Course Title: Support behaviour of children and young people
Part B: Course Detail
Teaching Period: Term2 2011
Course Code: HWSS5627C
Course Title: Support behaviour of children and young people
School: 360T Education
Campus: City Campus
Program: C4282 - Certificate IV in Education Support
Course Contact : Robyn Blaikie
Course Contact Phone: +61 3 9925 4838
Course Contact Email:robyn.blaikie@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Fiona Dean: Teacher
Ph: 9925 4650
fiona.dean@rmit.edu.au
Nominal Hours: 30
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
No specific pre-requisite and co-requisite.
Course Description
The objective of this course is for students to gain the knowledge and skills to apply strategies to guide responsible behaviour in a safe and supportive environment when working with children and young people. This course applies to a range of community service contexts providing services to children and young people
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCCHILD301A Support behaviour of children and young people |
Learning Outcomes
The learning outcomes for this course is for students to gain the knowledge and skills to apply methods and strategies to guide responsible behaviour in a safe and supportive environment when working with children and young people.
Details of Learning Activities
The student learning experience will be facilitated through participation in a range of activities:
Group discussion
Guest speakers
Oral and/or written questions on "What if?" scenarios
Individual and group projects
Realistic simulations and role play
Practical demonstrations and direct observation of actual work and simulated work practice
Oral Presentations
Teaching Schedule
Semester 1
Week 1-4
Theory – Communication and Learning – What is learning?
What is communication?
How we learn
Discussion, Q&A activities, Evidence Guide
Week 5-9
Theory – The different ways we learn, develop and communicate
Communicative function of behaviour
Demonstrating an understanding of a safe, supportive environment influencing behaviour
Discussion, Q&A activities,
Assignment 1 – Q&A
Week 10-14
Theory– Growing up- Development of children, adolescents
Development and needs of the age group; culturally, physically, socially, emotionally,
intellectually, spiritually
Discussion, Q&A activities
Week 15-18
Theory – Factors that may affect behaviour of children and/or young people
Impacts of environment and culture on behaviour of children and/or young people
Potential impacts of disabilities, learning difficulties and mental health issues on behaviour of
children and/or young people
Discussion, Q&A activities
Progress interview – Evidence guide, Assignment 1, Evidence of Practical experience working with children and young people; e.g Observation/Demonstration, Third party
Semester 2
Week 1-4
Theory – Potential impacts of illness on behaviour of children and/or young people
Definitions of and differences between disruptive and challenging behaviour
Using appropriate supportive behaviour techniques, in cooperation with staff and others
Establishing expectations for behaviour in line with organisation expectations
Discussion, Q&A activities
Week 5-9
Theory – Verbal and non-verbal communication strategies acknowledging responsible behaviour
Redirecting behaviour and defusing situations
Identifying issues of concern, working collaboratively with supervisor
Discussion, Q&A activities
Assignment 2 – Scenarios
Week 10-14
Theory– Observing and collecting data to assist with development of appropriate strategies for support
Methods of observing and collecting data
Using data to demonstrate the frequency, intensity and duration of problem behaviours
Using evidence to implement strategies for positive behaviour
Discussion, Q&A activities
Project – Presentation (oral and/or written)
Week 15-18
Theory – Adapting levels of support required and provided based on need
Monitoring new strategies and recording responses of child or young person in accordance with
organisation’s policy
Potential issues monitoring and collecting data
Assessment interview – review folio of final assessments e.g :
Evidence Guide, Assignment 1 and 2, Evidence of practical experience working with children and young people, e.g Observation/Demonstration, Third party, Project – Presentation (oral and/or written)
Learning Resources
Prescribed Texts
References
Other Resources
Overview of Assessment
You must demonstrate an understanding of all elements of the competencies in order to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by:
• Direct observation of actual and simulated work practice
• Oral or written questioning
• Assignments and projects
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Review of products produced through work-based or course activities
• Third-party feedback from a work supervisor/employer
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.
If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit if you would like to find out more.
An assessment charter (http://mams.rmit.edu.au/kh6a3ly2wi2h1.pdf) summarises your responsibilities as an RMIT student as well as those of your teachers.
Your courses assessment conforms to RMIT assessment principles, regulations, policies and procedures which are described and referenced in a single document: http://www.rmit.edu.au/browse;ID=ln1kd66y87rc
Assessment Tasks
Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by:
• Direct observation of actual and simulated work practice
• Oral or written questioning
• Assignments and projects
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Review of products produced through work-based or course activities
• Third-party feedback from a work supervisor/employer
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.
Assessment Matrix
In Assessment matrix Booklet given to students at commencement of program.
Other Information
The Performance Criteria specify the level of performance required to demonstrate achievement of the Element.
1. Contribute to a safe, supportive environment
1.1 Identify characteristics of a supportive environment
1.2 Use safe, supportive and equitable practices appropriate to the development stage and needs of the child and/or young person
1.3 Identify any disabilities, learning difficulties or mental health issues of child or young person that may have potential impacts on behaviour
2. Use positive support techniques
2.1 Establish expectations for behaviour in consultation with supervisor and in line with organisation expectations
2.2 Provide instructions in a manner appropriate to the child or young person’s need and context of the work environment and activity
2.3 Use positive reinforcement to support responsible and appropriate behaviour
2.4 Use age appropriate and clear non-verbal communication strategies to acknowledge responsible behaviour
2.5 Employ appropriate strategies to redirect behaviour and defuse situations
3. Observe and collect data to assist with development of appropriate strategies for support
3.1 Observe and collect data as a basis for functional analysis of when, where and what a child or young person is doing while involved in a task
3.2 Use data to demonstrate the frequency, intensity and duration of problem behaviours
4. Implement strategies to support children or young people with additional needs
4.1 Implement strategies to support child or young person with guidance from supervisor
4.2 Implement strategies designed by a specialist according to directions and in cooperation with supervisor
4.3 Identify issues of concern for discussion with supervisor
4.4 Contribute effectively to development of personalised behaviour support plans
5. Monitor and review strategies
5.1 Closely monitor new strategies and record responses of child or young person in accordance with organisation’s policy and procedures
5.2 Adapt levels of support required and provided based on need and response of child or young person, after consultation with supervisor
5.3 Confirm the parameters of additional needs through discussion with supervisor
5.4 Identify, document and offer to supervisor opportunities for additional support through observation
Course Overview: Access Course Overview