Unit of competency Outline
Date retreived
22/07/2026 8:25 PM AWST
22/07/2026 8:25 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.
Facilitate and monitor contact
Facilitate and monitor contact
Unit of competency
National Code
CHCCONS402C
CHCCONS402C
State Code
WC837
WC837
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
17/07/2014
Field of Education
090513 - Counselling
Original Release Date
17/07/2014
Nominal Hours
70
Description
This unit of competency describes the skills and knowledge required to facilitate and monitor the contact between the child/children and the non resident parent
Notes
Elements and Performance Criteria
1. Establish and commence the contact visit
- 1.1 Establish rapport with parents and child/young person and parents at commencement of contact visit
- 1.2 Reinforce parameters of facilitated contact with parents including reporting processes
- 1.3 Clarify contact or court orders with supervisor before contact occurs
- 1.4 Conduct risk assessment with both parties upon commencement of contact visit
- 1.5 Seek agreement from both parties to establish a plan for facilitated contact using negotiation skills
- 1.6 Plan, in consultation with parents and child/young person for the facilitated contact to occur with age appropriate activities
2. Monitor contact between child/young person and non resident parent
- 2.1 Monitor behaviours and safety of the child/young person during contact with non resident parents with minimal intervention
- 2.2 Manage any challenging behaviour of both parents and child/young person
- 2.3 Intervene in contact between child/young person and parent where appropriate
- 2.4 Seek support of peers or senior staff as needed
- 2.5 Refer family or individuals to other services according to organisation policy and assessed client needs
- 2.6 Demonstrate ability to communicate effectively with parents and children in a consistent, and culturally appropriate way to model respectful parenting and relationships
- 2.7 Direct the contact and keep interaction flowing between parent, child and or young person
- 2.8 Respond to complaints from either party according to organisation policy
- 2.9 Terminate contact when necessary in line with organisation procedures and reporting actions to immediate supervisor
3. Document information about facilitated contact
- 3.1 Prepare reports according to organisation policy
- 3.2 Create files and write case notes according to organisation policy
- 3.3 Complete incident reports when required
- 3.4 Revise arrangements for facilitated contact
- 3.5 Demonstrate confidentiality and privacy policy of the organisation in when recording and managing client information
4. Participate in strategies to improve services for families
- 4.1 Attend regular staff meetings and debriefing sessions with peers
- 4.2 Undertake regular professional development to ensure procedures reflect legislative and industry requirements
- 4.3 Consult on all difficult operations with senior staff according to organisation requirements
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.
Contact or court orders may include:
Provisions or orders specified by the family law court process
Risk assessment may include:
Processes for evaluating the nature of specific risks to safety for individual clients using tools and structured judgement
The content of risk may relate to:
Exposure to violence or parental conflict
Mental health issues
Children's and parenting issues
Document may include:
Court reports if specified within job role
Case notes and observational recordings
Incident reports
Notifications
Data entry requirements according to service agreements
Age appropriate activities may include:
Childs chosen activity - play (individual and group)
Outdoor activities and indoor activities
Developmentally appropriate
Child self determined activity
Other services 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
Communicate effectively with parents may include but is not limited to:
Use of empathy
Congruence
Being non-judgement
Ensuring neutrality
Culturally appropriate communication and observation of protocols
Negotiation
Assertiveness
In languages other than English
Indigenous languages
Visual languages such as sign language and allow for the use of assistive technology
Termination of contact may be a result of:
Safety concerns for child and/or adult
Actual incident of breach of agreed standards
Parent self selects to terminate
Child distress
Issues of a legal nature arise
Senior worker determines it appropriate or necessary to terminate the contact
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.
Contact or court orders may include:
Provisions or orders specified by the family law court process
Risk assessment may include:
Processes for evaluating the nature of specific risks to safety for individual clients using tools and structured judgement
The content of risk may relate to:
Exposure to violence or parental conflict
Mental health issues
Children's and parenting issues
Document may include:
Court reports if specified within job role
Case notes and observational recordings
Incident reports
Notifications
Data entry requirements according to service agreements
Age appropriate activities may include:
Childs chosen activity - play (individual and group)
Outdoor activities and indoor activities
Developmentally appropriate
Child self determined activity
Other services 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
Communicate effectively with parents may include but is not limited to:
Use of empathy
Congruence
Being non-judgement
Ensuring neutrality
Culturally appropriate communication and observation of protocols
Negotiation
Assertiveness
In languages other than English
Indigenous languages
Visual languages such as sign language and allow for the use of assistive technology
Termination of contact may be a result of:
Safety concerns for child and/or adult
Actual incident of breach of agreed standards
Parent self selects to terminate
Child distress
Issues of a legal nature arise
Senior worker determines it appropriate or necessary to terminate the contact
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 person
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
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 person
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
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| D2316 | CHCCONS402B | Facilitate and monitor contact | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWA98 | CHCFAM005 | Facilitate and monitor contact | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J591 | CHC40313 | Certificate IV in Child, Youth and Family Intervention | Qualification |
| J020 | CHC41412 | Certificate IV in Child, Youth and Family Intervention (residential and out of home care) | Qualification |
| D315 | CHC51108 | Diploma of Children's Contact Services Work | Qualification |
| D290 | CHC41308 | Certificate IV in Children's Contact Services Work | Qualification |
| AWL8 | CHC42015 | Certificate IV in Community Services | Qualification |
| AWM0 | CHC52015 | Diploma of Community Services | Qualification |