Application
This unit describes the skills and knowledge required to provide and advocate for the development and special needs of children and young people in out of home care, including the need to promote development of a positive identity and active participation in decision-making. It includes the ability to work with families involved with the child.
This unit applies to child protection workers operating within established policies and procedures.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
Elements define the essential outcomes. | Performance Criteria specify the level of performance needed to demonstrate achievement of the Element. |
1. Work collaboratively | 1.1 Review information about the child or young person and identify all the people who are and should be involved to support the child or young person 1.2 Establish collaborative ways of working with those people according to scope of own role and organisation policies 1.3 Make collaboration an integral part of work with children and young people in out of home care 1.4 Use and model effective communication skills to engage in challenging conversations with and about the child or young person 1.5 Document information in a timely way and support information sharing between colleagues |
2. Promote development of children and young people | 2.1 Provide support for social, emotional, psychological and cognitive aspects of development 2.2 Identify the importance of individual attention for each child or young person, which is responsive to their needs and development 2.3 Provide emotional warmth, care and appropriate affection to children and young people 2.4 Implement strategies to support children and young people’s life skills development while in care 2.5 Promote the education achievements of children and young people in out of home care |
3. Support children and young people to explore and develop identity | 3.1 Implement strategies to encourage children and young people to take pride in their own cultural identity, gender and abilities 3.2 Implement strategies for children and young people to participate in and learn about their cultural, religious and language heritage 3.3 Support the importance of sharing and safely storing memorabilia during placement 3.4 Provide opportunities for children and young people to explore their individual strengths, interests and abilities |
4. Create opportunities for children and young people to express, feelings, needs and ideas | 4.1 Listen attentively to children and young people to encourage them to express their needs and feelings 4.2 Recognise the different needs of children at different stages of development 4.3 Recognise and respond to the expressions of separation anxiety for children and young people in out of home care 4.4 Support children and young people to be actively involved in decision-making that affects them |
5. Advocate for children and young people in out of home care | 5.1 Support the child and young person to access identified specialist services according to individual needs 5.2 Advocate for specialist needs of children in out of home care and ensure their needs are conveyed to relevant personnel |
Evidence of Performance
The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:
worked collaboratively with at least 3 children or young people in out of home care to support their individual needs development
communicated effectively with children and young people and others involved with the child or young person using and modelling the following skills:
actively listening and questioning
speaking clearly and directly
rapport building
negotiating responsively
being appropriately assertive
empathising
using neutral language
using age-appropriate language.
Evidence of Knowledge
The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:
legal and ethical considerations (national and state/territory) for out of home care, and how these are applied in organisations and in different types of out of home care situations:
child-focused practice
discrimination
duty of care
mandatory reporting
policy frameworks, including National Standards for Out-of-Home Care
privacy, confidentiality and disclosure including limitations
records management and reporting
specific legislation that apply to out of home care
work role boundaries – responsibilities and limitations
work health and safety, including stress management
roles of people and organisations involved in out of home care
carer roles and responsibilities to self and others
principles and practices of collaboration
principles of diversity and inclusivity and their application in out of home care
impacts of care on children and young people’s cultural, religious, and spiritual identity
role and importance of education and life skills development as tools for social inclusiveness and success
key principles of attachment theory and separation anxiety
child developmental stages and domains at an overview level
communication techniques and their appropriateness in different situations, including:
active listening and questioning
speaking clearly and directly
rapport building
negotiating responsively
being appropriately assertive
empathising
using neutral language
using age-appropriate language
processes and types of advocacy supports for children and young people in out of home care.
Assessment Conditions
Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:
use of suitable facilities, equipment and resources, including:
case information
organisation policies and procedures
modelling of industry operating conditions, including scenarios that involve collaboration and problem- solving with others, including children.
Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.
Foundation Skills
The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.