This unit may apply to community services work in a range of contexts

Pre-requisite

This unit must be assessed after achievement of related pre-requisite unit:

CHCRF511A Work in partnership with families to provide appropriate care for children

ELEMENT

PERFORMANCE CRITERIA

1. Explore the needs of the child and family with parent/s

1.1 Invite parent/s to share relevant information about needs of child and family

1.2 Gather information about needs from a range of sources as relevant

1.3 Treat information received with confidentiality

1.4 Document information according to organisation's guidelines and legislative requirements

1.5 Gather sufficiently detailed information to enable decisions to be made

1.6 Demonstrate respect for a parent's decision not to share information about their family, as relevant

2. Provide information about the service and discuss issues with parent/s

2.1 Provide comprehensive information about the service in an appropriate way

2.2 Utilise strategies to ensure effective communication

2.3 Communicate accurate information about limits on what the service can provide

2.4 Keep waiting lists up to date so clear information can be provided to parents about availability of the service

2.5 Outline to parent/s how the service will provide care and meet the child's needs

2.6 Explain the service philosophy and the history/ rationale for policies as relevant

2.7 Clearly outline parents' rights and responsibilities in relation to service policies

2.8 Explain procedures parents need to follow

2.9 Explore and clarify with parents expectations about the service

2.10 Respond to concerns for child or parent about utilising the service

2.11 Make appropriate referrals to other service types when parent expectations and service provision are not compatible

3. Develop parents' confidence in the service

3.1 Demonstrate respect for the family and their child rearing practices in all communications

3.2 Develop, implement and review strategies to ensure the service is open to family members

4. Review service provision with family members

4.1 Actively seek feedback from parents

4.2 Receive feedback in a respectful way and act upon it appropriately

4.3 Regularly review agreement for service with the family

4.4 Challenge a family member's failure to follow service guidelines as required

4.5 Explore and negotiate issues and concerns identified by parent/s

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:

Parent's perspective's about child care service - its importance, its purposes, reactions to using child care

Boundaries and limits of the service

Cross cultural communication

Use of interpreters

Resources available in other services and types of children's services

Cultural diversity of care practices

Custody arrangements policies

Principle of confidentiality and issues in implementing confidentiality

Organisation standards, policies and procedures

Essential skills:

It is critical that the candidate demonstrate the ability to:

Collaboratively plan and review service provision with families

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 non-judgemental attitude to parents with different views about children and child care to the worker's own views

Apply communication skills such as:

communication skills such as assertiveness, listening

problem solving

empathy to parent's concerns and problems

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 could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations

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 of this unit include access to a range of opportunities defined in the Range Statement, including:

a childcare workplace

children's services, resources and equipment

the local environment

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.

Information may be gathered about:

Members of the family

Custodial arrangements for the child

Hours of care requested

How soon care is required

Language/s used by the child and in the home

Additional needs of the child e.g. Language support, health needs

Special care requirements of the child

Financial constraints

Eligibility for fee relief

Special access criteria that apply

Preferences for care provision e.g. Location, staffing

Cultural background

Health status

Immunisation status

Needs and routines of the child

Information about the needs for service may be gathered from:

Parents

Other family members

Health professionals

Schools and other community organisations

Community members acting as advocates for the child or family

Information may be gathered via:

Enrolment interviews

Parent interview/phone conversations

Strategies to ensure effective communication may include:

Use of interpreters

Parent accompanied by advocate

Pictures and non-verbal communication

Alternative communication systems

Provide information about the servicemay include:

Program model

Philosophy and purpose

Policies and procedures

Fees

Rebates

Assistance schemes

Service guidelines

Legislative/regulatory requirements

Formats for information provided may include:

In language used by the parents

Plain English

Issues to be communicated about availability of the service include:

Vacancies

Waiting lists

Process for application

Priority of access

Strategies to ensure the service is open to family members may include:

Visits

Opportunity to meet staff

Participation in program

Unhurried arrival and farewell times

Feedback from parents may be sought about:

The child's experience in the service

The parent's experience in using the service

Suggestions for improvements

Guidelines of the service that family members should follow may include:

Schedule for fee payments

Procedure for collecting ill child

Procedures parents need to follow may include:

Signing

Notifying absences

Fee payments procedures

Service procedures regarding nappy use/disposal

This unit contains Employability Skills