Application
This unit can apply to working with individuals, groups or a community It focuses on providing access to appropriate developing information and support networks |
Prerequisites
Not Applicable
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
1. Provide information that promotes the safety, well being and welfare of children | 1.1 Identify sources of accurate information 1.2 Disseminate accessible information 1.3 Use available opportunities to provide relevant information to clients and others |
2. Provide support to families | 2.1 Identify support needed by families in caring for children 2.2 Identify support services available to families 2.3 Facilitate access by families to support services by providing referral and contact details |
3. Build community resources to care for children | 3.1 Monitor the availability of resources within the community that promotes the well being of children 3.2 Identify gaps in community infrastructure 3.3 Develop partnerships to address gaps in information provision |
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: Tasks of families in raising children (physical care, emotional nurture, socialisation, education) Support needs of families (practical and emotional) The link between supporting families and promoting well being of families Factors that place children and young people at risk of harm Range of prevention strategies to address risk factors Strategies of family and interagency collaboration in promoting the well being of children |
Essential skills: It is critical that the candidate demonstrate the ability to: Research, develop and implement strategies which promote the safety, well being and welfare of children and young people 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: Demonstrate application of skills in: research networking providing information referral |
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 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. |
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: | This units may be assessed through a combination of observation, portfolio, supervisor's reports and checklist to ensure the full range of local relevant information sources are accessed |
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. | |
Sources of accurate information include: | Local community social plans Bodies with statutory responsibility for child protection State and national child protection coordinating bodies Peak bodies and interest groups related to child protection |
Accessible information may include: | Information displays within agencies Information displays in public locations Written material in a range of languages Material designed for those with low level reading skills Conduct of information sessions Conduct of parenting groups Media campaigns |
Available opportunities may include: | Request for information from an individual or group Respond to an issue of local or media interest |
Support needed by families in caring for children may be affected by: | The informal support networks available to the family Particular circumstances e.g. disability or illness of child or carer Ability of family to access services due to financial. cultural, language or other restraints |
Support services may include: | Facilities operating in a local area e.g. playgroups, self-help groups, counselling, education and advice services Financial and other practical benefits to which families are entitled |
Facilitate access to support may include: | Ensuring services of own agency are known to families Providing information and advice about services Provision of appropriate referrals Advocacy on behalf of families |
Community infrastructure may include: | Accessible child care Services to assist families under stress or in crisis Affordable housing Locations for families to informally meet and create networks Family accessible transport systems, leisure options, shopping facilities Family friendly workplaces |
Partnerships to address gaps can include: | Resourcing families to lobby for change or new services Interagency collaboration to develop new services Participating in community campaigns |
Sectors
Not Applicable
Employability Skills
This unit contains Employability Skills |
Licensing Information
Not Applicable