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Evidence Guide: CHCCM506B - Undertake case management in a child protection framework

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCCM506B - Undertake case management in a child protection framework

What evidence can you provide to prove your understanding of each of the following citeria?

Establish client need and/or risk

  1. Assess client needs/risks in accordance with organisation procedures
  2. Develop assessment plan to reflect client needs
  3. Clearly explain worker's role and purpose to the client
  4. Identify, assess, and prioritise relevant information, taking into account the particular circumstances of the situation
  5. Ensure communication with client is of a level, type and manner appropriate to the individual and the nature of the issues raised
  6. Identify in the case plan, support and prevention strategies that promote and meet the needs of the family
  7. Provide information to ensure the client understands the intervention process, their rights of appeal and how to use avenues for complaint
Assess client needs/risks in accordance with organisation procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop assessment plan to reflect client needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clearly explain worker's role and purpose to the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify, assess, and prioritise relevant information, taking into account the particular circumstances of the situation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure communication with client is of a level, type and manner appropriate to the individual and the nature of the issues raised

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify in the case plan, support and prevention strategies that promote and meet the needs of the family

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information to ensure the client understands the intervention process, their rights of appeal and how to use avenues for complaint

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a case management plan

  1. Build into the case plan client strengths and/or protective factors
  2. Develop case plan in partnership with the client
  3. Collect information on a range of suitable intervention strategies to address immediate, short and longer term needs of clients
  4. Explore a full range of options for addressing client needs and integrate into planning
  5. Prioritise case management goals and objectives and negotiate and agree processes with the client
  6. Negotiate goals, actions and timelines for the case plan in concrete, specific terms
  7. Define roles, responsibilities and accountabilities for clients, stakeholders, workers and service providers
  8. Explore and develop contingency plans
  9. Integrate cultural considerations into goal setting and negotiation of timelines
  10. Establish communication, review and evaluation systems
  11. Document case plan and distribute to all parties
Build into the case plan client strengths and/or protective factors

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop case plan in partnership with the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collect information on a range of suitable intervention strategies to address immediate, short and longer term needs of clients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore a full range of options for addressing client needs and integrate into planning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prioritise case management goals and objectives and negotiate and agree processes with the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate goals, actions and timelines for the case plan in concrete, specific terms

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Define roles, responsibilities and accountabilities for clients, stakeholders, workers and service providers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore and develop contingency plans

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Integrate cultural considerations into goal setting and negotiation of timelines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish communication, review and evaluation systems

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document case plan and distribute to all parties

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement case plan

  1. Implement practical arrangements to support clients and stakeholders
  2. Utilise established communication processes and protocols to make referrals
  3. Identify roles, responsibilities, outcomes and processes involved in intervention and articulate with the client and service provider
  4. Where appropriate, develop contracts and agree with external service providers, including accurate timing and resourcing constraints
  5. Identify review activities and negotiate with client, service providers, and significant others
  6. Record information in a manner consistent with organisation procedures and policies
Implement practical arrangements to support clients and stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Utilise established communication processes and protocols to make referrals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify roles, responsibilities, outcomes and processes involved in intervention and articulate with the client and service provider

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where appropriate, develop contracts and agree with external service providers, including accurate timing and resourcing constraints

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify review activities and negotiate with client, service providers, and significant others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record information in a manner consistent with organisation procedures and policies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish review and evaluation systems

  1. Set up appropriate evaluation processes for ongoing implementation of the plan
  2. Assess and document progress towards achieving goals with client and service providers
  3. Assess the need for ongoing intervention
  4. Negotiate with relevant parties, proposed actions and timelines arising from case review
  5. Complete all relevant reporting procedures in accordance with organisation requirements
  6. Undertake appropriate consultation with the supervisor at key decision-making points
Set up appropriate evaluation processes for ongoing implementation of the plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess and document progress towards achieving goals with client and service providers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess the need for ongoing intervention

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate with relevant parties, proposed actions and timelines arising from case review

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete all relevant reporting procedures in accordance with organisation requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake appropriate consultation with the supervisor at key decision-making points

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan and participate in case conferences or protection meetings

  1. Convene care meetings when they are judged to be the most effective case management decision-making strategy for the needs of the case or in line with legislative/organisation requirements
  2. Clearly identify and articulate purpose of case conference/protection meeting to clients and other stakeholders
  3. Establish agenda that clearly outlines purpose, participants, venue, date, time and process
  4. Identify key persons and request their contribution by attending the conference or make reporting arrangements
  5. Undertake work to prepare client for the meeting
  6. Implement processes to ensure participation in the decision-making process of children, young people and their families
  7. Anticipate areas of conflict and facilitate resolution
  8. Identify and responded to participant needs for interpreters and other support
  9. Arrange attendance of delegated decision-makers
  10. Provide information equally to all parties
  11. Prepare case history in accordance with agency requirements
  12. Nominate and brief a chairperson and minute taker
  13. Identify, negotiate and record outcomes
Convene care meetings when they are judged to be the most effective case management decision-making strategy for the needs of the case or in line with legislative/organisation requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clearly identify and articulate purpose of case conference/protection meeting to clients and other stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish agenda that clearly outlines purpose, participants, venue, date, time and process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify key persons and request their contribution by attending the conference or make reporting arrangements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake work to prepare client for the meeting

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement processes to ensure participation in the decision-making process of children, young people and their families

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Anticipate areas of conflict and facilitate resolution

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and responded to participant needs for interpreters and other support

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Arrange attendance of delegated decision-makers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information equally to all parties

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare case history in accordance with agency requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Nominate and brief a chairperson and minute taker

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify, negotiate and record outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with agencies to meet client needs

  1. Identify appropriate service providers
  2. Develop and maintain working relationships with relevant community groups
  3. Access inter-agency protocols/guidelines and integrate into case management
  4. Clarify the nature of advocacy and support required by the client
  5. Explain range of interventions and reason for referral, and clarify and negotiate agreement with client, service providers and significant others
  6. Discuss with the client all representations made on their behalf to the service provider
  7. Ensure all information is kept in confidence according to organisation policy and legislation
  8. Maintain links with service, client and other relevant parties and evaluate progress with achievement of goals
Identify appropriate service providers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and maintain working relationships with relevant community groups

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access inter-agency protocols/guidelines and integrate into case management

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify the nature of advocacy and support required by the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain range of interventions and reason for referral, and clarify and negotiate agreement with client, service providers and significant others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss with the client all representations made on their behalf to the service provider

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure all information is kept in confidence according to organisation policy and legislation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain links with service, client and other relevant parties and evaluate progress with achievement of goals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake case closure

  1. Analyse achievements of case plan goals against performance indicators and documented
  2. Identify reasons for case closures
  3. Negotiate case closure with client and relevant agencies
  4. Advise relevant parties in writing of decision to close case
  5. Ensure case closure that is implemented takes account of the needs of the client including the need to reflect on past interventions
Analyse achievements of case plan goals against performance indicators and documented

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify reasons for case closures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate case closure with client and relevant agencies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Advise relevant parties in writing of decision to close case

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure case closure that is implemented takes account of the needs of the client including the need to reflect on past interventions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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 within a statutory child protection authority and under the normal range of workplace conditions

Assessment must include the normal range of workplace situations

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 take place or simulation of realistic workplace setting

Method of assessment:

Assessment may include observation, questioning and evidence gathered from the workplace environment

Workplace evidence can be testimonials, portfolios or copies of completed workplace records/ documentation

Evidence will be determined by selection from the Range Statement, justified in terms of work requirements, work roles and responsibilities and occupational specialisations

Evidence for assessment of competence may be gathered by appropriate combination of the following:

demonstration of competency within the working environment in undertaking case management in a statutory child protection environment

assessment should be in the workplace, however, where there is not an 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

observation of processes and procedures, oral and/or written questions 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

review of any workplace documentation produced by the candidate related to case management in a statutory child protection environment

Required Skills and Knowledge

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:

Understanding of legal implications and responsibilities of statutory work

Understanding of state and federal jurisdictions, including all courts within the jurisdictions

Detailed understanding of child protection policy and procedures including inter-agency protocols

Detailed understanding of legislation relevant to child protection including Family Court protocols and practice and policy guidelines including legal definitions of abuse

Understanding of risk assessment, comprehensive psychosocial assessment and family assessment

Understanding of indicators of harm, types of harm, definitions and dynamics of harm

Understanding of theories on vulnerability and resilience of children

Understanding of the change process

Understanding of stages of child development

Understanding of workings of court, legal systems and legal processes

Understanding of legal implications of material collected through interviews

Understanding of family dynamics in different cultures

Understanding of recording and reporting systems

Understanding of how to access interpreters for clients and their families who are from a non-English speaking background or who are hearing or speech impaired

Essential skills:

It is critical that the candidate demonstrate the ability to:

Interpret and apply legislation, policies and procedures and standards and statutory obligations

Respond to and manage crisis

Develop and assess actions appropriate for intervention

Collect and assess information

Document plans

Apply all aspects of a structured case management framework to statutory child protection 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:

Use communication techniques such as: active listening, reflection, summarising, questions and statements, gaining agreement on actions and explaining outcomes

Use solution focused interviewing techniques

Interview and engage children, young people and their families in communication exchange

Effectively and impartially collect and analyse information according to risk assessment framework or models

Articulate rationale for decision-making

Interpret legalese into language understood by client and significant others

Set boundaries for roles and actions

Demonstrate empathy and rapport building

Use age appropriate language and questioning techniques

Utilise conflict resolution skills

Manage grief and change processes

Engage and establish a professional relationship with children and young people

Monitor own level of stress and implement stress management strategies

Work appropriately with cross cultural issues

Prepare court reports

Present factual, non-emotive information succinctly

Demonstrate appropriate use of supervision and consultation

Maintain documentation as required, including effective use of relevant information technology in line with occupational health and safety (OHS) guidelines

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.

The contexts for establishing a case plan could include:

A result of a notification/report

A result of a risk assessment

A result of a placement in out of home care

A result of a court order

A result of a contract to provide a service

Part of a case planning meeting or conference

Establishment of a case plan will be carried out within requirements established by:

Commonwealth and state legislation

Relevant international conventions

Organisation policy and procedures

Relevant program standards

Inter-agency protocols/guidelines

Development of a case plan includes:

Working collaboratively with the client and all stakeholders

Identifying priority needs/target needs/risks

Identifying and building on client strengths and/or protective factors

Setting goals which are negotiated with the client

Identifying strategies and actions, roles and responsibilities, timeframes and review

Documentation using formats and procedures

Client need includes:

Developmental needs (physical, social, cultural, emotional and psychological)

Risks

Early intervention/prevention

Supports in parenting

Practical e.g. housing, income

Stakeholders include:

Child or young person

Family

Significant others

Worker

Carers

Supervisor and organisation

Court and legal practitioners

Community

Information may include:

All official documentation relating to client, full family history, developmental and medical history

All available records, anecdotal material and individual interviews

Client can include:

Child/children

Young person/people

Parents

Family/relative

Significant others

Foster cares

Case management principles can include:

Taking the least intrusive intervention necessary to ensure safety and support protection

Safety, welfare and well being of child or young person is paramount consideration

Using a strengths-based, partnership approach in practice

Intervention is planned and purposeful

Working in partnership with other service providers

Consideration of culture, disability, language, religion, sexuality and any special needs in service provision

Children and young people placed away from home are entitled to special protection and assistance

Self determination of aboriginal and Torres Strait Islander communities

Recognition of the importance of maintaining significant relationships and cultural identity of a child or young person when they cannot live with their family

Working quickly to resolve permanency by planning placement stability and continuity of relationships

Ethical practice

Accountability for decisions and actions

Child centred practice includes:

Engaging in direct work with children and young people

Providing an advocacy role on behalf of children and young people

Understanding the different, and range, of stages of development (including attachment) and how that can inform intervention and planning

Ensuring that the child or young person is an active participant throughout the case management process

Recognising that children and young people are part of families and communities

Safeguarding children can not be separated from promoting their welfare

The role of prevention and early implementation strategies in protecting and supporting children

Family focus includes:

Recognition that parenting can be stressful and challenging

Recognition of the impact of poverty and disadvantage on families

Recognition of the potential impact of statutory intervention on families

Recognition of the complex issues facing the family

Exercising effective communication skills includes:

Identifying and evaluating what is occurring within an interaction in a non-judgemental way

Making decision about appropriate words, behaviour, posture

Using active listening

Using clarifying, summarising questions

Putting together a response that is culturally appropriate

Expressing an individual perspective

Expressing own philosophy, ideology and background and exploring the impact of this on the communication

Exploring and unpacking problems

Reflective listening

Providing sufficient time to enable stories to be told

Provide summarising and reflective response in conflict situations

Complex cases can include the presence of a number of complicating factors including:

Multiple abuse/injuries

Ritual abuse

Life threatening/high risk situations

Multiple difficulties present in family

Intellectual or psychiatric disabled clients

Chronic and serious substance abuse/addiction

Family/domestic violence

A wide range of other services involved which requires coordination

Involvement of protective and custodial agencies in the family over a lengthy period

Cases with high public/political sensitivity requiring sensitive and experienced case investigation and management

Poverty including poor housing, inadequate and limited educational, health and social facilities, and high risk communities/neighbourhoods

Case plan may include:

Assessment/investigation plan

Support and management plan

Out of home care plan

Restoration/reunification plan

Protection plan

Meetings may include:

Case conferences

Protection planning meetings

Family group conferences

Alternate dispute resolution

Cultural considerations include:

Indigenous and ethnic considerations

Power relationship structures

Rituals, beliefs, hierarchies and practices

Community politics

Gender

Parenting practice and family dynamics

Contracts for service provision include:

Responsibilities of service/agency

Referral service/agency and client are articulated, documented, endorsed and explained to the client and relevant stakeholders

Agreement is sought from client and stakeholders about roles, responsibilities, timelines, actions, milestones and outcomes

Procedures used in crisis situations include:

Ensuring security and safety of all relevant parties including protection and custodial issues and the level of intervention required

Appropriate crisis services such as counselling, respite care, debriefing

Support and prevention strategies includes:

Provision of information

Early intervention and prevention services

Financial and practical benefits

Rights of appeal mechanisms may include:

Those operating within all state departments, service provider organisations and external bodies

Record information relating to a case plan includes:

Computer report, hand written, electronic, on file, etc

Feedback mechanisms include:

Communicating daily with child, young person, family, significant other, about meeting of needs, participating within a case conference, recording observations about progress on activities

Each contact with client is recorded and includes:

Telephone contact, face-to-face interviews, contact with service provider about the client, letters, anecdotal information received from others, enquiries conducted by the worker to other agencies e.g. schools, doctors etc

Relevant supporting information includes:

Example reports e.g. medical, school, family assessment, out of home care history, intake forms, referees, financial assistance record etc