NTISthis.com

Evidence Guide: CHCPRT034 - 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

 

CHCPRT034 - 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?

Seek information from families, carers, significant others and professionals.

  1. Identify sources of information about the child or young person.
  2. Gather accurate information about the child or young person’s developmental history, and the child-rearing practices and values of the cultural group to which the child or young person belongs.
  3. Interpret and analyse gathered information to determine impact of culture, family, home and community on the developmental history of the child or young person.
  4. Document detailed summary of developmental history and analysis.
Identify sources of information about the child or young person.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gather accurate information about the child or young person’s developmental history, and the child-rearing practices and values of the cultural group to which the child or young person belongs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interpret and analyse gathered information to determine impact of culture, family, home and community on the developmental history of the child or young person.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document detailed summary of developmental history and analysis.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify developmental issues.

  1. Review child or young person’s developmental trends impacting on current behaviours.
  2. Recognise variations in normal development in the child or young person.
  3. Identify indicators how developmental delays and attachment disorder may have impacted on the developmental progress of the child or young person.
  4. Recognise issues associated with child or young person’s behaviours that indicate lack of attachment.
  5. Recognise behaviours of child or young person that indicate lack of personal safety skills.
Review child or young person’s developmental trends impacting on current behaviours.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise variations in normal development in the child or young person.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify indicators how developmental delays and attachment disorder may have impacted on the developmental progress of the child or young person.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise issues associated with child or young person’s behaviours that indicate lack of attachment.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise behaviours of child or young person that indicate lack of personal safety skills.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify indicators of trauma in children and young people.

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess vulnerability of child or young person as a consequence of violence, abuse and neglect.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify extent and duration of trauma.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop strategies to ensure that interventions do not exacerbate child or young person’s trauma.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide support to families impacted by trauma and violence.

  1. Encourage families and carers to seek and accept support to manage their own emotional responses.
  2. Listen calmly to information provided by child or young person and their families and carers and provide reassurance in line with the situation and child or young person’s age and stage of development.
  3. Encourage child or young person to talk about all aspects of the traumatic experience and its aftermath, as an open, accepting and reassuring listener.
  4. Monitor developmental and educational progress of child or young person in line with their developmental stage and needs, and 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 organisational policies and procedures, legislation and work role.
Encourage families and carers to seek and accept support to manage their own emotional responses.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Listen calmly to information provided by child or young person and their families and carers and provide reassurance in line with the situation and child or young person’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, 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 stage and needs, and 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 organisational policies and procedures, legislation and work role.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Required Skills and Knowledge