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Elements and Performance Criteria

Required Skills

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

Relevant legislation

Indicators effects and dynamics of abuse and neglect

Responsibilities of duty of care

Roles and responsibilities of each of the key players in the child protection area

Organisation protocols relating to child protection work

Effective stress management techniques

Legal implications and responsibilities of statutory work

Relevant policy and procedures

Stages of child development Physical cognitive emotional and social

Interview processes and legal requirements

Effects of removal incarceration

Parenting and family dynamics in different cultures

Impact of Government Policies on indigenous communities eg Stolen Generations

Case management processes

Child centred family focused practice approaches

Essential skills

It is critical that the candidate demonstrate the ability to

Work within the legal framework to protect children

Manage own values so they do not impede effective work and manage the stress of the work

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

Communicate effectively with clients and significant others

Demonstrate active listening reflective summarising questions and statements

Demonstrate empathy and rapport building

Use age appropriate language and questioning techniques

Demonstrate conflict resolution

Manage grief and change processes

Work with adolescents and their significant others

Evidence Required



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 and under the normal range of workplace conditions Consistency in performance should be based on requirements of the range of situations of specific need encountered in the workplace

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 andor 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 Access to an appropriate workplace or an environment capable of accurately simulating the workplace for assessment purposes

Method of assessment	In cases where the learner does not have the opportunity to cover all relevant aspects of this unit in the work environment the remainder should be assessed through realistic simulations projects previous relevant experience or oral questioning on What if scenarios Assessment of this unit of competence will usually include observation of processes and procedures oral andor written questioning on Essential knowledge and skills and consideration of required attitudes Where performance is not directly observed andor is required to be demonstrated over a period of time andor in a number of locations any evidence should be authenticated by colleagues supervisors clients or other appropriate persons

Range Statement



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.

Legal, political and social framework includes:	Legislation including mandatory reporting (in some jurisdictions) and reciprocal reporting Government strategic plans The current political environment within the jurisdiction and any recent developments including reviews Significant incidents that influence policies and procedures Practice principles Standards of care Quality systems (e.g. licensing) Resourcing the industry (funding programs, information/communication networks Child protection orders (overview) The impact of relationships and integration Developing and implementing child safe, child friendly resources, environment and work tools

Stakeholders include:	Children, young people and their families and carers State-wide services including education, health and police. Peak bodies Government departments Specialist teams Family, youth, support and placement agencies

Self management activities include:	A proactive approach to own professional development Identifying and appropriately managing the challenges of child protection work Understanding and appropriately managing stress Managing conflict appropriately A professional approach to stress and personal safety management Overcoming barriers to effective self care Developing a safety plan for direct contact with children, young people and families Developing, understanding and working from personal frameworks Taking responsibility for professional development /career long learning. Participating in supervision Accepting the responsibility of the beginning practitioner Developing and implementing work plans

An understanding of children's court procedures includes:	Court processes Preparing for court Attending court Writing the court report Working as a rural practitioner/court Preparing and supporting children, young people and families pre and post court

The challenges of child protection work include:	Engaging and working in partnerships with families where a range of complicating risk factors exists Working in partnership with other professionals A strengths-based approach Using authority wisely Confidentiality (communication) Attitudes and values Organisation values Working with cultural diversity (specific unit) Working with Aboriginal and Torres Strait Islander people

Issues related to the placement of children (and young people) in out of home care include:	Attachment and separation Sensitive responses to introducing and managing children and young people in out of home care The importance of maximising safe family involvement/contact during placement The importance of a professional partnership between protective and direct care workers, and clear placement/protective planning Ongoing assessment of risk whilst in placement The importance of pre crisis planning for young people in out of home care Ensuring a focus on all life dimensions whilst in placement not solely protection (LAC) Restoration/reunification planning for the child/young persons return home

Supporting the rights, interests and needs of children, young people and families includes:	Child or young person is supported and encouraged to exercise their rights where appropriate Legal responsibilities and duty of care are complied with Seeking additional assistance Providing a child friendly environment where children and young people are welcomed, valued and respected