CHCRF511A: Work in partnership with families to provide appropriate care for children

Descriptor: This unit describes the knowledge and skills required to work in partnership with families to care for the child
Employability Skills: This unit contains Employability Skills
Application: This unit may apply to community services work in a range of 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. Consult family members about the child, and the child’s needs	1.1 Gather information about the child’s needs, routines and preferences on an ongoing basis 1.2 Briefly gather information about key family events that may influence the child’s behaviour 1.3 Maintain confidentiality of information 1.4 Exchange information about child’s interests 1.5 Gather information about family’s specific child care practices 1.6 Actively seek parent requests in relation to their child’s care 1.7 Use appropriate communication strategies
2. Reach agreement with family members about care practices	2.1 Reach agreement on specific requests by negotiation and modification of care practices 2.2 Explain importance of program aspects to parents in relation to their child’s needs/development 2.3 Clearly explain and discuss limitations 2.4 Negotiate alternatives/compromises as necessary 2.5 Clearly communicate final decision to all involved
3. Provide opportunities for family members to participate in the service/ program	3.1 Create a welcoming atmosphere for all family members 3.2 Provide opportunities for family members to participate in the children’s experiences 3.3 Create opportunities for parents/family members to provide feedback and ideas about the program 3.4 Encourage parents to be involved in decision-making processes of the service 3.5 Accept varying levels of involvement in communications with parents 3.6 Facilitate parent and carer support networks 3.7 Promote the importance of parenting and caring
4. Provide information to parents/carers about incidents and develop care strategies together	4.1 Clearly and calmly communicate information about specific incidents 4.2 Allow time to listen to reaction of parent/s and/or carer/s to news of incident 4.3 Facilitate discussion about possible impact of incidents 4.4 Make suggestions about suitable responses as appropriate 4.5 Develop and implement strategies for response by family and service
5. Respond to a family member’s concerns about a child	5.1 Listen respectfully to questions and concerns 5.2 Discuss situation causing concern with family member to reach clear understanding of situation 5.3 Develop and implement strategies for response by family and service 5.4 Determine and fulfil appropriate follow up

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:

Parent/carer reactions to separation from child and use of child care
Strategies for involving family members in the service
The value of participation by parent/carer in children’s services – for the child, parent/ carer and service
Organisation standards, policies and procedures

Essential skills:

It is critical that the candidate demonstrate the ability to:

Consult and plan activities collaboratively 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:

Demonstrate collaborative style of relating to parents and carers
Demonstrate respect for parent’s strengths, competence and knowledge of their child
Demonstrate non-judgemental attitude to different perspectives
Apply communication skills such as:
- empathy
- active listening
- checking understanding

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.

Family members may include:	Mothers Fathers Grandparents Siblings Kin Extended family members Foster children Partners of parents Guardian and foster parents
Information about the child’s needs, routines and preferences may include:	Food and drink preferences Sleeping and rest patterns Health status Toys and activities preferred Level of social interaction/solitude preferred Level of abilities Additional support needs Developmental stage information Cultural requirements Expectations of the parent/s regarding the child Forbidden foods Particular food and drink needs of the child
Information may be gathered through:	Enrolment forms Enrolment interviews Conversations Referral agents
Family events that may have an impact on a child’s behaviour include:	Major changes to health/housing/work Addition of a family member e.g. sibling, step parent, carer Crises and family problems Conflict and violence Losses and grief Parental absence Family celebrations Moving home Other celebrations
Appropriate communication strategies may include:	Use of interpreters Degree of privacy Degree of formality Relaying messages as required
Requests for specific actions may include:	Requests to take child to doctor/ dentist/ kindergarten Relaying messages as required
Limitations in relation to care practices that may be discussed with parents may be due to:	Resources at the venue Time available Peak/slower time of day involved Physical layout Own health, stamina Number of children in care
Parent’s feelings about child care may include:	Anxiety Guilt
Opportunities for family members to participate include:	Suggestion boxes Evaluations and surveys Membership of management/parent/carer committee Activities and meals involving children, staff and family members Excursions Parent representative in policy decisions
A welcoming atmosphere for all family members may be created by:	Photos, paintings and posters of families and familiar places and images Décor Familiar procedures Newsletters Location of service Comfortable space to sit and talk Facilities to make a drink Notice board/space for displaying family news/celebrations An office or area available for confidential discussions
Parent support networks may be facilitated by:	Allowing time, space for parents/carers to communicate with each other Hosting meetings of parents/carers Providing information or referral to facilitate contact with a network

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.