Modification History
Not Applicable
Unit Descriptor
Descriptor |
This unit describes the knowledge and skills required to recognise indicators of trauma in children and young people of different ages and at different stages and to identify their needs and those of their parents and carers |
Application of the Unit
Application |
This unit applies to those working with children and young people, in particular in contexts involving child protection, family services and child and youth placement and support |
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. Seek information from families, carers, significant people and professionals |
1.1 Identify appropriate sources of information about the child or young person 1.2 Gather accurate information about child rearing practices and values of the cultural group to which the child or young person belongs 1.3 Compile a detailed overview of information available about developmental context and issues from pregnancy/birth to clarify impact of culture, family, home and community on developmental history of child or young person 1.4 Identify factors and incidents that may potentially have influenced child's development and impact on current behaviour patterns and characteristics |
2. Identify developmental issues |
2.1 Apply knowledge of common developmental trends, milestones and associated characteristics and behaviours for children and young people 2.2 Make appropriate allowances for variations from what is considered normal development 2.3 Identify potential for developmental delays to impact on progress to future developmental stages 2.4 Clarify sequence of development for each individual child and identify range of influences on developmental process 2.5 Recognise issues associated with young children primarily seeking attachment rather than safety |
3. Identify indicators of trauma in children and young people |
3.1 Use knowledge of child development and common variations for children and young people to identify indicators of developmental delay 3.2 Access and accurately interpret available current information about possible indicators of trauma relevant to child's age and developmental status 3.3 Work with understanding of potential impacts of trauma on the child or young person 3.4 Clarify potential vulnerability of child through having witnessed and/or experienced violence, abuse and neglect at the hands of carers 3.5 Identify extent of child's positive experiences of stable, sensitive, loving and stimulating relationships and environments 3.6 Take into account the potential for prolonged exposure to frightening and overwhelming circumstances to result in 'toxic stress' 3.7 Identify potential consequences of toxic stress and closely observe child for signs of it |
4. Provide support to families impacted by trauma and violence |
4.1 Encourage parents and carers to seek and accept appropriate support to manage their own shock and emotional responses 4.2 Listen calmly to information provided by child or young person and their parents and/or carers and provide reassurance in line with the situation and child's stage of development 4.3 Encourage child or young person to talk about all aspects of the traumatic experience and its aftermath, if appropriate, as an open, accepting and reassuring listener 4.4 Monitor developmental and educational progress of child or young person in line with their developmental status and needs and within requirements of own work role 4.5 Report situations of potential trauma in line with requirements of the organisation, legislation and work role |
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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Method of 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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Factors and incidents that may potentially have influenced child's development may refer , for example , to : |
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Indicators of trauma may vary with the age and stage of the child and include , for example : |
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Unit Sector(s)
Not Applicable