own work role

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

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:

Developmental trends, stages and potential indicators of trauma associated with developmental status of children and young people

Factors that pose risks to healthy child development, including:

current or past exposure to family violence, alcohol/substance abuse or other addictive behaviours

mental health issues, including self-harm or suicide attempts

disability or complex medical needs

issues during pregnancy, birth or as a newborn

unsafe sleeping practices for infants

disorganised or insecure attachment relationship

developmental delay

history of neglect/abuse, state care, child death or placement of child or siblings, separations from parents/caregivers

parent, partner, close relative or sibling with history of assault, prostitution or sexual offences

experience of intergenerational abuse/trauma

compounded or unresolved experiences of loss and grief

chaotic household/lifestyle

poverty, financial hardship, unemployment, problem gambling

social isolation, inadequate housing, transience/homelessness

lack of stimulation, learning opportunities, disengagement from school, truanting

inattention to developmental health needs, poor diet

disadvantaged community, racism, recent refugee experience

Risk factors associated with parenting issues, including:

parent/carer under 20 years, or single parent with multiple partners

lack of willingness/ability to prioritise child's needs above own

rejection or scapegoating of child

harsh, inconsistent discipline, neglect or abuse

inadequate supervision of child or emotional enmeshment

Factors that influence positive outcomes, including:

sense of belonging to home, family, community and strong cultural identity

pro-social peer group

positive parental expectations, home learning environment and opportunities at major life transitions

access to relevant range of services for adult and child - with service understanding of abuse

accessible/affordable child care and high quality preschool programs

inclusive community neighbourhoods/settings

Essential skills:

It is critical that the candidate demonstrate the ability to:

Identify behaviours and characteristics associated with commonly recognised developmental trends and stages in children and young people

Identify variations from 'the norm' that may require further investigation and clarification

Recognise potential indicators of trauma and investigate appropriately and sensitively

Communicate effectively with children, young people, their families, carers and significant professionals in situations of potential trauma to investigate, clarify and provide support

Identify attachment issues in children and young people and respond appropriately

Explain the potential impact of traumatic experiences on the development of children and young people and identify appropriate responses for parents and carers

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:

Demonstrate application of skills in:

interpersonal relationship building

data collection and analysis

problem solving

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

This unit of competence will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions

Consistency in performance should consider the range of client issues workers are expected to be able to address

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:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resources required for assessment include access to relevant workplace or simulated realistic workplace setting where assessment may take place

Method of 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 locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

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.

Factors and incidents that may potentially have influenced child's developmentmay refer, for example, to:

Cultural values and priorities

Child rearing practices

Chronic health conditions

Nutritional patterns

Experience of neglect or abuse

Exposure to alcohol or drug misuse

Exposure to violence

Exposure to mental health issues

Indicators of trauma may vary with the age and stage of the child and include, for example:

Neurobiological issues

Behavioural changes

Hyper-arousal, hyperactivity and sleep disruption and disturbance

Heightened anxiety, insecurity and fearfulness

Other emotional difficulties, including reduced capacity to feel emotions

Cognitive delay and memory difficulties

Eating disturbances and food sensitivities

Loss of acquired skills, such as:

motor skills

communication skills

Regression to earlier behaviour

Truanting from school and running away from home

Toileting accidents and incidents

Anti-social behaviour, such as hurting animals, firelighting

Hinting about sexual experience and/or explicit aggressive sexualised engagement with others

Accident proneness and bodily aches and pains without reason

This unit contains Employability Skills