Elements and Performance Criteria

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.


Establish rapport with children and parents may include:
Actively listening to each persons concerns
Acknowledging feelings yet remaining impartial
Demonstrating empathy
Establishing trust with each person
Modelling effective communication skills
Explaining process and expectations including responsibilities and rights of each person
Creating a friendly and welcoming environment


Explain the changeover process may include but is not limited to:
Client rights and responsibilities
Expectations on behaviour
Limitations of the changeover process
Communication strategies related to late arrival, non attendance, review of the process, concerns and complaints
Clarification of client's expectations of the changeover service
Provision of written and other forms of information to meet specific communication need of clients


Neutrality and impartiality must involve:
Absence of personal bias and prejudice


Child and parent risk factors may include:
Parents presenting under the influence of substances
Parents with unmanaged mental health issues
Displays of volatile behaviour
Aggressive physical and verbal behaviour
Unmanaged physical and mental illness
Indicators of violence or family abuse
Child protection concerns
Social, geographical and emotional isolation of family members
Financial difficulty


Safe conducive environment may include:
Ensuring parents do not interact during changeover
Monitoring and observing behaviour of all parties at points of handover
Ensuring parents are aware of the limitations of the organisation and expected client behaviour
Confidently activating incident response when needed
Commitment to child safety measures in all aspects of work practices
Ensuring the physical environment of the changeover site is free from hazards and potential risk for clients


Organisation policies and procedures may include:
WHS workplace procedures
Risk management policy
Confidentiality policy
Changeover policy and procedures
Reporting policy and procedures
Account keeping procedures for the collection of fees


Documentation may include:
Observational case notes
Records of contact
Memos
Case notes
Child protection notifications
Incident reports
Receipt for payments


Parental behaviour may include:
Communication with children
Seeking clarification on what the child wants to have happen, how they think this might happen, how they feel about the situation, seeking understanding from the child's perspective about any changes that might assist with contact refusal
Encouraging and respecting children's views and ideas
Appropriate management of child behaviour
Appropriate content for discussion with children
Expressing feelings and emotions


Other support systems for parents and children may include:
Counselling and family support services
Dispute resolution services
Health and medical services
Child support agency
Centrelink
Drug and alcohol services
Domestic violence services
Legal Aid
Mental health services

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
Observation of workplace performance is essential for assessment of this unit
Consistency of performance should be demonstrated over the required range of situations relevant to the workplace on more than one occasion


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:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on essential knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a period of time and/or in a number of workplace settings, any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons


Method of assessment
Observation in the workplace
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.
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