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Evidence Guide: CHCFAM802B - Work within a child inclusive framework

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

 

CHCFAM802B - Work within a child inclusive framework

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

Engage with and gather appropriate developmental history from parents

  1. Take an appropriate history about the child in question, relative to the presenting concern
  2. Engage parents in establishing trust and confidence in the child consultant's role
Take an appropriate history about the child in question, relative to the presenting concern

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Engage parents in establishing trust and confidence in the child consultant's role

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Engage children and young people in assessment interviews

  1. Use a range of verbal and non-verbal and projective interview methods and their appropriate application to gain an understanding of child needs and views.
  2. Explain role and boundaries of child consultant role to children
  3. Explain and familiarise children with organisation processes as necessary in the counselling or dispute resolution context
  4. Formulate the resultant content and process material from the child, including documentation requirements as required by the organisation
Use a range of verbal and non-verbal and projective interview methods and their appropriate application to gain an understanding of child needs and views.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain role and boundaries of child consultant role to children

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain and familiarise children with organisation processes as necessary in the counselling or dispute resolution context

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Formulate the resultant content and process material from the child, including documentation requirements as required by the organisation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Formulate the child's material into a working knowledge of their needs and experiences, inline with their developmental stage

  1. Come to a clinical understanding of the child's experience of conflict and separation issues, weighed by their developmental level and other salient factors in the case
  2. Consider how best to communicate these findings to the parents or adult parties responsible for the child
Come to a clinical understanding of the child's experience of conflict and separation issues, weighed by their developmental level and other salient factors in the case

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider how best to communicate these findings to the parents or adult parties responsible for the child

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate needs, rights and interests of children and young people as expressed by them

  1. Engage significant others and assess their ability to accept child/young person opinions, views and concerns
  2. Communicate children's and young peoples opinions, views and concerns to parents using the child's/young people's own words and expressed efforts
  3. Facilitate communication between children and/or young people and significant adults as appropriate
  4. Provide timely and sensitive feedback to significant adults
  5. Model to significant adults appropriate inclusion of children and young people needs and views in planning and decision-making
Engage significant others and assess their ability to accept child/young person opinions, views and concerns

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate children's and young peoples opinions, views and concerns to parents using the child's/young people's own words and expressed efforts

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate communication between children and/or young people and significant adults as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide timely and sensitive feedback to significant adults

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Model to significant adults appropriate inclusion of children and young people needs and views in planning and decision-making

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure safety of children and young people in participation process

  1. Explain to children and young people, agency and/or worker actions, for ensuring safety and minimising risk
  2. Undertake risk and safety management of children and young people
  3. Seek feedback from children and young people
  4. Debrief children and young people after incidents
  5. Implement support systems for children and young people to ensure emotional and physical safety
  6. Create and maintain a child and young person friendly environment
  7. Identify and monitor family relationship dynamics and issues
Explain to children and young people, agency and/or worker actions, for ensuring safety and minimising risk

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake risk and safety management of children and young people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek feedback from children and young people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Debrief children and young people after incidents

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement support systems for children and young people to ensure emotional and physical safety

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create and maintain a child and young person friendly environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and monitor family relationship dynamics and issues

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

Supervision of child inclusive practice is essential to the development of adequate competency, including group supervision, individual supervision and observation of performance

Consistency of performance should be demonstrated over the required range of situations relevant to the workplace

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:

Process notes and videoed sessions, are optimally used for assessment. However, simulations may be used to represent workplace conditions as closely as possible

Resources essential for assessment include access to:

an organisation with a child inclusive framework

appropriate child interview/assessment tools

a specialist, qualified and experienced supervisor of child consultants/ or child inclusive practices

Method of assessment:

Observation in the workplace (if possible)

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

Child inclusive skills involving actual client contact are to be assessed initially in a simulated setting

If successful, a number of further assessments are to be conducted during workplace application with actual client families under direct supervision of an experienced and qualified practitioner and over a period of time

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:

Impacts of family separation and attachment distress, and an ability to identify them through observation

Understanding of developmental sequelae of separation and conflict

Working knowledge of child development (social, physical, cognitive and emotional), lifespan development, attachment theory, developmental models, family systems theory and theories on the vulnerability and resilience of children in high level parental conflict contexts

Grief and loss responses of children who have experienced high levels of parental conflict and separation

Importance of peer relationships for children

Communication models working with and engaging children

Relationship and implications of family violence, substance use, mental illness, disability

Legislation relevant to position and service

Childs physical and emotional reactions to separation, conflict and violence, trauma

Aspects of the case management processes relevant to position and organisation context

Organisations policies, procedures and protocols in relation to child inclusive practice

Principles and practice standards for working within the child's best interests

Legal responsibilities and duty of care

Child inclusive/centred practice strategies

Indicators, effects and dynamics of abuse and neglect

Parenting and family dynamics in different cultures

Child rights to protection, active right to participate, to choose course of action and make decision at their level of ability

Conflict of Interest, confidentiality and limitations of confidentiality in child inclusive practice

Indicators of abuse, types of abuse, children who are particularly vulnerable and reporting systems

Range of service options for referral

Child psychopathology

Psycho-emotional development of the child

The inner world of the child and its expression through play and behaviour

Essential skills:

It is critical that the candidate demonstrate the ability to:

Recognise and work with abnormal developmental process and psychopathology in presenting children

Work with a range of verbal, non-verbal and projective interview methods and their appropriate application

Formulate the resultant content and process material for the child

Engage children in assessment using effective:

age appropriate language and interview techniques

non-verbal communication

case notes recording

empathy and rapport building

observation

active listening

Implement conflict resolution and negotiation skills when required in communications with parents/carers

Advocate for the rights and safety of the child client

Complete risk assessment for the safety of children's participation in the interview and subsequent processes

Facilitate referral to other specialist or support services as a result of thorough assessment and when appropriate

Interview and engage families in communication exchanges hat are meaningful and contribute to the best interests of the child through dispute resolution or counselling processes

Set boundaries for roles and actions as the child consultant

Manage grief and change processes during the interview processes with children

Establish a professional relationship with children as the child consultant

Interview children for the purpose of gathering information about their needs and views of situations affecting them as a result of parental separation, conflict or divorce

Analyse information gathered and formulate

Work autonomously for short periods of time in highly complex family work situations

Maintain positive assertiveness when communicating with resistant behaviour of parents and or carers

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.

Engagement strategies may include:

Appropriate use of language considering the age and developmental stage of the child/young person

Creating a child friendly environment

Storytelling

Narrative approaches

Active listening

Role play

Use of toys, puppets, books and other child centred resources, sand play, drawing

Communication may include:

Non-verbal communication:

gestures

posture

facial expression

eye contact

Child directed/centred dialogue

Active listening

Open non leading questions

Summarising

Paraphrasing

Reframing

Drawing

Significant adults may include but is not limited to:

Biological parent

Carer

Step parent

Sibling

Relative

Non resident and resident parents

Foster Carer

Organisation processes may include but are not limited to :

Intake and assessment interviews

Risk and safety management

Ensure confidentiality

Case management and associated activities

Recording information

Documentation may include:

Case notes

Observation recording

Incident reports

Progressive case notes

Documentation prepared for legal systems

Case plans

Assessment reports

Intake records

Appropriate forms

Needs, rights and interests of children may include but are not limited to:

Emotional and physical safety

Right to choose to participate

Right to participate in planning for activities directly involving the child/young person

Right to empowerment and decision-making

Participation in age appropriate activities

Choice of relationship interactions

Express feelings and needs

Protection from abuse

Ensuring safety and minimising risk may include:

Following organisation policy and procedure

Identifying and responding to indicators of abuse and/or, neglect

Creating a safe environment for child/young people to interact and participate

Making sure resources and equipment meet safety standards

Adhering to relevant legislation requirements to ensure the safety of children and young people

Seeking expert advise and referral where risk factors are beyond the response expertise of the worker

Family relationship dynamics and issues may include but are not limited to:

Mental health

Alcohol and other drug issues

Separation and divorce

Grief and loss

Intergenerational issues

Family systems

Domestic and family violence

Abuse and neglect

Hostility and aggression

Depression

Disability

Social isolation

Cultural contexts

Step/blended families