CHCCONS403B: Support families to develop relationships

Unit Descriptor: This unit of competency describes the skills and knowledge required to assist children and parents to achieve positive relationships in situations of separation or divorce
Employability Skills: This unit contains Employability Skills
Application: This unit applies to staff working in Children’s’ Contact Services and within the regulations of Family Law legislation associated with facilitated contact

Element	Performance Criteria
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.
1. Engage with families to determine relationship issues	1.1 Use appropriate communication techniques to assess the relationship dynamics of both parents and child/young person 1.2 Identify the needs of each party and discuss appropriate support and response options 1.3 Document family relationship goals, plans and actions according to organisation policy
2. Support relationship building	2.1 Model positive parenting and interactions with children 2.2 Demonstrate use of play techniques for interacting with child/and or young person 2.3 Model cooperation, negotiation and assertion skills to resolve relationship conflict 2.4 Encourage the child and/or young person to interact with the parent through role modelling and demonstration of appropriate behaviour 2.5 Provide feedback and positive affirmations to support families in relationship building
3. Activate referrals	3.1 Refer to services that will support specific issues impacting on the development of relationships 3.2 Identify community resource options for family interactions and relationship development 3.3 Advocate for community support services to meet family’s needs
4. Respond to inappropriate parental behaviour	4.1 Debrief the residential parent and non residential parent 4.2 Debrief the child and/or young person 4.3 Be diplomatic in responses to inappropriate behaviour. Direct conversations to parents appropriate responsibilities 4.4 Be aware of the relationship issues between the parents and refer where necessary 4.5 Respond to any issues of a legal nature according to organisation policy and legislative requirements 4.6 Discuss with the parents the ramifications if behaviours have breached the Service Level Agreement

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 perform task skills; task management skills; contingency management skills and job/role environment skills as outlined in elements and performance criteria of this unit

These include:

Understanding reactions of children experiencing re victimisation and who are affected by trauma
Working knowledge of the intentions of the Shared Parenting provisions of the Family Law Act and practices that will support families to achieve these goals where appropriate
Awareness and understanding of the implications of confidentiality policy and procedures and necessary limitations of confidentiality in cases of harm or abuse
Awareness of occupational health and safety (OHS) policy and procedures in the context of changeover
Relevant legislation that impacts on the provision of changeover and facilitated contact including, Child Protection Legislation, Family Law Act, Domestic and Family Violence Laws within the jurisdiction of the service provision
Factors affecting family dynamics and particularly children, with incidents or history of high levels of parental conflict, violence or abuse
Understanding the impact of high conflict in post separation involving children
Awareness of adult and juvenile sexual offending behaviour types, cycles of offending behaviour and appropriate responses to allegations of offending behaviour in accordance with organisation policy and legislation
Understand child developmental norms at different ages and stages
Awareness of domestic and family violence cycle, indicators and appropriate responses
Awareness of family systems and how this is relevant to the role of contact worker in the development of relationships in extended and blended families
Working knowledge of separation anxiety and attachment theory, child development, loss and grief issues and family violence and how this is relevant to the role of contact worker in the changeover and contact process, particularly observing child’s emotional reaction and interactions with carers/parents.
Awareness of case work practices and how to contribute to these process through documentation and consultation with senior staff or supervisors
Local support services available to clients needing external information, support or interventions
Cross cultural issues in child parent relationships

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate:
- empathy to parents/carers and children
- non-judgement approaches and attitudes towards all clients
- neutrality and impartiality when engaging in practices with both the resident and non resident parent/carer
- age appropriate communication when working with young people and children, people with disabilities, cultural diversity
Record case notes, including recording only relevant information and objective information
Discriminate between what is factual observation and what is personal interpretations and subjective information
Write incident reports as required and in accordance with OHS policies of the organisation
Identify real and potential risks associated with developing relationships with high risk client groups
Communicate effectively with vulnerable or hostile parents and children in crisis using effective interpersonal skills and conflict resolution skills:
- listening and understanding
- speaking clearly and directly
- negotiating responsively
- persuading effectively
- being appropriately assertive
- empathising
Engage involuntary or resistant parents and children in planning for the future
Communicate effectively with children to ensure rapport is established and trust in the process of changeover is achieved and maintained
Use observational skills and interpret this information into objective recordings of client interactions which may inform the preparation of court reports
Use modelling and demonstrate cooperative behaviours
Model and implement appropriate boundaries for interacting with families

In addition, the candidate must be able to demonstrate relevant task skills; task management skills; contingency management skills and job/role environment skills
These include the ability to:

Comply with codes of conduct of the organisation
Communicate in a cross cultural context with a diverse client group, promote access and equity to service users
Work with interpreters effectively
Create and maintain a child friendly environment
Apply data entry skills for input of funding services statistical information

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.

Relationship dynamics may include but is not limited to:	Power imbalances and intimidation Past or present family violence or abuse Intergenerational issues of appropriate communication, behaviour management Critical factors of substance misuse, abuse Past or present issues of child abuse and neglect Socioeconomics, financial, geography, isolation Mental illness Grief and loss Attachment issues Learned behavioural responses
Appropriate support and response options may include but are not limited to:	Facilitate referral to support services Advocacy within the guidelines of the organisation Provision of critical information about client rights, matters of legal nature, safety and essential care services Planning processes Mediation and/or other conflict management Referral to counselling services
Document family relationship goals may include:	Case plans File records Case reviews or planning processes Case reports
Model positive parenting may include:	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
Activate referrals may include referring to support services including:	Housing Income support Domestic violence support services Recreational and support groups Centrelink Child support Family relationship centres Men’s help services Cultural support services Family focused specialist groups

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.