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Evidence Guide: CHCCONS402C - Facilitate and monitor contact

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCCONS402C - Facilitate and monitor contact

What evidence can you provide to prove your understanding of each of the following citeria?

Establish and commence the contact visit

  1. Establish rapport with parents and child/young person and parents at commencement of contact visit
  2. Reinforce parameters of facilitated contact with parents including reporting processes
  3. Clarify contact or court orders with supervisor before contact occurs
  4. Conduct risk assessment with both parties upon commencement of contact visit
  5. Seek agreement from both parties to establish a plan for facilitated contact using negotiation skills
  6. Plan, in consultation with parents and child/young person for the facilitated contact to occur with age appropriate activities
Establish rapport with parents and child/young person and parents at commencement of contact visit

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Reinforce parameters of facilitated contact with parents including reporting processes

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Clarify contact or court orders with supervisor before contact occurs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Conduct risk assessment with both parties upon commencement of contact visit

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Seek agreement from both parties to establish a plan for facilitated contact using negotiation skills

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Plan, in consultation with parents and child/young person for the facilitated contact to occur with age appropriate activities

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Monitor contact between child/young person and non resident parent

  1. Monitor behaviours and safety of the child/young person during contact with non resident parents with minimal intervention
  2. Manage any challenging behaviour of both parents and child/young person
  3. Intervene in contact between child/young person and parent where appropriate
  4. Seek support of peers or senior staff as needed
  5. Refer family or individuals to other services according to organisation policy and assessed client needs
  6. Demonstrate ability to communicate effectively with parents and children in a consistent, and culturally appropriate way to model respectful parenting and relationships
  7. Direct the contact and keep interaction flowing between parent, child and or young person
  8. Respond to complaints from either party according to organisation policy
  9. Terminate contact when necessary in line with organisation procedures and reporting actions to immediate supervisor
Monitor behaviours and safety of the child/young person during contact with non resident parents with minimal intervention

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Manage any challenging behaviour of both parents and child/young person

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Intervene in contact between child/young person and parent where appropriate

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Seek support of peers or senior staff as needed

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Refer family or individuals to other services according to organisation policy and assessed client needs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Demonstrate ability to communicate effectively with parents and children in a consistent, and culturally appropriate way to model respectful parenting and relationships

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Direct the contact and keep interaction flowing between parent, child and or young person

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Respond to complaints from either party according to organisation policy

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Terminate contact when necessary in line with organisation procedures and reporting actions to immediate supervisor

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Document information about facilitated contact

  1. Prepare reports according to organisation policy
  2. Create files and write case notes according to organisation policy
  3. Complete incident reports when required
  4. Revise arrangements for facilitated contact
  5. Demonstrate confidentiality and privacy policy of the organisation in when recording and managing client information
Prepare reports according to organisation policy

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Create files and write case notes according to organisation policy

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Complete incident reports when required

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Revise arrangements for facilitated contact

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Demonstrate confidentiality and privacy policy of the organisation in when recording and managing client information

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Participate in strategies to improve services for families

  1. Attend regular staff meetings and debriefing sessions with peers
  2. Undertake regular professional development to ensure procedures reflect legislative and industry requirements
  3. Consult on all difficult operations with senior staff according to organisation requirements
Attend regular staff meetings and debriefing sessions with peers

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Undertake regular professional development to ensure procedures reflect legislative and industry requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Consult on all difficult operations with senior staff according to organisation requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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 person

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

Required Skills and Knowledge

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 work health and safety (WHS) 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 and/or mental health issues

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

Identify and respond to real and potential risks associated with changeover processes and high risk client groups including alcohol and other drug use, mental health and violence

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

Create and maintain a child friendly environment

Apply data entry skills for input of funding services 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

Use modelling and demonstrate cooperative behaviours

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

Assess child's need in relation to facilitated changeover and parental contact

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.

Contact or court orders may include:

Provisions or orders specified by the family law court process

Risk assessment may include:

Processes for evaluating the nature of specific risks to safety for individual clients using tools and structured judgement

The content of risk may relate to:

Exposure to violence or parental conflict

Mental health issues

Children's and parenting issues

Document may include:

Court reports if specified within job role

Case notes and observational recordings

Incident reports

Notifications

Data entry requirements according to service agreements

Age appropriate activities may include:

Childs chosen activity - play (individual and group)

Outdoor activities and indoor activities

Developmentally appropriate

Child self determined activity

Other services 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

Communicate effectively with parents may include but is not limited to:

Use of empathy

Congruence

Being non-judgement

Ensuring neutrality

Culturally appropriate communication and observation of protocols

Negotiation

Assertiveness

In languages other than English

Indigenous languages

Visual languages such as sign language and allow for the use of assistive technology

Termination of contact may be a result of:

Safety concerns for child and/or adult

Actual incident of breach of agreed standards

Parent self selects to terminate

Child distress

Issues of a legal nature arise

Senior worker determines it appropriate or necessary to terminate the contact