Direct Care: Child Abuse: Prevention Competency Reflection

Competency Reflection

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Staff Name

Dates

Certifier

Each statement below refers to behaviors or attributes you should demonstrate when interacting with children, families, or colleagues. Some of the competencies are directly observable during your typical workday. Other competencies may be assessed through conversations with your trainer, coach, or administrator. For each of the statements, select your current level of mastery. A similar version of this tool will be used by your trainer, coach, or administrator to guide their observation of your competencies in this content area.

Each statement below refers to behaviors or attributes staff should demonstrate when interacting with children, families, or colleagues. Many of the competencies are directly observable. Other competencies may be assessed through conversations with the staff member or by examining the environment. Ask the staff member to complete the caregiver version of this competency reflection. For each of the statements, mark the level of mastery the staff member currently displays. Meet to discuss your observations and the staff member’s thoughts and comments.

E Emerging

You believe you need more information to understand or incorporate a particular competency into your practice

Staff member is building their understanding and use of the practice

D Developing

You believe you have an understanding of the competency, and are working to properly apply it your work

Staff member understands the practice and is working to consistently or fully implement it

M Mastered

You believe you have fully mastered and consistently implement a particular competency

Staff member consistently displays or implements practice in an appropriate manner

Competency		Reflection
I	Direct Observation
1	Use and model guidance strategies that help children solve problems and engage in positive social interactions.	E	D	M
2	Respond in a comforting way to children’s fears.	E	D	M
3	Work with other classroom teams to ensure transitions are as stress-free as possible.	E	D	M
4	Encourage children to express and label their feelings.	E	D	M
5	Read books about feelings to the children in care.	E	D	M
6	Teach and model positive problem-solving and coping strategies.	E	D	M
7	Use words that encourage children, families, and staff members.	E	D	M
II	Observation or Conversation
1	Observe children for signs of abuse or neglect.	E	D	M
2	Share resources with families that may prevent abuse or neglect.	E	D	M
3	Establish secure bonds with the children.	E	D	M
4	Use knowledge of developmental milestones to make positive decisions for children.	E	D	M
5	Share knowledge and information about developmental milestones with co-workers and families.	E	D	M
6	Recognize the features in my facility that help prevent child abuse and neglect.	E	D	M
7	Participate in professional development opportunities to learn more about child development.	E	D	M
8	Observe the children in care and recognize age-appropriate behaviors.	E	D	M
9	Ask for help when needed from an administrator, trainer, coach or co-workers.	E	D	M
10	Communicate staffing changes to families and children.	E	D	M
11	Help children process their emotions about class or staff changes.	E	D	M
12	Use age-appropriate strategies to teach friendship skills.	E	D	M
13	Ask for feedback from an administrator, trainer, or coach about guidance strategies used in classroom.	E	D	M
14	When feeling overwhelmed, step away from the situation (e.g., try to practice stress relieving techniques), but always keep the program in ratio.	E	D	M
15	Try to understand possible reasons for a child’s behavior.	E	D	M
III	Environmental Evidence
1	Plan activities and offer materials to teach and reinforce concepts about emotions and feelings.	E	D	M
2	Post the program’s Guidance and Touch policy where families and other adults can easily read it.	E	D	M
Ⅳ	Concluding Reflections
My overall strengths in this area: Staff member's overall strengths in this area
I want to strengthen my practice in: Mutually identified goals in this area:
My plans to achieve these goals: Follow-up plans and training to support these goals: