Unit of competency Outline
Information current as of
19/10/2026 5:31 PM AWST
19/10/2026 5:31 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.
Promote positive development of children and young people in out of home care
Promote positive development of children and young people in out of home care
Unit of competency
National Code
CHCFOS402A
CHCFOS402A
State Code
D2537
D2537
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
13/08/2010
Original Release Date
25/03/2011
Nominal Hours
40
Field of Education
090505 - Youth Work
Description
DescriptorThis unit describes the skills and knowledge required to provide and advocate for the development and special needs of children and young people in foster care, including the need to promote development of a positive identity and active participation in decision-making
General notes
N/A
Elements and Performance Criteria
1. Promote development of children and young people
- 1.1 Provide support for social, emotional, psychological and cognitive aspects of development of children and young people
- 1.2 Identify the importance of individual attention for each child or young person which is responsive to his/her needs and development
- 1.3 Provide emotional warmth, care and appropriate affection to children and young people
- 1.4 Implement strategies to support children and young people's life skills development whilst in care
- 1.5 Promote the education achievements of children and young people in foster care
2. Support children and young people to explore and develop identity
- 2.1 Implement strategies to encourage children to take pride in their own cultural identity, gender and abilities
- 2.2 Implement strategies for children and young people to participate in and learn about their cultural, religious and language heritage
- 2.3 Support the importance of sharing and safely storing memorabilia during placement
- 2.4 Provide opportunities for children and young people to explore their individual strengths, interests and abilities
3. Create opportunities for children and young people to express, feelings, needs and ideas
- 3.1 Listen attentively to children and young people to encourage them to express their needs and feelings
- 3.2 Recognise the different needs of children at different stages of development
- 3.3 Recognise and respond to the expressions of separation anxiety for children and young people in foster care
- 3.4 Support children and young people to be actively involved in decision-making that affects them
4. Manage behaviour
- 4.1 Identify own responses that can impact on appropriate behaviour management
- 4.2 Use behaviour management strategies that consider development and life experience of the child and young person
- 4.3 Implement behaviour management strategies that are flexible and respond to changing situations
5. Advocate for children and young people in foster care
- 5.1 Support the child and young person to access identified specialist services as required
- 5.2 Advocate for specialist needs of children in foster care and ensure their needs are conveyed to relevant personnel
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.
Implement strategies to support children and young people's life skills developmentmay include:
Budgeting plans
Allocation of age appropriate responsibilities
Modelling
Demonstration and participation in household responsibilities
Modelling and encouraging appropriate social skills
Promote the education achievementsmay include:
Reinforcing positive education achievements with verbal recognition
Providing tokens of recognition of a job well done
Displaying education work and outcomes in the home
Sharing the achievements with the family of origin
Implement strategies to encourage children to take pride in their own cultural identity, gender and abilities may include:
Providing resource to support cultural identity
Participating and actively enquiring about culture
Researching the particular customs and discussing these with children
Encourage other children care to embrace diversity
Encourage the participation in cultural celebrations
Expressions of separation anxiety for children and young people in foster care may include:
Aggressive outbursts
Withdrawal
Crying
Nightmares
Anxious
Anger
Depression
Running away
Behaviour management strategies may include:
Use of verbal and non-verbal positive reinforcement
Differentiation of individual needs
Shared decision-making
Inclusive language, attitudes and activities
Provision of equal opportunities for participation
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.
Implement strategies to support children and young people's life skills developmentmay include:
Budgeting plans
Allocation of age appropriate responsibilities
Modelling
Demonstration and participation in household responsibilities
Modelling and encouraging appropriate social skills
Promote the education achievementsmay include:
Reinforcing positive education achievements with verbal recognition
Providing tokens of recognition of a job well done
Displaying education work and outcomes in the home
Sharing the achievements with the family of origin
Implement strategies to encourage children to take pride in their own cultural identity, gender and abilities may include:
Providing resource to support cultural identity
Participating and actively enquiring about culture
Researching the particular customs and discussing these with children
Encourage other children care to embrace diversity
Encourage the participation in cultural celebrations
Expressions of separation anxiety for children and young people in foster care may include:
Aggressive outbursts
Withdrawal
Crying
Nightmares
Anxious
Anger
Depression
Running away
Behaviour management strategies may include:
Use of verbal and non-verbal positive reinforcement
Differentiation of individual needs
Shared decision-making
Inclusive language, attitudes and activities
Provision of equal opportunities for participation
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
This unit is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions
Assessment must demonstrate consistency of application of skills and knowledge described in this unit of competency
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:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resources required for assessment include access to relevant workplace or simulated realistic workplace setting where assessment may take place
Method of assessment:
Assessment may include observation, questioning and evidence gathered from a workplace environment
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
This unit is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions
Assessment must demonstrate consistency of application of skills and knowledge described in this unit of competency
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:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resources required for assessment include access to relevant workplace or simulated realistic workplace setting where assessment may take place
Method of assessment:
Assessment may include observation, questioning and evidence gathered from a workplace environment
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWA68 | CHCPRT024 | Promote positive development of children and young people in out of home care | Unit of competency |
