| University | Northern Council for Further Education (NCFE) |
|---|---|
| Subject | RCC 3.3 Understand How to Support Children and Young People Who Have Experienced Harm or Abuse (A/506/8364) |
RCC 3.3 Understand How to Support Children and Young People Who Have Experienced Harm or Abuse Assignment
| Qualification | NCFE CACHE Level 3 Diploma for Residential Childcare (England) 601/4852/4 |
| Unit Reference Code | A/506/8364 |
| Unit Title | Understand How to Support Children and Young People Who Have Experienced Harm or Abuse |
| Unit Number | RCC 3.3 |
| Unit Credit | 3 |
| GLH | 22 |
| Unit Aim | This unit provides the knowledge and understanding required to support children and young people who have experienced harm or abuse. |
Learning Outcomes and Assessment Criteria
| Learning outcomes
The learner will: |
Assessment criteria
The learner can: |
| 1. Understand the role and responsibilities of the practitioner and others when supporting children and young people who have experienced harm or abuse. | 1.1. Explain the role and responsibilities of the practitioner with regard to children or young people who have experienced harm or abuse. |
| 1.2. Explain the roles and responsibilities of others with regard to children or young people who have experienced harm or abuse. | |
| 1.3. Explain the importance of establishing trusting relationships with children or young people who have experienced harm or abuse. | |
| 2. Understand how to support children and young people who disclose harm or abuse.
|
2.1. Explain why it is important to take full account of a child or young person’s level of understanding when responding to a disclosure of harm or abuse.
2.2. Explain how to avoid actions or statements that could adversely affect the use of evidence in future investigations or in court. 2.3. Explain the importance of supporting a child or young person to understand: • with whom the information they disclose will be shared • the reasons for sharing information they disclose. 2.4. Describe ways to support a child or young person to disclose, at their own pace, the harm or abuse they have experienced. 2.5. Explain why it is important to respond calmly to disclosures of harm or abuse. 2.6. Explain why records about disclosures of harm or abuse must be detailed, accurate, timed, dated and signed. 2.7. Explain how to access support in situations that are outside the expertise, experience, role and responsibility of the practitioner. |
| 3. Understand how to support children or young people who have experienced harm or abuse. | 3.1. Identify sources of information and guidance about how to support a child or young person who has experienced harm or abuse. |
| 3.2. Describe ways to support a child or young person to deal with distress, fear and anxieties caused by harm or abuse. | |
| 3.3. Explain why a child or young person may need support to understand the implications of harm and abuse they have experienced. | |
| 3.4. Describe positive coping strategies that a child or young person can be supported to develop following harm or abuse. | |
| 3.5. Describe behaviour that a child or young person may exhibit that might give cause for concern following harm or abuse, and the steps to take if these are observed. | |
| 4. Understand restrictions on the involvement of key people with children or young people who have experienced harm or abuse. | 4.1. Explain circumstances when restrictions need to be imposed on the involvement of key people following harm or abuse. |
| 4.2. Describe ways of supporting a child or young person to understand why safe and consistent boundaries for themselves and key people must be set and maintained. | |
| 5. Understand how to address the practitioners support needs in relation to harm or abuse. | 5.1. Describe how to make effective use of supervision to reflect on own emotional response about harm or abuse experienced by a child or young person. |
| 5.2. Explain when additional support might be needed for dealing with own thoughts and feelings about harm or abuse. |
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