The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit of competence must be assessed in the workplace within a statutory child protection authority and under the normal range of workplace conditions and would need to include supervisor's reports and observations

Competence in this unit must be assessed over a period of time in order to ensure consistency of performance across contexts applicable to the work environment

Consistency in performance should consider the work environment, worker's role and responsibilities in the workplace

Evidence will be determined by selection from the Range Statement, justified in terms of work requirements, work roles and responsibilities and occupational specialisations

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Method of assessment:

Evidence for assessment of competence may be gathered by appropriate combination of the following:

Demonstration of competency within the working environment in assessing risk of harm in a statutory child protection environment

Assessment should be in the workplace, however, where there is not an opportunity to cover all aspects of the work environment the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'what if?' scenarios

Observation of processes and procedures, oral and/or written questions on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a period of time and/or in a number of locations, any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Review of any workplace documentation produced by the candidate related to assessment of risk of harm in a statutory child protection environment

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Information collection and planning procedures

Demonstrated knowledge of statutory and organisation requirements

Organisation's risk of harm framework

Indicators and effects of abuse, types of abuse, children and young people who are particularly vulnerable

The range of legal services available to the client and protocols regarding notification of suspected abuse

Legal implications and responsibilities of statutory work

State and federal jurisdictions, including all courts within the jurisdictions.

Child protection policy and procedures including inter-agency protocols.

Legislation relevant to child protection including Family Court protocols and practice and policy guidelines including legal definitions of abuse.

Risk assessment, comprehensive psychosocial assessment and family assessment

Indicators of harm, types of harm, definitions and dynamics of harm.

Theories on vulnerability and resilience of children

The change process

Child development (cognitive, emotional, physical and social)

Workings of court, legal systems and legal processes

Legal implications of material collected through interviews

Family dynamics in different cultures

Recording and reporting systems

How to access interpreters for clients and their families who are from a non-English speaking background or who are hearing or speech impaired.

Use of child centred, family focused practice approaches

Essential skills:

It is critical that the candidate demonstrate the ability to:

Identify goals of assessment and conduct assessment according to established criteria to meet identified goals

Draw on relevant models, policies, and procedures to identify appropriate interventions

Determine the level of risk using established criteria and recommend appropriate action

Interpret statutory mandates and balance statutory power, rights of the client and significant others

Establish rapport/working relationship with client

Demonstrate application of skills in:

identification of problems and issues

information collection and planning procedures

participative case planning

appropriate use of supervision and consultation

monitor the impact of own values and beliefs

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Interpret policies, procedures, standards and statutory obligations

Use communication techniques such as; active listening, reflection, summarising, questions and statements, gaining agreement on actions and explaining outcomes

Use solution focused interviewing techniques to interview and engage children, young people and their families in communication exchange

Effectively and impartially collect and analyse information according to risk assessment frameworks or models

Articulate rationale for decision-making

Interpret legalese into language understood by client and significant others

Set boundaries for roles and actions

Demonstrate empathy and rapport building

Use age appropriate language and questioning techniques

Utilise conflict resolution skills

Manage grief and change processes

Engage and establish a professional relationship with children and young people

Monitor own level of stress and implement stress management strategies to demonstrate effective self management under stressful situations

Work appropriately with cross cultural issues and address issues of cultural significance

Prepare court reports, including effective use of relevant information technology in line with occupational health and safety (OHS) guidelines

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Essential skills (contd):

Present factual, non-emotive information succinctly

Engage children, young people and their families in communication exchange

Use age/developmental appropriate language

Interview for the purposes of gathering information and analyse information gathered

Exercise professional judgement

Demonstrate effective and impartial collection and analysis of evidence capacity to make informed decision under pressure

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Reports and other information may include:

Child/young person/family records

Health records

Other agency records

Agency files and records

Effective communication includes:

Exercising effective communication skills, including:

Identifying and evaluating what is occurring within an interaction in a non-judgemental way

Making decisions about appropriate words, behaviour, posture based on the age and developmental stage of the child or young person.

Using active listening

Using clarifying, summarising questions

Using open, non-leading questions

Putting together a response that is culturally appropriate

Expressing an individual perspective

Expressing own philosophy, ideology and background and exploring the impact of this on the communication

Exploring and unpacking problems

Reflective listening

Providing sufficient time to enable stories to be told

Providing summarising and reflective response in conflict situations

Non-verbal communication including:

Gestures

Posture

Facial expression

Use of space

Eye contact

Child-centred dialogue, including:

Appropriate use of language considering the age and developmental stage of the child/young person

Surroundings appropriate for a child

Child-directed communication

Questioning techniques may include:

Summarising

Re-phasing

Paraphrasing

Open and closed questions

Non-leading questioning

Cognitive interviewing

Free narrative

Observe refers to observation which include:

Behaviours

Interaction with others

Physical appearances

Emotional appearances

Representations thorough stories and art

Established procedures include those related to:

Mandatory reporting processes

Seeking medical assessments

Seeking evidence statements

Seeking accounts of incidents including dates, times, frequency of behaviour

Conducting interviews

Seeking first hand observation and statements

Taking and recording details of notifiers

Limits of statutory agency power and delegations

Role and rights of notifiers

Ways of identifying level of risk and determining appropriate priorities

Recording information

Privacy an confidentiality

Proof of evidence may result from:

Observation

Interviews

Research/articles

Case records

Medical reports

Reports from other specialist workers

Photographs

Recording techniques include:

Written

Verbal

Use of multi media

Completion of appropriate forms and documentation

Procedures for conducting interviews are defined by:

Legal obligation

Cultural considerations

Natural justice

The agency/organisation

The age and development of the child or young person

Specialist assessments include

Forensic

Medical

Criminal

Psychosocial

Developmental

Responsibilities of workers may be outlined in the following regulations and guidelines:

Statements of regulatory bodies

Professional registration requirements

Legal precedents

Service standards

Mission statements, policies and philosophies of an organisation