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Evidence Guide: CHCFAM006 - Assist families to self-manage 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

 

CHCFAM006 - Assist families to self-manage contact

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

Elements define the essential outcomes

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assess suitability for self- managed contact

  1. Review information in existing court orders to determine client context and potential for self-managed contact
  2. Explain options for community support outside of the children’s contact service to parents
  3. Respectfully engage parents in the planning process for self-managed contact to occur
Review information in existing court orders to determine client context and potential for self-managed contact

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Explain options for community support outside of the children’s contact service to parents

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Respectfully engage parents in the planning process for self-managed contact to occur

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Plan with parents to establish self-managed contact

  1. Help parents to identify issues and barriers to self-managed contact
  2. Collaboratively develop and document a case plan to assist the family achieve self-managed contact without the support of the contact service according to organisation policy
  3. Ensure the self-managed contact arrangements are agreed to by both parents and are considered to be in the best interest of the child
  4. Model time management and planning skills to parents seeking self-managed contact
  5. Model parenting skills and appropriate child behaviour management
  6. Use negotiation skills to assist parents to reach agreement about self-managed contact
  7. Ensure that plans for self-managed contact are in accordance with court orders
Help parents to identify issues and barriers to self-managed contact

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Collaboratively develop and document a case plan to assist the family achieve self-managed contact without the support of the contact service according to organisation policy

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Ensure the self-managed contact arrangements are agreed to by both parents and are considered to be in the best interest of the child

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Model time management and planning skills to parents seeking self-managed contact

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Model parenting skills and appropriate child behaviour management

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use negotiation skills to assist parents to reach agreement about self-managed contact

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Ensure that plans for self-managed contact are in accordance with court orders

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Monitor and review transition plan

  1. Review the transition into self-management plan regularly
  2. Revise and document the plan as determined by family and/or worker assessment of new or existing information
  3. Maintain a child-focussed approach in transition planning
  4. Encourage parents to remain child-focused and act in the best interests of the child in all aspects of transition
  5. Follow revised plans to assist families achieve self-managed contact
Review the transition into self-management plan regularly

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Revise and document the plan as determined by family and/or worker assessment of new or existing information

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Maintain a child-focussed approach in transition planning

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Encourage parents to remain child-focused and act in the best interests of the child in all aspects of transition

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Follow revised plans to assist families achieve self-managed contact

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Assess suitability for self- managed contact

1.1 Review information in existing court orders to determine client context and potential for self-managed contact

1.2 Explain options for community support outside of the children’s contact service to parents

1.3 Respectfully engage parents in the planning process for self-managed contact to occur

2. Plan with parents to establish self-managed contact

2.1 Help parents to identify issues and barriers to self-managed contact

2.2 Collaboratively develop and document a case plan to assist the family achieve self-managed contact without the support of the contact service according to organisation policy

2.3 Ensure the self-managed contact arrangements are agreed to by both parents and are considered to be in the best interest of the child

2.4 Model time management and planning skills to parents seeking self-managed contact

2.5 Model parenting skills and appropriate child behaviour management

2.6 Use negotiation skills to assist parents to reach agreement about self-managed contact

2.7 Ensure that plans for self-managed contact are in accordance with court orders

3. Monitor and review transition plan

3.1 Review the transition into self-management plan regularly

3.2 Revise and document the plan as determined by family and/or worker assessment of new or existing information

3.3 Maintain a child-focussed approach in transition planning

3.4 Encourage parents to remain child-focused and act in the best interests of the child in all aspects of transition

3.5 Follow revised plans to assist families achieve self-managed contact

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Assess suitability for self- managed contact

1.1 Review information in existing court orders to determine client context and potential for self-managed contact

1.2 Explain options for community support outside of the children’s contact service to parents

1.3 Respectfully engage parents in the planning process for self-managed contact to occur

2. Plan with parents to establish self-managed contact

2.1 Help parents to identify issues and barriers to self-managed contact

2.2 Collaboratively develop and document a case plan to assist the family achieve self-managed contact without the support of the contact service according to organisation policy

2.3 Ensure the self-managed contact arrangements are agreed to by both parents and are considered to be in the best interest of the child

2.4 Model time management and planning skills to parents seeking self-managed contact

2.5 Model parenting skills and appropriate child behaviour management

2.6 Use negotiation skills to assist parents to reach agreement about self-managed contact

2.7 Ensure that plans for self-managed contact are in accordance with court orders

3. Monitor and review transition plan

3.1 Review the transition into self-management plan regularly

3.2 Revise and document the plan as determined by family and/or worker assessment of new or existing information

3.3 Maintain a child-focussed approach in transition planning

3.4 Encourage parents to remain child-focused and act in the best interests of the child in all aspects of transition

3.5 Follow revised plans to assist families achieve self-managed contact

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

• developed and documented at least 3 plans for transition to self-managed contact for different families presenting with varied circumstances and subject to different types of court orders.

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

• legal and ethical considerations (national and state/territory) for workers in children’s contact services, and how these are applied in organisations and individual practice:

• codes of conduct

• discrimination

• duty of care

• human rights

• mandatory reporting

• privacy, confidentiality and disclosure and limitation in children’s contact services work

• records management and reporting

• rights and responsibilities of workers and employers

• specific legislation that impacts children’s contact services work, including:

o child protection legislation

o family law, including the intentions of the Shared Parenting provisions of the Family Law Act and practices that will support families to achieve these goals

o domestic and family violence laws

• work role boundaries – responsibilities and limitations

• work health and safety, including risk management

• factors affecting family dynamics and particularly children, with incidents or history of high levels of parental conflict, violence, abuse or mental health concerns

• family systems and how this is relevant to the role of contact worker

• 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, particularly observing child’s emotional reaction and interactions with carers/parents

• factors that may impact both children and parents behaviour, including:

• impact of high conflict in post separation involving children

• reactions of children experiencing re victimisation and who are affected by trauma

• how the observer role can influence the interaction and behaviour of others

• transition planning techniques and formats.