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: The 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 Importance of peer relationships for vulnerable and isolated children Principles of empowerment and application of these to the work practices Indicators, effects and dynamics on family relationships and implications of: family violence and abuse substance use mental illness disability Child's physical and emotional reactions to separation, conflict , violence, and trauma Case management principles of assessment, planning, monitoring and review Principles and practice standards for working within the child's best interests as stated in Family Law Act Workers legal responsibilities and duty of care to children/young people and parents/carers when engaging in relationship supports and interventions. Research and identify the parenting and family dynamics in different cultures. Where necessary seek appropriate cultural expertise to ensure practices are culturally appropriate Child rights to protection, active right to participate, to choose course of action and make decision at their level of ability in any planning processes Indicators of abuse, types of abuse, children who are particularly vulnerable and reporting systems in accordance with relevant state legislation Range of service options for referral to relationship support and interventions services Applications and relevance of concepts of parent alienation in separation and divorce Effects of loss , grief and depression on children experiencing family conflict Indicators and responses to child anxiety including childhood resilience |