This unit applies to work undertaken in paraprofessional child protection occupations in government and non government organisations

ELEMENT

PERFORMANCE CRITERIA

1. Demonstrate an understanding of key issues related to work in the child protection environment

1.1 Demonstrate understanding of the history and recent developments in child protection/direct care work

1.2 Demonstrate understanding of the legal, political and social framework within which the work is undertaken

1.3 Reflect understanding of the system structure and the various roles and responsibilities of the stakeholders that operate in the child protection system in work undertaken

1.4 Demonstrate and apply understanding of practice related to effective worker safety / well being and self management activities appropriate to the professional role

1.5 Demonstrate understanding of children's court procedures appropriate to professional role

1.6 Reflect understanding of the processes for risk assessment appropriate to the professional role

1.7 Acknowledge the challenges of child protection work and manage appropriately

1.8 Reflect in all work, understanding of indicators, effects and dynamics of child abuse and neglect appropriate to the professional role

1.9 Reflect in all work, basic understanding of the relationship and practice implications of child abuse and family violence; substance use; mental illness; and disability appropriate to the professional role

1.10 Demonstrate and manage sensitively/effectively, understanding of the power imbalance inherent in child protection/out of home care work

2. Demonstrate commitment to quality care for children or young people

2.1 Reflect in all work, understanding of key issues facing children and young people who may be at risk of harm

2.2 Reflect in all work undertaken, duty of care, context of policy, regulatory, legislative and legal requirements as they apply to the area of work

2.3 Apply and demonstrate organisation procedures and policies are as appropriate

2.4 Identify personal values and attitudes regarding children or young people and acknowledge their potential impact on service delivery when planning and implementing all work activities

2.5 Reflect in own work, a focus on supporting the rights, interests and needs of children, young people and families

2.6 Characterise communication with children/young people and families by sensitivity, openness, respect and warmth and appropriate to the age and ability of the child

2.7 Demonstrate understanding of issues related to the placement of children away from family in all forms of out of home care, and the practice issues for statutory child protection workers and direct care givers

3. Demonstrate ethical work practices

3.1 Routinely observe lines of accountability in all work undertaken in the child protection area, including appropriate consultation and explaining decisions and actions to those to whom the worker is accountable

3.2 Explain decisions and actions taken to children, young people and their families/carers

3.3 Use the relevant code of ethics, professional and organisation standards to guide service delivery

3.4 Plan responses to address emergency situations and other contingencies based on ethical standards and organisation requirements

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, e.g. 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

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 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

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 and/or written questioning 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

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

This unit contains Employability Skills