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.
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. 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 |
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. |