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Evidence Guide: CHCPRT010 - Work with children and young people with complex trauma and attachment issues and needs

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

 

CHCPRT010 - Work with children and young people with complex trauma and attachment issues and needs

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

Elements define the essential outcomes.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Seek information from families, carers, significant others and professionals

  1. Identify appropriate sources of information about the child or young person
  2. Gather accurate information about child-rearing practices and values of the cultural group to which the child or young person belongs
  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
Identify appropriate sources of information about the child or young person

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Gather accurate information about child-rearing practices and values of the cultural group to which the child or young person belongs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify developmental issues

  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. Recognise the variations in normal development
  3. Identify how developmental delays might impact on developmental progress
  4. Recognise issues associated with young children primarily seeking attachment rather than safety
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

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Recognise the variations in normal development

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify how developmental delays might impact on developmental progress

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Recognise issues associated with young children primarily seeking attachment rather than safety

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify indicators of trauma in children and young people

  1. Access and accurately interpret available current information about possible indicators of trauma
  2. Assess vulnerability of child as a consequence of violence, abuse and neglect
  3. Identify extent of child’s positive experiences of stable, sensitive, loving and stimulating relationships and environments
  4. Clarify extent and duration of trauma, and develop strategies to ensure that interventions do not exacerbate child’s trauma
Access and accurately interpret available current information about possible indicators of trauma

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assess vulnerability of child as a consequence of violence, abuse and neglect

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify extent of child’s positive experiences of stable, sensitive, loving and stimulating relationships and environments

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Clarify extent and duration of trauma, and develop strategies to ensure that interventions do not exacerbate child’s trauma

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide support to families impacted by trauma and violence

  1. Encourage parents and carers to seek and accept appropriate support to manage their own shock and emotional responses
  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
  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. Monitor developmental and educational progress of child or young person in line with their developmental status and needs, within requirements of own work role
  5. Implement actions to reduce the future likelihood of recurring trauma
  6. Report situations of potential trauma in line with requirements of the organisation, legislation and work role
Encourage parents and carers to seek and accept appropriate support to manage their own shock and emotional responses

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Monitor developmental and educational progress of child or young person in line with their developmental status and needs, within requirements of own work role

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Implement actions to reduce the future likelihood of recurring trauma

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Report situations of potential trauma in line with requirements of the organisation, legislation and work role

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

Required Skills and Knowledge

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