CHC40321: Certificate IV in Child, Youth and Family Intervention

Assessment Task 3: Adrian

This task requires you to demonstrate skills in recognising indicators of
trauma in children and young people and identify their needs and those of
their families and carers.
There are 2 parts to this assessment based on 2 scenarios:

• Part A: Complete a Support Plan
• Part B: Monitor and Report

For this task you will:
• Complete it individually.
• Complete it in simulated workplace.
• Your assessor will provide you with the duration of this task.

Refer to the Task Details below, for further information.
• If you have any questions about the task or concerns about your
ability to complete the task, please discuss this with your assessor.

Task Details

There are 2 parts to this assessment based on scenarios.

• Part A: Complete a Support Plan
• Part B: Monitor and Report

Part A: Complete a Support Plan

Read scenario 1 and the task instructions that follow:

Scenario 1: You are a residential worker at MelPol Community Services and Allied Health who provide- an outof-home care service specifically for young girls. You have received a new placement Adrian Packer, who is 12 years old. Adrian’s mother is Fijian and her father Samoan. Both parents are second generation Australians. This is her file from Child Protection Services.

Adrian’s development history (including attachment delays) includes:
• Physical abuse
• Substance abuse
• Severe neglect
• Parents or own emotional abuse
• Cultural disconnection/displacement

Current behavioural issues include:
• Verbal aggression
• Physical aggression
• Isolation/withdrawal
• Lack of adequate communication skills when being spoken to

This is Adrian’s first out-of-home care placement. Adrian and her mother escaped a history of severe domestic and family violence from her father. Adrian’s mother succumbed to permanent injuries inflicted by him, which led to his incarceration. Her mother became depressed and started to become heavily involved in substance use and was unable to care for Adrian. Adrian was sent to live with her grandmother and for the past 2 years, she has been displaying aggressive behaviour by kicking holes in walls and breaking items in the house. Adrian’s grandmother began physically abusing Adrian as a form of discipline. One day Adrian ran away from her grandmother’s home and your organisation found her sleeping behind an industrial waste bin in the city. Prior to this, Adrian had a strong relationship with her grandmother, who would often pick Adrian up on the weekends and school holidays. Adrian was placed in emergency foster care for the past 2 weeks. Her notes describe her behaviour as aggressive when she chooses to interact when spoken to but otherwise withdrawn. Adrian continues to show behaviours of concern, including physical (kicking walls) and verbal aggression (yelling at others). There has been no contact with Adrian’s mother’ however, her grandmother has reached out to the case worker once to check up on her.

Task Instructions - Part A

Adrian will be commencing school within the next 2 weeks and your supervisor has asked you to
develop a Support Plan to help Adrian. Ideally, the team working with Adrian would like to see some safer coping strategies utilised by Adrian.
Complete all aspects of Template 1 Support Plan based on the information you have gathered about Adrian in Scenario 1 to:
• Gather information about Adrian
• Determine developmental issues
• Identify indicators of trauma
• Develop intervention strategies to help de-escalate the behaviours of concern, (e.g. what to
do when feeling angry).

Part B: Monitor and report

Read scenario 2 and the task instructions that follow:

Scenario 2:

It has been 3 months since Adrian entered out-of-home care.
You have been actively supporting Adrian by using the intervention strategies you developed in
her support plan.
Over this period of time, you have established a small amount of trust within your relationship
with her. You have been able to show Adrian different coping skills for when she starts to feel
overwhelmed and upset. Adrian has been practising skills such as breathing deeply, counting to
ten and walking away as a sense of control over her environment.
Although Adrian continues to exhibit disruptive behaviours; this does not occur each day as it
used to. You noticed that Adrian will generally demonstrate this type of behaviour whenever she
may feel threatened, when too many people are surrounding her space or when she is being
asked a lot of questions.
She is engaged in school and the staff are aware of the situation. So far, they have been managing any disruptive behaviour well. Safety plans have been put in place for Adrian to ensure her safety and the safety of others. The principal and teachers are aware of the steps to take to try to deescalate situations, including maintaining open communication with her, allowing her space to
walk away, using clear and simple language, offering her choices and allowing Adrian to have
personal space.
Adrian enjoys spending time alone at the library. Reports from her teacher indicate that she is
quiet in the classroom and has minimal interaction with other students, however, she always
completes her homework and takes pride in keeping her exercise books neat and tidy. Adrian has made 1 friend in her classroom, who also attends the library with her on some days.
She has a positive connection with her teacher, possibly due to the consistency of routine and
structure within the class setting. Adrian’s teacher practices encouragement with her students,
often by giving spontaneous praise throughout each day, she also welcomes the children every
day by meeting them at the classroom door and creates a positive classroom environment to
ensure the students are relaxed and accepted. 

Task Instructions - Part B
Your supervisor has asked you to review Adrian’s Support Plan (Template 1 Support plan that you completed in Part A) Template to monitor whether the intervention strategies you identified are effective.
For this part of the task, you will complete all sections of Template Template2 Monitoring Report
where you will:
• Monitor Adrian’s educational progress in line with her developmental stage and needs
within the requirements of your work role.

Assessment Summary

Assessment Type: Practical Support Planning and Monitoring in a Child and Youth Care Context

Purpose:

• To demonstrate the ability to recognise indicators of trauma in children and young people.
• To develop and implement intervention strategies that address behavioural and developmental needs.
• To monitor and evaluate the effectiveness of support plans in a simulated workplace environment.

Key Assessment Tasks:

Part A – Develop a Support Plan

• Gather comprehensive information about the child (Adrian), including developmental history, family background, and current behavioural issues.
• Identify indicators of trauma such as aggression, withdrawal, or emotional dysregulation.
• Develop intervention strategies aimed at de-escalating behaviours of concern.
• Complete Template 1 Support Plan, including safer coping strategies for Adrian, to help her transition into school.

Part B – Monitor and Report

• Review the effectiveness of the previously implemented support plan after a three-month period.
• Observe and document behavioural changes, progress in educational engagement, and social interactions.
• Complete Template 2 Monitoring Report, assessing whether intervention strategies remain effective and aligned with Adrian’s developmental stage and needs.

Scenario Context:

• Adrian is a 12-year-old girl with a history of trauma, including physical abuse, neglect, and parental substance use.
• Behavioural concerns include aggression, withdrawal, and difficulty communicating.
• The care environment includes structured educational and social support systems, with safety plans in place.

Step-by-Step Mentor Guidance

1. Understanding the Assessment:
   • Mentor explained the purpose of the task: recognising trauma, developing support strategies, and monitoring outcomes.

   • Discussed how to gather and interpret relevant information from the scenario.

2. Developing the Support Plan (Part A):
   • Guided the student in identifying developmental issues and trauma indicators.
   • Advised on designing intervention strategies, including coping mechanisms for anger and stress.
   • Assisted in completing Template 1, ensuring all sections were addressed clearly and professionally.
3. Implementing Monitoring Procedures (Part B):
   • Mentor instructed the student on observing behavioural and educational progress over time.
   • Reviewed how to document outcomes, note changes in behaviour, and adjust strategies if needed.

   • Supported completion of Template 2 Monitoring Report, ensuring observations were linked to initial support strategies.

4. Reporting and Reflection:
   • Encouraged clear, concise, and professional reporting of findings.
   • Discussed interpretation of results to determine effectiveness of interventions and areas for improvement.

Outcome Achieved

• Completed a trauma-informed Support Plan tailored to Adrian’s needs, identifying triggers and coping strategies.
• Successfully monitored behavioural and educational progress over three months.
• Demonstrated ability to evaluate intervention strategies and provide recommendations for ongoing support.
• Produced professional, structured documentation suitable for a child and youth care context.

Learning Objectives Covered

1. Trauma Recognition: Identified behavioural and emotional indicators of trauma in a child.
2. Support Planning: Developed practical strategies to address behavioural, social, and developmental needs.
3. Monitoring and Evaluation: Observed and reported on the effectiveness of intervention strategies.
4. Professional Documentation: Completed structured templates with clear, evidence-based observations and recommendations.
5. Child-Centred Practice: Applied knowledge of safe, supportive, and culturally sensitive interventions.

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