Competences For Work With Children - BACP
Core competences forwork with children andyoung peopleGeneric therapeuticcompetencesKnowledge of development inchildren and young people and offamily development and transitionsKnowledge of models ofintervention, and theiremployment in practiceKnowledge and understanding ofmental health problems in children,young people and adultsAbility to foster and maintain a goodtherapeutic alliance, and to grasp theclient’s perspective and ‘world view’Professional/legal issuesKnowledge of legal frameworksrelating to working with childrenand young peopleKnowledge of, and ability tooperate within, professional andethical guidelinesKnowledge of, and ability towork with, issues ofconfidentiality, consentand capacityAbility to work within andacross agenciesAbility to recognise and respond toconcerns about child protectionAbility to work in a ‘culturallycompetent’ mannerEngagement & communicationAbility to engage and work withchildren/young people, parentsand carersAbility to communicate withchildren and young people ofdiffering ages, developmentallevel and backgroundKnowledge of psychopharmacologyin work with children andyoung peopleAbility to work with the emotionalcontent of the sessionAbility to manage endings andservice transitionsAbility to work with groups ofchildren, young people and/orparents/carersAbility to make use of measures(including monitoring of outcomes)Ability to make use of supervisionBasic competences forhumanistic counselling withchildren and young peopleKnowledge of the basicassumptions and principlesof humanistic counsellingAbility to initiate therapeuticrelationshipsAbility to explain anddemonstrate the rationalefor humanistic approachesto therapyAbility to establish and agreea therapeutic focus/goalsAbility to develop a contractfor the therapeutic workAbility to maintain anddevelop therapeuticrelationshipsAssessment competencesAbility to experience andcommunicate empathyAbility to conduct a collaborativeassessmentAbility to experience and tocommunicate a fundamentallyaccepting attitude to childrenand young peopleAbility to conduct a collaborativeassessment with younger clientsand their parents/carersAbility to conduct a risk assessmentSpecific competences forhumanistic counselling withchildren and young peopleMetacompetences forhumanistic counselling withchildren and young peopleWorking in anorganisational contextApproaches to working with,and making sense of, emotionsWorking with the whole personAbility to work within aschool contextAbility to help childrenand young people to accessand express emotionsAbility to help childrenand young people articulateemotionsAbility to help childrenand young people reflect onemotions and developnew understandingsCapacity to balancetherapeutic tasksIntegrating the counsellor’sexperience into the therapeuticrelationshipWorking with complexrelational issuesWorking in theorganisational contextAbility to help children and youngpeople make sense of experiencesthat are confusing and distressingAbility to use creative methods andresources to help children andyoung people express, reflect upon,and make sense of their experiencesPlay in TherapyAbility to maintain authenticityin the counselling relationshipAbility to conclude counsellingrelationshipsCompetences for work with childrenand young people (4–18 years)Copyright 2019 British Association for Counselling and PsychotherapyAbility to promote emotionalhealth in schoolsAbility to work within avoluntary and community (‘third’)sector contextAbility to use additionaltherapeutic interventionsAbility to use self-help materialsfor a range of problemsAbility to use applied relaxation
Back to map1Competences for work with children and young people (4–18 years)Core competences for work with children and young peopleCore competences forwork with children andyoung people1. Knowledge of development in children and youngpeople and of family development and transitions1.1 Knowledge of child and adolescent developmenti.An ability to draw on knowledge of the needs of children and young peoplein relation to their physical, social, cognitive, emotional and psychosexualdevelopment (e.g., need for attachment relationships, education, appropriatepatterns of diet, sleep and exercise)ii.An ability to draw on knowledge of normal child and adolescent developmentand its impact on behavioura.an ability to draw on knowledge of theories of child and adolescentdevelopment including: physical development (including brain development in thefirst years of life (and the interaction of this developmentwith affective experiences and deprivation); sensory andpsychomotor development) cognitive development (intelligence, language and symbolisation,the Piagetian model, mentalisation, awareness of self and others) social and emotional development (emotional intelligence,interpersonal competence, identity and moral development atadolescence, compassion and self-management, the impact ofthe social context)b.an ability to draw on knowledge of age-appropriate andproblematic behavioursc.an ability to draw on concepts of developmental stages, includingphysical, affective and interpersonal, cognitive, language, social andpsychosexual milestonesd.an ability to draw on knowledge of the effects of developmentaltransitions e.g. toilet training and onset of pubertye.an ability to draw on knowledge of the interaction between differentaspects of a child/young person’s development and between individual andcontextual factors such as people, culture and circumstancesCopyright 2019 British Association for Counselling and Psychotherapy
Back to map2Competences for work with children and young people (4–18 years)Core competences for work with children and young people1.2 Knowledge of the care environment and its interaction withchild and adolescent developmentAttachmenti.An ability to draw on knowledge of attachment theory and its implications for:a.child and adolescent development, via the concept of internal workingmodels and the links between attachment status (i.e., secure vs. insecure),cognitive, emotional and social developmentb.the development of parent/carer-child, sibling and peer relationshipsc.the development of emotional wellbeing, self-regulation, mental health andmental health problemsd.the development of resilience (i.e., the ability to cope with stressful andadverse experiences, including difficult interpersonal experiences)e.children and young people who are adopted or looked afterInfluence of parent/carerii.An ability to draw on knowledge of the impact of the pre-natal and peri-natalenvironment on child and adolescent developmentiii. An ability to draw on knowledge of parenting stylesiv. An ability to draw on knowledge that the parent/carer’s communication, interactionand stimulation of their child interacts with the child’s development, attainment anddeveloping mental healthv.An ability to draw on knowledge that effective forms of parent/carer-engagementchange as children and young people developvi. An ability to draw on knowledge that the balance of influence from parents/carers,peers, authority figures and other alters as the child/young person developsvii. An ability to draw on knowledge of factors that make it harder for parents/carersto offer consistent or positive parenting (e.g., emotional and cognitive immaturity,mental health difficulties (particularly substance misuse), loss, abuse, socialdisadvantage and adversity or negative experience of parenting in their own lives)viii. An ability to draw on knowledge of the positive effects of parent/carer support on:a.attachment relationshipsb.child and adolescent developmentCopyright 2019 British Association for Counselling and Psychotherapy
Back to map3Competences for work with children and young people (4–18 years)Core competences for work with children and young peoplePlay activitiesix. An ability to draw on knowledge of the importance of play for all aspects of social,cognitive and emotional developmentx.An ability to assess whether a child or adolescent’s level and type of play is broadlynormative for their age groupxi. An ability to draw on knowledge about effective ways of stimulating play activity inchildren and young people (e.g., by providing them with appropriate materials, andby descriptive commenting)xii. An ability to draw on knowledge of the value of child/young person-led rather thanadult-led play activityxiii. An ability to draw on knowledge of the positive and negative impacts of electronicmedia on child and adolescent development1.3 Family developmenti.ii.An ability to draw on knowledge that the child/young person and their family needsto be viewed in a number of different contexts including:a.their family and other significant relationshipsb.their social and community settingc.the professional network(s) involved with themd.their cultural settinge.the socio-political environmentAn ability to draw on knowledge of different family structures and compositionsiii. An ability to draw on knowledge of the family lifecycle and the ways this variesacross social contexts and cultures, so as to understand the developmental tasks ofspecific familiesiv. An ability to draw on knowledge of the potential impact of significant familytransitions both on the child/young person and their family (e.g., birth of new familymember, starting school, bereavement, moving home, divorce, separation,step-families)v.An ability to draw on knowledge of the potential impact on families of socialadversity (loss, abuse, social change, socio-economic disadvantage, healthinequality)Copyright 2019 British Association for Counselling and Psychotherapy
Back to map4Competences for work with children and young people (4–18 years)Core competences for work with children and young people1.4. Knowledge of the external environment and its interactionwith child/adolescent developmenti.An ability to draw on knowledge of the challenges and positive opportunities theexternal environment can present for children and young peopleii.An ability to draw on knowledge of the impact of the school or college environmentincluding:a.the statutory requirement to attend school or college and the subsequentdemands of the institution (e.g., having to wear a school uniform, andenforced attendance in particular curriculum areas) and the impact on thechild/young person as a result of these limits to autonomyb.the effects of summative or continuous assessment through modular work orexaminations and the impact this can have on emotional wellbeingc.the sense of achievement in acquiring new knowledge and skillsiii. An ability to draw on knowledge of the challenges of school transitions in early andprimary school years including:a.the impact of transition and loss on the childb.the sense of ‘powerlessness’ that the child may be experiencing in theface of external changec.the difficulties that the child may experience in adapting to change(e.g. anxiety, fear of the unknown)iv. An ability to draw on knowledge of the challenges of a becoming a working-agedadult following attendance at school including:v.a.new and unfamiliar levels of autonomyb.new relationships with adults as workforce peers or managersc.an increasing sense of independenced.the need to behave in an adult and professional mannere.the implications of forthcoming employment or unemploymentAn ability to draw on knowledge of the impact of peer relationships including:a.inclusion or exclusion in various peer groupings and gangsb.involvement in risk-taking behaviours, such as smoking, sniffing, alcohol,drugs, promiscuityc.involvement in antisocial behaviours, such as joyriding, shoplifting,vandalism, intimidation of othersd.the experience of peer support and a growing sense of individual identityvi. An ability to draw on knowledge of social development and how children learn todevelop relationships and peer groups, and the impact this can have.Copyright 2019 British Association for Counselling and Psychotherapy
Back to map5Competences for work with children and young people (4–18 years)Core competences for work with children and young people2. Knowledge and understanding of mental healthproblems in children, young people and adultsi.An ability to draw on knowledge of factors that promote wellbeing and emotionalresilience (e.g., good physical health, high self-esteem, secure attachment tocaregiver, higher levels of social support)ii.An ability to draw on knowledge of the range of mental health and neurodevelopmental conditions and how these emerge and present in children, youngpeople and adultsiii. An ability to draw on knowledge of the influence of normal child development anddevelopmental psychopathology on the ways in which mental health difficultiespresent (e.g., younger children may somatise or act out (rather than verbalise)emotional difficulties)iv. An ability to draw on knowledge of the social, psychological, family and biologicalfactors associated with the development and maintenance of mental healthproblemsv.An ability to draw on knowledge of the diagnostic criteria for child and adolescentmental health conditions specified in the main classification systems (i.e., theDiagnostic and Statistical Manual (DSM) or the International Classification ofDiseases (ICD))vi. An ability to draw on knowledge of the incidence and prevalence of mental healthpresentations across different cultures/ethnicities/social classesvii. An ability to draw on knowledge of problems which commonly co-occur with themental health presentationviii. An ability to draw on knowledge of the ways in which mental health problems canimpact on functioning and individual development (e.g., maintaining intimate, familyand social relationships, or the capacity to maintain employment and study) an ability to draw on knowledge of the ways in which the mentalhealth problems of children and young people can impact onfamily functioningix. An ability to draw on knowledge of the ways in which mental health problemscan manifest interpersonally, so as to avoid escalating or compounding difficultor problematic behaviour that is directly attributable to the client’s mental healthconditionCopyright 2019 British Association for Counselling and Psychotherapy
Back to map6Competences for work with children and young people (4–18 years)Core competences for work with children and young people3. Knowledge of legal frameworks relating toworking with children and young peoplei.An ability to draw on knowledge that counselling work with children and youngpeople is underpinned by a legal frameworkii.An ability to draw on knowledge that the sources and details of child law vary acrossthe four home nations of the UK an ability to draw on knowledge of the relevant legislation andpolicies that apply to the settings in which interventions take place3.1 Capacity and informed consentAn ability to draw on knowledge of the legal framework which determines the criteria forcapacity and informed consent3.2 Parental rights and responsibilitiesi.An ability to draw on knowledge of the principles of the relevant legislation relatingto parental/carer rights and responsibilitiesii.An ability to draw on knowledge of the principles of the relevant legislation relatingto working with children and young people who are adopted or ‘looked after’3.3 ParticipationAn ability to draw on knowledge that the legal framework endorses the principle thatthe child/young person’s view needs to be taken into account when making welfaredecisions that concern them3.4 Child protectioni.An ability to draw on knowledge of contractual obligations, legislation and guidancewhich relate to the protection of children and young peopleii.An ability to draw on knowledge of the legal position regarding the physicalpunishment of children and young people3.5 Mental healthAn ability to draw on knowledge of mental health legislationCopyright 2019 British Association for Counselling and Psychotherapy
Back to map7Competences for work with children and young people (4–18 years)Core competences for work with children and young people3.6 EducationAn ability to draw on knowledge of legislation and guidance which addresses theeducational needs of children and young people who may face barriers to their learning(e.g., related to their disabilities, physical or emotional health, social or family difficulties,or to their being gifted children) and who may therefore require additional support (e.g.,from education, social work and healthcare providers.3.7 Data protectionAn ability to draw on knowledge of legislation which addresses issues of data protectionand the disclosure of information3.8 EqualityAn ability to draw on knowledge of equality legislation designed to protect people fromdiscrimination when accessing services (including the statutory requirement for serviceproviders to make reasonable adjustments for disabled service users)Sources/web linksCapacity and consentAge of Legal Capacity (Scotland) Act 1991 at: http://www.opsi.gov.uk/legislation/ukBritish Medical Association (2001) Consent, Rights and Choices in Health Care for Children and YoungPeople. London: BMJ Publishing GroupDepartment for Constitutional Affairs (2007) Mental Capacity Act (2005): Code of Practice at: ds/attachment ce.pdfMental Capacity Act in England and Wales (2005) at: tsNSPCC (2009) Gillick competency and Fraser guidelines: gillick wda61289.htmlGillick competency (England, Wales and Northern Ireland): Gillick v West Norfolk and WisbechArea Health Authority and another (1985) at: http://www.hrcr.org/safrica/childrens ment of Health, Confidentiality: NHS Code of Practice, November 2003 tions/PublicationsPolicyAndGuidance/DH 4069253Parental Rights and ResponsibilitiesChildren Scotland Act 1995 at: http://www.opsi.gov.uk/legislation/ukThe Parental Responsibilities and Parental Rights Agreement (Scotland) Amendment Regulations2009 at: ew plainCopyright 2019 British Association for Counselling and Psychotherapy
Back to map8Competences for work with children and young people (4–18 years)Core competences for work with children and young peopleParticipationChildren Scotland Act 1995 at: http://www.opsi.gov.uk/legislation/ukDepartment for Education (2010) The United Nations Convention on the Rights of the Child: Howlegislation underpins implementation in England at: ndUN Convention on the Rights of Children at: http://www.unicef.org/crc/UNICEF (2008) Implementation Handbook for the Convention on the Rights of the Child,3rd revised editionChild protectionChildren Acts (1989 and 2004 England and 1995 and 2014 Scotland) at: http://www.opsi.gov.uk/legislation/ukCriminal Justice (Scotland) Act 2003 at: http://www.opsi.gov.uk/legislation/ukDepartment for Education (2018) Information sharing: Advice for practitioners providing safeguardingservices to children, young people, parents and carers at: C (2017) Physical abuse: Legislation, policy and guidance at: guidanceThe Scottish Government (2008) The guide to getting it right for every child (GIRFEC) at: fDepartment for Education (2018) Working together to safeguard children: A guide to inter-agencyworking to safeguard and promote the welfare of children at: -together-to-safeguard-c
e. children and young people who are adopted or looked after Influence of parent/carer ii. An ability to draw on knowledge of the impact of the pre-natal and peri-natal envir onment on child and adolescent development iii. An ability to draw on knowledge of parenting styles iv. An ability to draw on knowledge that the parent/carer’s communication, interaction and stimulation of their child .
Bruksanvisning för bilstereo . Bruksanvisning for bilstereo . Instrukcja obsługi samochodowego odtwarzacza stereo . Operating Instructions for Car Stereo . 610-104 . SV . Bruksanvisning i original
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