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.


Appropriate physical environment may include:
Means by which an emotionally safe and empathic environment is created
Appropriate space - child friendly
Toys, puppets, experiential activities (crayons, textas, paints), sand tray and symbols e.g. dolls house, books and resources appropriate to various ages and which are culturally appropriate
Resources for care-giver and other family members where relevant
Where worker is able to 'control' the environment - a separate child specific and friendly space


Age appropriate engagement techniques may include but are not limited to:
Age and developmentally appropriate communication techniques especially the use of play therapy
Storytelling
Methods of communicating with different age, religious, gender and sexual identity groups
Non-judgemental communication techniques
Using strategies that empower the client/young person
Cultural, and sub-cultural awareness/sensitivity
Demonstrating empathy
Validating child or young persons emotions
Using appropriate body language
Asking open-ended questions
Maintaining confidentiality
The ability to ask direct questions about violence in a sensitive and appropriate way
Active listening


Ethical relationship must include:
Counselling practices that reflect the obligations of the practitioner under codes of ethics, and standards of professional membership and/or legislation, to ensure the safety and well being of the child and/or young person in the counselling relationship
Counsellor knowledge and application of:
international conventions relating to the rights of children and young people
relevant international conventions on civil and human rights


Respond to disclosures and allegations includes:
Legislative and statutory requirements may include:
Relevant state/territory/commonwealth legislation (e.g. domestic violence, guardianship, disability services, immigration, anti-discrimination, child protection, legal practice legislation, other legislation specific to children and young people)
International conventions relating to the rights of children and young people
Relevant international conventions on civil and human rights
Freedom of Information legislation


Assess risk for clients includes:
Self identification of risk, threat or attempts to self-harm
Evidence of physical injuries
Threat to safety
Current or previous criminal charges for assault of client by partner/ex-partner, parents
Current or previous police involvement
Objective assessment of care-givers current ability to protect child/young person from further assault or harm
Feelings of depression, anger, low self-esteem, suicidal thoughts, emotional distress or sleep disturbances
Medical problems such as overuse of tranquillisers, or alcohol, drug or substance abuse
Intimidation and harassment
Child/young person being denied access to required medications/ resources
Existing or previous orders relating to domestic violence (e.g. apprehended violence order), or breach of orders
Avoidance of discussion regarding possible abuse
Implausible explanation for injuries
Frequent hospital visits/admissions
Current or previous parental separation
Family court and/or relationship history
Children who have been in care


Factors relevant to the context of children/young persons in counselling may include:
Current or previous parental separation
Family court and/or relationship history
Children's behaviour and developmental level
Other factors that may indicate a history of violence
Feelings of depression, anger, low self-esteem, suicidal thoughts, emotional distress or sleep disturbances
Presenting issues including assessment with parents/care givers


Case work processes may include:
Interviews with child/young person, their family, significant others and carers
Completing applications and other forms such as questionnaires
Case documentation - file notes, case plans
Using specialist communicators, interpreters
Classification tools
Obtaining and processing information from professionals including medical reports and psychological and developmental assessment
Obtaining ,processing and or providing information to/from service providers including child protection authorities
Liaison with schools


Terminate counselling sessions may include:
Planned termination of counselling
Client or parents decision to terminate the sessions
Counsellor assesses and identifies issues of concern in a client case which determine to continue counselling would be unethical and/or place the client and/or others at risk


Interruptions to counselling may include:
Counsellor illness
Counsellor planned leave
Counsellor changes employment
Interruptions due to organisation change
Counsellor ceases practice
Other external factors e.g. client illness, expert recommendations that counselling cease


Client feedback strategies may include but are not limited to:
Interviews with colleagues
Developmentally appropriate evaluation forms
Complaints
Recommendations
Suggestions
Focus group work
Feedback on client from parent


Perspectives relevant to working with children and young people may include but is not limited to:
Systemic
Experiential
Play therapy

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 client situations or scenarios relevant to the workplace including:
complex cases of child and/or young person counselling in situations of high level parental conflict


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 is essential
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
Counselling skills involving direct client contact are to be assessed initially on two occasions in a simulated counselling setting. If successful, further assessment is required during 10 hours actual counselling practice under direct supervision.
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