School-Age:
Child Abuse: Prevention

Competency Reflection

This tool is used to reflect on development in the competencies associated with this Virtual Lab School course. Each of the statements listed refers to behaviors or attributes that should be demonstrated when interacting with children, families, or colleagues.

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Direct Care: Child Abuse: Prevention Competency Reflection

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.

1 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

2 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

3 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 Notes
I Direct Observation
1 Use guidance strategies that help children solve problems and engage in positive social interactions. 1 2 3
2 Support children’s and families’ transitions between classrooms. 1 2 3
3 Respond in a comforting way to children’s fears. 1 2 3
4 Work with other classroom teams to ensure transitions are as stress-free as possible. 1 2 3
5 Encourage children to express their feelings. 1 2 3
6 Read books about feelings to the children in care. 1 2 3
7 Label personal feelings. 1 2 3
8 Teach and model positive problem-solving strategies. 1 2 3
9 Practice positive guidance with a goal of four positive statements for every negative statement. 1 2 3
10 Model positive ways to cope with stressful/challenging situations. 1 2 3
11 Use words that encourage children, families, and staff members. 1 2 3
II Observation or Conversation
1 Observe children for signs of abuse or neglect. 1 2 3
2 Share resources with families that may prevent abuse or neglect. 1 2 3
3 Establish secure bonds with the children. 1 2 3
4 Use knowledge of developmental milestones to make positive decisions for children. 1 2 3
5 Share knowledge of developmental milestones with co-workers and families. 1 2 3
6 Recognize the features in my facility that help prevent child abuse and neglect. 1 2 3
7 Participate in professional development opportunities to learn more about child development. 1 2 3
8 Share information about child development with families. 1 2 3
9 Observe the children in care and recognize age-appropriate behaviors. 1 2 3
10 Ask for help when needed from an administrator, trainer, coach or co-workers. 1 2 3
11 Keep in contact with families who have been a part of the classroom. 1 2 3
12 Communicate staffing changes to families and children. 1 2 3
13 Help children process class or staff changes. 1 2 3
14 Use age-appropriate strategies to teach friendship skills. 1 2 3
15 Ask for feedback from administrator, trainer, or coach about the guidance strategies used in this classroom. 1 2 3
16 When feeling overwhelmed, step away from the situation (e.g., try to practice stress relieving techniques), but always keep the program in ratio. 1 2 3
17 Try to understand possible reasons for a child’s behavior. 1 2 3
18 Recognize potential signs or red flags that could lead to child abuse or neglect in this program. 1 2 3
19 Recognize when high stress levels are affecting the care children receive in this classroom. 1 2 3
20 Follow service or licensing regulations that help to minimize the potential for child abuse or neglect. 1 2 3
III Environmental Evidence
1 Plan activities to teach and reinforce concepts about emotions. 1 2 3
2 Post a copy of this program’s Guidance and Touch policy where families and other adults can easily read it. 1 2 3
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: