1. You are working with an individual who has experienced domestic violence. Her husband has beaten her for many years and she confides that she is quite afraid of men. She wants help but also does not want a lot of people to hear what she has to say. How would you ensure that the environment was safe for her? What do you think that you should arrange for services to be delivered by female or male workers? Why

2. List five sources from which workers can gather information to help determine the support needs of a child or young person.

3. How can the child-rearing practices and values of the cultural group to which the child or young person belongs impact on their development?

When answering the question take into consideration the emphases different cultures place on discipline, support and responsibilities.

4. Although cultural heritage plays a part in influencing how children are raised and how their needs are met, family culture must also be investigated to understand the direct influence it has on the development, behaviours, attitudes and growth of children and young people must be identified. Each family group has their own culture which affects the child or young person's development. It is necessary to recognise the effects of family culture and understand how it can relate to complex trauma and attachment issues and needs.

In a paragraph, summarise how family culture impacts on children.

5. To provide suitable care and interventions for children and young people with complex trauma and attachment issues, information about their developmental history is needed.

List ten things a support worker needs to know about the child or young person's history and development so they can provide suitable support.

6. How will you interpret and use the information gathered about the child or young person's developmental history and cultural background?

7. The child or young person's developmental history, including the analysis of the impact of culture, family, home and community, should be documented.

Why should a summary of the developmental history and analysis be documented?

8. Why should a child's or young person's developmental trends be reviewed?

9. Make a list of ten events or experiences that could be associated with trauma or attachment issues.

You can read the text for this Performance Criterion to develop a list, or you can draw on your own experience.

10. Why is it important to identify significant variations from the norm in a child's or young person's development and behaviours?

11. When a child is exposed to or involved in traumatic incidents their developmental progress can be interrupted. This can make it difficult to achieve the developmental milestones relevant to their age range. Workers need to be aware of the relevant indicators so they can assist with the design and implementation of suitable interventions.

List and briefly describe six significant indicators of developmental delays that workers must be aware of.

12. Explain what attachment disorder is and how attachment disorders can impact on the developmental progress of a child or young person.

If necessary you can conduct extra research to provide a comprehensive answer.

13. What behaviours can indicate that a child has attachment issues?

From the text, develop a detailed list of seven behavioural traits that might be indicative of lack of attachment. You can, if you choose, conduct extra research and add to the list.

14. Personal safety skills enable children and young people to identify and respond to potential threats, protect themselves from harm and develop healthy boundaries.

List five behaviours that might indicate a lack of personal safety skills.

15. How can workers access current information and research about the indicators of trauma?

In your answer, consider different sources of accurate, current and credible information.

16. List five indicators of trauma.

The indicators can relate to a child's or young person's cognitive development, emotional responses, general behaviour and health and well-being.

17. Why should vulnerability assessments be conducted?

18. In a paragraph explain why it is necessary to identify and take into consideration the extent of the child's or young person's positive experiences, when dealing with trauma and/or attachment needs.

To answer the question take into account the value and results of positive experiences in the context of current and on-going well-being.

19. Why it necessary to clarify the extent and duration of trauma?

To answer the question you can read and summarise the text, conduct research or draw on your own experience and understanding.

20. You are working with a 13-year-old child who fled a war-torn country with their parents. Fighting in the country was violent and protracted. An uncle and the child's grandparents were killed. When fleeing the 13-year-old and their family spent two weeks in a small boat and were exposed to malnourishment, dehydration and overcrowding.

When they reached Australia they were immediately sent to a detention centre, where they stayed for nearly three years. Both adults and children must stay in detention until their asylum claim has been finalised or a bridging visa has been issued. This process is very stressful for the parents and for the child.

The detention centre was crowded and the lives of detainees were highly regimented. In the first two years the child was often bullied by older children.

The family has finally been granted asylum and has moved into a rural community, but now the child is having difficulty integrating into the new community, making friends and reaching appropriate development milestones. At school they are very withdrawn, not interested in interacting with other children and appear to be very distrustful of the adults in the school.

You have been asked to work with the child to support the integration process, but you believe that the child's behaviours are indicative of trauma and/ or attachment issues or needs.

The child and their family speak some English, but they are still learning, so an interpreter will need to be involved in the interactions you have with the family and the child.

A. What should you do to contribute to the assessment of the child's needs and trauma responses?

B. How will you ensure that the assessment does not re-traumatise the child?

C. What strategies can you use to ensure that any interventions you implement to help the child do not exacerbate their trauma?

Read the text to make a list of at least ten things you might do to avoid exacerbation of the trauma.

21. Families and carers can be victims of trauma and experience emotions such as shock, anger and helplessness.

In half a page describe some of the support services or strategies that could help a family member or carer handle their own emotional responses.

22. Workers must respond appropriately when children, young people and their families provide information about their trauma, so they do not regret speaking about it.

Why must they be calm and take the child or young person's age and stage of development into account when listening to the information they provide?

23. In a paragraph explain how you can encourage a child or young person to talk about their traumatic experience and its aftermath.

The answer is in the text and you can summarise it.

24. If the child or young person is living in residential or out of home care, a worker might be expected to monitor their developmental and educational progress, to ensure they reach the necessary developmental milestones. They should seek guidance from and collaborate with appropriate professionals, including educators, to ensure a comprehensive approach to monitoring and supporting the child's development and education. The type and extent of monitoring will depend on the scope of the worker's role and whether they are expected address the child or young person's educational needs.

What procedures might they follow to monitor a child or young person's educational progress and their progress with regard to meeting developmental milestones?

25. How can workers help reduce the likelihood of recurring trauma?

Provide a detailed answer. Your answer can reference prevention, resilience and safety. To answer this question you can draw on other sections of this unit, as well as the text for this performance criterion.

Provide a detailed answer

26. Reporting requirements will be dependent on the workers' role, authority and their involvement with the child or young person with complex trauma and attachment issues and needs.

What things do you need to take into account when reporting on potential trauma?

27. How do the stages of development and adverse childhood experiences (ACEs) impact on the manifestation of indicators of trauma?

Consider child development from age 0 to 18 and provide a brief summary.