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

Formats and tools

Unit Description
Reconstruct the unit from the xml and display it as an HTML page.
Assessment Tool
an assessor resource that builds a framework for writing an assessment tool
Assessment Template
generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
Assessment Matrix
a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
Wiki Markup
mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
Evidence Guide
create an evidence guide for workplace assessment and RPL applicants
Competency Mapping Template
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
Observation Checklist
create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)

Self Assessment Survey
A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
Moodle Outcomes
Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
Registered Training Organisations
Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CHCPRT010, 'Work with children and young people with complex trauma and attachment issues and needs'.
Google Links
links to google searches, with filtering in place to maximise the usefulness of the returned results
Reference books for 'Work with children and young people with complex trauma and attachment issues and needs' on This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to for every purchase, so go nuts :)

Elements and 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