Course objectives and learning outcomes

The course objectives should be read in conjunction with the FMC Standards Framework Manual and in particular with the FMC professional competence standards for Child Inclusive Practice in Mediation at Part 6. The FMC competencies are set out in sections and for ease, we have followed those headings in detailing the course objectives and learning outcomes below.

A1/A2/A3 Theoretical and legal knowledge, understanding and application of process

An introductory understanding of the underpinning theory/ies that inform the practice of child inclusive mediation. Participants should be able to demonstrate:

  • Theory/ies in relation to child inclusive practice, background and context including working in an ethical framework (A.1.i, A.1.ii)
  • Theoretical frameworks in relation to family systems and of attachment and separation theory (A.1.i)
  • Theories in relation to child development and the effect/s of conflict and of family separation on child development and maturation (A.1.ii, A.1.iii)
  • Family structure/s and functionality, power imbalances between parents and as between parents and children (A.1.iii)
  • Communication and behaviours as they may relate to e.g. culture, age, gender, ability, etc. (A.1.iv)
  • Effective communication with children and young people (A.1.iv)
  • Relevant law and legislation in private law children matters (A.2.i)
  • The UN Convention on the Rights of the Child, Human Rights legislation in respect of individual rights and in regard to family life, understanding of the child’s rights perspective in practice (A.2.ii)
  • Safeguarding of children and young people, the statutory guidelines set out in Working Together (A.2.iii)
  • The law and legislation in relation to Domestic Abuse and Violence in families and especially in relation to children and young people (A.2.iii)
  • Equality, diversity and inclusion as it applies to all families and family structures (A.1.iv, A.3.iv)
  • The definition, principles and requirements of child inclusive mediation practice set out by the FMC and the range of practice models (A.3.i, A.3.ii)
  • Assessment of appropriateness including models for risk assessment (A.3.ii)
  • The role of statutory family justice agencies (e.g. CAFCASS services, independent social workers, local authority children’s services and the family court) (A.3.iii)
  • The role of other professionals, voluntary agencies, child professionals , health and children’s mental health services (A.3.iii)
  • Confidentiality as it applies to child inclusive practice (
  • Policy, principles and documents relating to child inclusive models for practice (A.3.v)

B1/2 Performance Skills: Working with parents/carers, Meeting with children/young people

And can demonstrate their knowledge and understanding by being able to demonstrate:

  • The application of mediation principles and skills within child inclusive practice (A.3.i, B1.i, B.2. iii)
  • Appropriate application of ethics in practice (A.3.i,B.1i)
  • Ability to identify [and demonstrate] the range of models for practice, including working with co-mediator or child professional (B.1.ii, B.1.iv, B.2.i,)
  • Assess appropriateness of child inclusive practice and an understanding of and the ability to continually assess suitability and appropriateness of child inclusive mediation in each case (B.1.i, B.1.ii)
  • Drafting appropriate policies in relation to safeguarding and protection from harm ( A.2.iii, A3.vii, B.1.i)
  • A clear understanding of and ability to assess for risk in a child inclusive mediation setting at all stages (B.1.i)
  • Drafting appropriate procedures and documents related to child inclusive practice for parents (A.2.iii, A.3.v, B.1.i, B.1.ii, iii)
  • Ability to explain child inclusive practice and the child’s right’s perspective to parents and obtain their informed consent (A.2.iii, B.1.i, B.1.iii)
  • Ability to provide a clear explanation of safeguarding responsibilities to parents (B.1.i)
  • Ability to provide feedback to the parents based on what the child has given permission to be conveyed without assumption or interpretation (B.1.v, B.2vii, B.2viii, B.2ix )
  • Demonstrate providing sensitive explanations of any feedback from the child to the parents and support the parents in hearing this information (A1.i, A.1.iii, B.1v, B.2.vii, viii, B.1.ix)

Working with children and young people:

  • Ability to provide a warm, accepting environment in which to connect with the child or young person (B.2.i, B.2.ii)
  • Assessment of most appropriate way to work with the child and her/his sibling group (B.2.i)
  • Demonstrate an ability to provide clear explanations to the child (and any siblings) of the CIM process including confidentiality, feedback, safeguarding and ensuring their informed consent (B.2.ii, B.2.iii, B.2.iv, B.2.viii)
  • Drafting age appropriate documents including letters of invitation, outline/s of the aim and purpose of child inclusive practice, written (and verbal) explanation/s of confidentiality and privacy for children and young people (B.1.i, B.2.iv)
  • Demonstrate an understanding and sensitivity to diverse needs (cultural, gender, ability race or faith) (A.1.iv, B.2.v)
  • Ability to listen carefully to the child and not make assumptions nor interpret their views (B.2.iv, B.2.viii, B.2.ix)
  • Ability to provide the child with information and assistance to support them during family transition (
  • Ability to support the child in acknowledging and normalising their feelings (B.2.iv)
  • Ability to plan any ongoing support for the child and any further feedback, including appropriate signposting (,
  • Ability to assist the child in conveying any messages they wish to give to their parents (, B.2.vii, B.2.viii, B.2.ix, B.2.x)
  • Ability to consider with and assist parents in planning discussions with their children regarding responses to the child’s views and parental decisions reached (B.1.v,
  • Demonstrate the ability to sensitively end or close contact with any child/ren or young person (, B.2.vii, B.2.x)