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

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

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