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.


Court orders may include:
Parental contact and residency
Child protection
Domestic and family violence issues


Options for community support may include but is not limited to:
Counselling and family support services
Dispute resolution services
Health and medical services
Child support agency
Centrelink
Alcohol and other drugs (AOD) services
Domestic violence services
Legal aid
Mental health services
Cultural community connections


Respectfully engage parents must include:
Impartial and objective attitudes of workers
Acknowledge individuality and experiences
Respects the rights of parents to choose to participate
Respects culturally diverse range of parenting skills and choices


Issues and barriers may include:
Domestic and family violence past or present
AOD issues
Mental health issues particularly unmanaged
Physical, verbal or emotional and psychological abuse
Social and geographic isolation
Physical and/or intellectual disability
Health matters
Accommodation issues
Other legal matters


Self managed contact may include:
Contact arrangements that are agreed to by both parents and managed without the support of the Contact Service and are considered to be in the best interest of the child


Child focused approach:
Practice is aimed at facilitating information about the child's needs/wants to the parents , acting in the 'best interests of the child'


Model parenting skills and appropriate child behaviour management includes:
Effective and respectful 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 form the child's perspective any changes that might assist with any 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

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