CHCIC510A: Establish and implement plans for developing cooperative behaviour

Descriptor: This unit describes the knowledge and skills required to establish, monitor and implement both individual and group plans for behaviour modification
Employability Skills: This unit contains Employability Skills
Application: This unit may apply to working with children in a range of community service contexts

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. Identify and review behaviour causing concern	1.1 Gather information from all those involved with the child 1.2 Review behaviour in a range of situations and contexts, recognising gender impacts on behaviour 1.3 Observe and analyse behaviour to identify triggers, or consequences which are maintaining the behaviour 1.4 Review program routines and timetabling for possible influence on behaviour 1.5 Facilitate interpretation of child’s behaviour among others involved with the child 1.6 Seek advice as required 1.7 Report incidents causing concern to parent/s, colleagues or others as appropriate 1.8 Discuss options for response with parent/s 1.9 Discuss needs and concerns of other children affected by the incident
2. Establish and apply limits and guidelines for behaviour	2.1 Establish guidelines that are consistent with the abilities of the children 2.2 Establish guidelines relevant to the culture and background of the children and policies of the centre 2.3 Develop guidelines in conjunction with children according to their ability to do so 2.4 Decide how to respond and implement clearly and assertively
3. Develop a plan to guide a particular child’s behaviour	3.1 Identify longer term and short term objectives in the plan 3.2 Clearly identify more acceptable alternative behaviours in the plan 3.3 Develop plan in accordance with philosophy and policies of the service 3.4 Develop goals of the plan consistent with child’s abilities, age and developmental stage 3.5 Ensure plan is realistic according to resources available 3.6 Set plan in consultation with staff/ parents and others who are caring for the child 3.7 Ensure plan considers relevant cultural norms, and processes for responding to behaviour 3.8 Identify resource and referral bodies and seek advice as necessary
4. Implement and monitor behaviour plan	4.1 Inform child of specific expectations for behaviour in ways appropriate to their level of understanding 4.2 Inform all workers involved in implementing the plan of its rationale, limits and strategies 4.3 Inform all involved of strategies so all are reinforcing the plan 4.4 Minimise as far as possible, factors that may lead to or maintain inappropriate behaviour 4.5 Support workers to implement the plan effectively and consistently

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 knowledge of:

Stage of development/age appropriate expectations of children’s behaviour
Theory of circle of security in behaviour support
Acceptable and unacceptable behaviours - review of own stance and reflection on own values
Culturally based expectations about children’s behaviour
Culturally based expectations about responses to children’s behaviour
Developmental and emotional reasons for inappropriate behaviour
Different family styles of discipline and norms about behaviour in different cultures and social groups
Rights of children
Relationship based strategies to help children learn about cooperative behaviour
Antecedents of behaviour - learned habits, context influences, social influences
Contributory factors to inappropriate behaviour - recent events, child’s history or special needs, actions of others
Organisation standards, policies and procedures
Stages of child development
How children learn
The importance children’s input and ideas
Health and safety policies and requirements
Culturally based expectations about communication

Essential skills:

It is critical that the candidate demonstrate the ability to:

Form positive relationships with children, respect of parental expectations and their cultural values and to act within the organisation’s behaviour response policy
Interact with children, giving due regard to child’s age, development, culture, and needs
Involve children in decision-making and planning, giving due regard to the children’s age, development and abilities

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:

Demonstrate respect for children’s individual differences and choices (e.g. not to participate)
Use stress management strategies to calm down before responding to incidents of difficult behaviour
Demonstrate application of skills including:
- using non-verbal communication that reinforces verbal communication
- communication skills of questioning, informing, listening, discussing
- identifying the capabilities of individual children
- collaboration
- active listening
- interpersonal relationship

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.

Positive behaviour may be promoted by:	Verbal comments and attention Physical contact e.g. hug Providing physical and psychological space Opportunities that suit the child’s preferences Opportunities to ‘let off steam’ are created Acknowledgment and encouragement
Limits and guidelines may cover:	Out of bounds areas Expectations about behaviour with other children/adults Procedures for health and safety
Methods to promote positive behaviour will vary according to the age of the child Some examples are:	For babies, infants and toddlers: Smiles Attention Distraction For 3 to 5 year olds: Choice of favourite activity Praise, encouragement Anticipating trouble and redirecting or distracting child For 6 to 12 year olds: Non-verbal communication appropriate to age and peer group Talking about feelings Modelling
For some developmentally delayed children these may be used in addition:	Tangible rewards Charts
Expectations of children’s behaviour will be demonstrated differently according to the age of the child. Some examples are:	For babies and infants Smiling Clapping verbal and non-verbal approval For toddlers: Modelling Repetition of guidance’s for appropriate behaviour e.g. ‘we walk inside’ Talking about appropriate behaviour For 3 to 5 year olds: Reasons for guidelines are explained For 6 to 12 years old: Children will be involved in the establishing of guidelines
Guidelines are communicated to:	Children, especially those new to the service Parents Potential users of the service Relief or other staff
The application of guidelines and limits will vary according to the age of the child:	For babies and infants: Saying ‘no’ and using the child’s name e.g. ‘James, no’ with use of appropriate facial expressions and tone of voice Remove child from problem/trouble Distract to another activity For toddlers: Patiently respond, provide a consistent message Acknowledge feelings Provide appropriate activities to release feelings Reason for limit is explained in simple terms to child For 3 to 5 year olds: Provide a consistent message Acknowledge feelings Provide appropriate activities to release feelings For 6 to 12 year olds: Children are involved in the establishment of guidelines Written guidelines can be given to children Periodically reviewing guidelines
Needs of the child which may influence the worker's response to a serious incident of behaviour may be due to:	Family crisis Family stress and problems Major changes in the child's profile
Other circumstances which may influence the workers response include:	Location of incident Risk to child or others Other potential or actual consequences
Incidents causing concern may be reported according to the service’s guidelines to:	Parent/s of the child Parent/s of other children affected Co workers Management/supervisor
Service policy and procedures on response to serious incidents or behaviour may include:	Accurate documentation Report incidents to colleagues and more senior workers
Communication that may be used to consult and collaborate with children include:	Verbal and written and non-verbal In a group or individual discussions On regular basis and spontaneous Surveys/ evaluations Requests, chatting Discussions, meetings Suggestion boxes Anecdotal Listening to informal conversations
Ways in which children are encouraged to consider new ideas and interests may be through:	Encouraging children to consult with each other New and stimulating material is presented to children Children’s ideas are shared with others in a group situation
Resources that are limited may include:	Physical environment Equipment Time available Staff numbers Budget Space
Safety and legal requirements may include:	Staff ratios Behavioural or medical problems Duty of care responsibilities ‘Sunsafe’ policy Staff ratio for excursions High risk activities Weather Location of activity
Children can be consulted about all their interests including:	Food Discipline policies Activities Programming Behaviour Parents Staff

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.