• CHCCHILD401A - Identify and respond to children and young people at risk

Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCCHILD401A Mapping and Delivery Guide
Identify and respond to children and young people at risk

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency CHCCHILD401A - Identify and respond to children and young people at risk
Description This unit describes the knowledge and skills required to address duty of care requirements, working within an ethical framework and applying relevant legislation, policies and procedures in responding to children and young people
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application This unit applies to workers involved in delivering services to children and young people including: community services, health, policing, juvenile justice, recreation, family services, education, alcohol and other drugs work and mental health
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not Applicable
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities
Slides
PPT
Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Implement work practices which support the protection of children and young people
  • Identify children and young people at risk of harm by observing signs and symptoms, asking non-invasive questions, being aware of protective issues and using child protection procedures where appropriate
  • Respond to disclosure, information or signs and symptoms in accordance with accepted standards, techniques, and legislative obligations
  • Comply with lawful instructions, regulations and duty of care in all work activities
  • Routinely employ child focused work practices to uphold the rights of children and young peoples to participate in decision-making where it is age appropriate
  • Employ communication and information gathering techniques with children and young people in accordance with current recognised good practice
  • Ensure decisions and actions taken are within own level of responsibility, work role and legislative requirements
  • Maintain own knowledge and skills as required to work effectively and participate in practice supervision processes
  • Maintain confidentiality as appropriate
  • Provide an appropriate response as determined by organisation procedures, legal and work role obligations
       
Element: Report indications of possible risk of harm
  • Accurately record relevant specific and general circumstances surrounding risk of harm in accordance with organisation procedures, ethics and legal requirements
  • Promptly report risk of harm indicators accordance with statutory and organisation procedures
  • Work collaboratively with relevant agencies to ensure maximum effectiveness of report
       
Element: Apply ethical and nurturing practices in work with children and young people
  • Protect the rights of children and young people in the provision of services
  • Identify and seek supervision support for issues of ethical concern in practice with children and young people
  • Develop ethical and nurturing practices in accordance with professional boundaries when working with children and young people
  • Recognise indicators for potential ethical concerns when working with children and young people
  • Respond to unethical behaviour of others by reporting to the appropriate person
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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

Assessment may occur both in the workplace and in off-the-job learning contexts through methods that present workplace practice situations, using case studies, simulations etc.

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

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

Resources required for assessment include access to an appropriate workplace where assessment can be conducted or simulation of realistic workplace setting for assessment

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects 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 and/or written questioning on Essential knowledge and skills and consideration of required attitudes


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

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:

Statutory and policy requirements relating to job role

Ethical obligations as stated in relevant codes of practice, licensing, accreditation registration to professional bodies, service agreements

Ethical approaches that incorporate the conventions on the rights of the child, and human rights

Responsibilities to clearly define worker and client roles and responsibilities in regard to ethical conduct and professional relationship boundaries

State/territory requirements and processes for notifying suspected abuse and reporting process

Child protection system: including reporting protocols, responses to reporting, interagency policies

Organisation guidelines and policies for responding to risks of harm to children and young people

Duty of care responsibilities

Ethical obligations as defined by the job specification and employing organisaiton

Principles of ethical decision-making

Recording procedures appropriate to job role

Common risks to child's safety

Indicators of the different types and dynamics of abuse including as they apply to age, gender, disability, culture, sexuality

The different types of abuse: serious psychological, physical, sexual, neglect, domestic violence

Impact of risk of harm

Appropriate responses to disclosure

Overview of legal system and it pertains to the job role

Outline of common legal issues as relevant to work undertaken with children and young people such as:

abuse in all forms

domestic and family violence

neglect

exploitation

alcohol and other drugs (AOD) concerns

systems abuse

Essential skills:

It is critical that the candidate demonstrate the ability to:

Provide an appropriate response to indications of risk of harm

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:

Apply indicators of abuse to make judgements about risks of harm

Follow procedures and instructions

Apply principles of ethical decision-making

Maintain professional boundaries in work with children and young people

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

Use child focused work practices including:

communication skills

awareness and sensitivity to children and young person's needs

inclusiveness of children and young people in participatory decision-making process

making special allowances to met needs of children and young people

ways of engaging children and young people

observance and presence of children and young people as primary clients

Distinguish between legal and ethical problems

Work within a legal and ethical framework

Apply problem solving and negotiation skills to resolve problems of a difficult nature within organisation protocols

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.

Lawful instructions and regulation may include:

Restraining orders

Supervision and custody orders

Legislation

Lawful instructions may include instructions received from:

Licensing authorities

Organisation supervisor

Courts of Law

Police

Child focused work practices

Legislation

Policies of organisation

Client self determination

Child protection procedures will be determined and defined by:

The specific job role

Organisation procedures

Interagency agreements

Legislation within jurisdictions

Response will be determined by:

Job role and

will range from reporting to implementing disciplinary action

Accepted standards include:

State coordinating bodies

Interagency agreements and guidelines

Protocols defined in legislation

Organisation procedures

Codes of ethics

Practice standards

Licensing and accreditation standards

The appropriate person to report suspected risk of harm will vary according to the legislation in the State/territory and organisation policies.
The person may be:

Ombudsman

State Child Protection Agency

Supervisor in the service

Individual carer

Individual worker

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Identify children and young people at risk of harm by observing signs and symptoms, asking non-invasive questions, being aware of protective issues and using child protection procedures where appropriate 
Respond to disclosure, information or signs and symptoms in accordance with accepted standards, techniques, and legislative obligations 
Comply with lawful instructions, regulations and duty of care in all work activities 
Routinely employ child focused work practices to uphold the rights of children and young peoples to participate in decision-making where it is age appropriate 
Employ communication and information gathering techniques with children and young people in accordance with current recognised good practice 
Ensure decisions and actions taken are within own level of responsibility, work role and legislative requirements 
Maintain own knowledge and skills as required to work effectively and participate in practice supervision processes 
Maintain confidentiality as appropriate 
Provide an appropriate response as determined by organisation procedures, legal and work role obligations 
Accurately record relevant specific and general circumstances surrounding risk of harm in accordance with organisation procedures, ethics and legal requirements 
Promptly report risk of harm indicators accordance with statutory and organisation procedures 
Work collaboratively with relevant agencies to ensure maximum effectiveness of report 
Protect the rights of children and young people in the provision of services 
Identify and seek supervision support for issues of ethical concern in practice with children and young people 
Develop ethical and nurturing practices in accordance with professional boundaries when working with children and young people 
Recognise indicators for potential ethical concerns when working with children and young people 
Respond to unethical behaviour of others by reporting to the appropriate person 

Forms

Assessment Cover Sheet

CHCCHILD401A - Identify and respond to children and young people at risk
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

CHCCHILD401A - Identify and respond to children and young people at risk

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: