Unit of competency Outline

Date retreived
22/07/2026 3:10 PM AWST

Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.

Work within a child inclusive framework

Work within a child inclusive framework

Unit of competency
National Code
CHCFAM802B
State Code
D2508
TGA Status
Replaced
DTWD Status
Replaced
Current Release Number
1.00
Current Release Date
25/03/2011
View on TGA
State Implementation and Classification
Approved Date
21/07/2014
Field of Education
090503 - Children’s Services
Original Release Date
21/07/2014
Nominal Hours
40
Description
This unit of competency describes the skills and knowledge required to specialise in the role of child consultant, within child inclusive family law mediation or counselling process
Notes
Elements and Performance Criteria
1. Engage with and gather appropriate developmental history from parents
  • 1.1 Take an appropriate history about the child in question, relative to the presenting concern
  • 1.2 Engage parents in establishing trust and confidence in the child consultant's role
2. Engage children and young people in assessment interviews
  • 2.1 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.
  • 2.2 Explain role and boundaries of child consultant role to children
  • 2.3 Explain and familiarise children with organisation processes as necessary in the counselling or dispute resolution context
  • 2.4 Formulate the resultant content and process material from the child, including documentation requirements as required by the organisation
3. Formulate the child's material into a working knowledge of their needs and experiences, inline with their developmental stage
  • 3.1 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
  • 3.2 Consider how best to communicate these findings to the parents or adult parties responsible for the child
4. Communicate needs, rights and interests of children and young people as expressed by them
  • 4.1 Engage significant others and assess their ability to accept child/young person opinions, views and concerns
  • 4.2 Communicate children's and young peoples opinions, views and concerns to parents using the child's/young people's own words and expressed efforts
  • 4.3 Facilitate communication between children and/or young people and significant adults as appropriate
  • 4.4 Provide timely and sensitive feedback to significant adults
  • 4.5 Model to significant adults appropriate inclusion of children and young people needs and views in planning and decision-making
5. Ensure safety of children and young people in participation process
  • 5.1 Explain to children and young people, agency and/or worker actions, for ensuring safety and minimising risk
  • 5.2 Undertake risk and safety management of children and young people
  • 5.3 Seek feedback from children and young people
  • 5.4 Debrief children and young people after incidents
  • 5.5 Implement support systems for children and young people to ensure emotional and physical safety
  • 5.6 Create and maintain a child and young person friendly environment
  • 5.7 Identify and monitor family relationship dynamics and issues
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
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
Replaced By
State Code National Code Title Type
AWA94 CHCFAM008 Work within a child inclusive framework Unit of competency