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.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

Observation of workplace performance is essential for assessment of this unit

Consistency of performance should be demonstrated over the required range of client situations or scenarios relevant to the workplace including:

complex cases of child and/or young person counselling in situations of high level parental conflict

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a period of time and/or in a number of workplace settings, any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Method of assessment

Observation in the workplace is essential

Written assignments/projects or questioning should be used to assess knowledge

Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice

Counselling skills involving direct client contact are to be assessed initially on two occasions in a simulated counselling setting. If successful, further assessment is required during 10 hours actual counselling practice under direct supervision.

The assessment environment should not disadvantage the candidate

Assessment practices should take into account any relevant language or cultural issues related to Aboriginality, gender or language barriers other than English

Where the candidate has a disability, reasonable adjustment may be applied during assessment

Language and literacy demands of the assessment task should not be higher than those of the work role

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:

Stages of child development and relevance to work with vulnerable children

Attachment and family systems theories and how these are applied to working with vulnerable and traumatised children

Own prejudices and stereotyping attitudes and behaviour towards children and young people and the potential influence these may have on counselling practice.

Limitations imposed on the counsellor client relationship as a result of professional and ethical responsibility in the context of an unequal balance of power in the counselling setting when working with children and young people.

Limitations to the effectiveness or usefulness of counsellor in some circumstances and course of actions appropriate for client referral when necessary

Contracting and reaching agreements with parents/ children and young people about the nature, process and expected timeframes and responsibilities for counsellor and client within the provisions of counselling.. Particular emphasis on client confidentiality and determination of who the client is in child counselling.

Importance and opportunities for continuing professional development and maintaining a professional level of self awareness of current scientific and professional information and education in the area of counselling practices with children and young people.

Indicators and dynamics of domestic and family violence and complexities of interpersonal interactions, e.g. power, abuse and conflict in family and sibling relationships

Assessment skills, tools and instrument used to screen for abuse before, during and after child counselling and any additional safety planning requirements and procedures for clients and staff

Referral options and pathways to support clients seeking interventions and supports beyond or in conjunctions with counselling

Relevant state and federal legislation applicable to counselling practice

Limitations of confidentiality that may arise in the counselling of children and young people setting

Contemporary research and approaches to counselling in diverse cultural contexts

Relevance of concepts of couple, family and child dynamics in normal and abnormal developmental forms

Critical understanding and appreciation of the main approaches used in child and young person counselling

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Essential knowledge (contd):

Stages of human development and how this knowledge applies to child and young person counselling practice

Human diversity including culture, gender, age, ability, class, spirituality and ethnicity

Range of impacts of separation and divorce on parents and children and other family members

Impact of conflict, particularly high level and/or ongoing conflict, on children, and the use of child focused approaches to intervene and minimise the impacts

Essential skills:

It is critical that the candidate demonstrate the ability to:

Identify and adhere to legislative requirements of counselling and working with children and young people in a broad range of contexts including Family Law and Child Protection

Explain counselling goals and action plans and outline counselling process and agreements in terms that are understood by the child/young person

Assess and screen for domestic and family violence and child abuse using a range of processes

Monitor own competence through counselling supervision and be willing to consider the views expressed by clients and by counsellor colleagues

Manage the counselling role within an ethical context with particular reference to the child focused practice where necessary.

Recognise the strengths limitations and contraindications of specific therapeutic approaches, including risk of harm associated with approaches that incorporate assumptions of family dysfunction and application of adult techniques to children and young people

Apply an appropriate counselling approach and identify specific interventions to ensure child and young person client needs are met.

Compare and contrast child focused counselling theories and models

Identify common concerns in the provision of child and young person counselling processes

Work in a multidisciplinary environment where appropriate and respect the practice base of others.

Manage confidentiality of information obtained from child and young person clients during the counselling process particularly with regard to limitations of confidentiality

Maintain a solid theoretical base for effective and contemporary child and young person counselling practice

Manage the dynamics of counselling children and young people experiencing high levels familial and parental conflict.

Respect and promote client self determination and ability to make own decisions within the clients value, beliefs and child/young persons competency and context.

Demonstrate sensitivity when counselling children and young people from diverse backgrounds

Apply age appropriate communication and counselling strategies and models when working with children and young people e.g. use of play

Complete case work and participate effectively in case management processes where appropriate

Produce case records, files and reports to a standard acceptable to industry standards

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.

Appropriate physical environment may include:

Means by which an emotionally safe and empathic environment is created

Appropriate space - child friendly

Toys, puppets, experiential activities (crayons, textas, paints), sand tray and symbols e.g. dolls house, books and resources appropriate to various ages and which are culturally appropriate

Resources for care-giver and other family members where relevant

Where worker is able to 'control' the environment - a separate child specific and friendly space

Age appropriate engagement techniques may include but are not limited to:

Age and developmentally appropriate communication techniques especially the use of play therapy

Storytelling

Methods of communicating with different age, religious, gender and sexual identity groups

Non-judgemental communication techniques

Using strategies that empower the client/young person

Cultural, and sub-cultural awareness/sensitivity

Demonstrating empathy

Validating child or young persons emotions

Using appropriate body language

Asking open-ended questions

Maintaining confidentiality

The ability to ask direct questions about violence in a sensitive and appropriate way

Active listening

Ethical relationship must include:

Counselling practices that reflect the obligations of the practitioner under codes of ethics, and standards of professional membership and/or legislation, to ensure the safety and well being of the child and/or young person in the counselling relationship

Counsellor knowledge and application of:

international conventions relating to the rights of children and young people

relevant international conventions on civil and human rights

Respond to disclosures and allegations includes:

Legislative and statutory requirements may include:

Relevant state/territory/commonwealth legislation (e.g. domestic violence, guardianship, disability services, immigration, anti-discrimination, child protection, legal practice legislation, other legislation specific to children and young people)

International conventions relating to the rights of children and young people

Relevant international conventions on civil and human rights

Freedom of Information legislation

Assess risk for clients includes:

Self identification of risk, threat or attempts to self-harm

Evidence of physical injuries

Threat to safety

Current or previous criminal charges for assault of client by partner/ex-partner, parents

Current or previous police involvement

Objective assessment of care-givers current ability to protect child/young person from further assault or harm

Feelings of depression, anger, low self-esteem, suicidal thoughts, emotional distress or sleep disturbances

Medical problems such as overuse of tranquillisers, or alcohol, drug or substance abuse

Intimidation and harassment

Child/young person being denied access to required medications/ resources

Existing or previous orders relating to domestic violence (e.g. apprehended violence order), or breach of orders

Avoidance of discussion regarding possible abuse

Implausible explanation for injuries

Frequent hospital visits/admissions

Current or previous parental separation

Family court and/or relationship history

Children who have been in care

Factors relevant to the context of children/young persons in counselling may include:

Current or previous parental separation

Family court and/or relationship history

Children's behaviour and developmental level

Other factors that may indicate a history of violence

Feelings of depression, anger, low self-esteem, suicidal thoughts, emotional distress or sleep disturbances

Presenting issues including assessment with parents/care givers

Case work processes may include:

Interviews with child/young person, their family, significant others and carers

Completing applications and other forms such as questionnaires

Case documentation - file notes, case plans

Using specialist communicators, interpreters

Classification tools

Obtaining and processing information from professionals including medical reports and psychological and developmental assessment

Obtaining ,processing and or providing information to/from service providers including child protection authorities

Liaison with schools

Terminate counselling sessions may include:

Planned termination of counselling

Client or parents decision to terminate the sessions

Counsellor assesses and identifies issues of concern in a client case which determine to continue counselling would be unethical and/or place the client and/or others at risk

Interruptions to counselling may include:

Counsellor illness

Counsellor planned leave

Counsellor changes employment

Interruptions due to organisation change

Counsellor ceases practice

Other external factors e.g. client illness, expert recommendations that counselling cease

Client feedback strategies may include but are not limited to:

Interviews with colleagues

Developmentally appropriate evaluation forms

Complaints

Recommendations

Suggestions

Focus group work

Feedback on client from parent

Perspectives relevant to working with children and young people may include but is not limited to:

Systemic

Experiential

Play therapy