Modification History
CHC08 Version 3 |
CHC08 Version 4 |
Comments |
CHCCHILD301A Support behaviour of children and young people |
CHCCHILD301B Support behaviour of children and young people |
Updated terminology 'challenging behaviour' to 'behaviours of concern' |
Unit Descriptor
Descriptor |
This unit describes the knowledge and skills for workers to apply strategies to guide responsible behaviour in a safe and supportive environment |
Application of the Unit
Application |
This unit applies to a range of community service contexts providing services to children and young people |
Licensing/Regulatory Information
Not Applicable
Pre-Requisites
Not Applicable
Employability Skills Information
Employability Skills |
This unit contains Employability Skills |
Elements and Performance Criteria Pre-Content
Elements define the essential outcomes of a unit of competency. |
The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement. |
Elements and Performance Criteria
ELEMENT |
PERFORMANCE CRITERIA |
1. Contribute to a safe, supportive environment |
1.1 Identify characteristics of a supportive environment 1.2 Use safe, supportive and equitable practices appropriate to the development stage and needs of the child and/or young person 1.3 Identify any disabilities, learning difficulties or mental health issues of child or young person that may have potential impacts on behaviour |
2. Use positive support techniques |
2.1 Establish expectations for behaviour in consultation with supervisor and in line with organisation expectations 2.2 Provide instructions in a manner appropriate to the child or young person's need and context of the work environment and activity 2.3 Use positive reinforcement to support responsible and appropriate behaviour 2.4 Use age appropriate and clear non-verbal communication strategies to acknowledge responsible behaviour 2.5 Employ appropriate strategies to redirect behaviour and defuse situations |
3. Observe and collect data to assist with development of appropriate strategies for support |
3.1 Observe and collect data as a basis for functional analysis of when, where and what a child or young person is doing while involved in a task 3.2 Use data to demonstrate the frequency, intensity and duration of problem behaviours |
4. Implement strategies to support children or young people with additional needs |
4.1 Implement strategies to support child or young person with guidance from supervisor 4.2 Implement strategies designed by a specialist according to directions and in cooperation with supervisor 4.3 Identify issues of concern for discussion with supervisor 4.4 Contribute effectively to development of personalised behaviour support plans |
5. Monitor and review strategies |
5.1 Closely monitor new strategies and record responses of child or young person in accordance with organisation's policy and procedures 5.2 Adapt levels of support required and provided based on need and response of child or young person, after consultation with supervisor 5.3 Confirm the parameters of additional needs through discussion with supervisor 5.4 Identify, document and offer to supervisor opportunities for additional support through observation |
Required Skills and Knowledge
REQUIRED SKILLS AND KNOWLEDGE |
This describes the essential skills and knowledge and their level required for this unit. |
Essential knowledge: The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include knowledge of:
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Essential skills: It is critical that the candidate demonstrate the ability to:
In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include the ability to:
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Evidence Guide
EVIDENCE GUIDE |
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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. |
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Critical aspects for assessment and evidence required to demonstrate this unit of competency: |
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Access and equity considerations: |
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Context of and specific resources for assessment: |
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Range Statement
RANGE STATEMENT |
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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. |
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Opportunities to listen to language may include: |
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Behaviour support may be based on models such as: |
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Characteristics of a supportive environment include: |
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Safe, supportive and equitable practices may include: |
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Potential impacts on behaviour of disability may include: |
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Positive support for children and/or young people may include: |
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Expectations for behaviour may include: |
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Non-verbal communication strategies to acknowledge appropriate behaviour may include: |
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Strategies to redirect behaviour and defuse situations may include: |
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Collect data may include: |
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Additional needs may include needs due to any of the following: |
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Strategies to be implemented may be: |
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Issues of concern may include: |
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Levels of support required may vary between: |
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Unit Sector(s)
Not Applicable