NTISthis.com

Evidence Guide: CHCPROT701A - Conduct complex child protection risk assessment

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

 

CHCPROT701A - Conduct complex child protection risk assessment

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

Gather information about the risk/actual harm

  1. Gather sufficient relevant information from a range of sources about the child to make a determination about harm and risk of harm
  2. Consult previous child protection history where relevant
  3. Consult with colleagues about previous supports or interventions provided by the organisation
  4. Liaise with other services to obtain information that will assist with determination of risk of harm where this is appropriate
Gather sufficient relevant information from a range of sources about the child to make a determination about harm and risk of harm

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult previous child protection history where relevant

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult with colleagues about previous supports or interventions provided by the organisation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Liaise with other services to obtain information that will assist with determination of risk of harm where this is appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify factors impact on the determination of risk

  1. Identify factors that increase or reduce the vulnerability, severity and probability of harm
  2. Identify and document issues in family functioning that contribute to risk or protection
  3. Correlate child development and attachment issues to assessing harm
Identify factors that increase or reduce the vulnerability, severity and probability of harm

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and document issues in family functioning that contribute to risk or protection

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Correlate child development and attachment issues to assessing harm

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conclude determination of risk

  1. Use information gathered about the child to identify and determine harm and unacceptable risk of harm
  2. Use relevant legislation, organisation tools and guidelines to determine the child's immediate and long term safety
  3. Use senior staff and specialist practitioners' to confer about determination in complex cases
  4. Document the outcome of the assessment and actions to be taken including any case work strategies that will contribute to interventions and child safety measures
Use information gathered about the child to identify and determine harm and unacceptable risk of harm

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use relevant legislation, organisation tools and guidelines to determine the child's immediate and long term safety

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use senior staff and specialist practitioners' to confer about determination in complex cases

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document the outcome of the assessment and actions to be taken including any case work strategies that will contribute to interventions and child safety measures

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 and under the normal range of workplace conditions

Consistency in performance should consider the range of clients and specific needs that will 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

Resources required for assessment include access to relevant workplace or simulated realistic workplace setting where assessment may take place

Method of assessment:

Assessment may include observation, questioning and evidence gathered from a workplace 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 knowledge of:

Roles and responsibilities of key legal bodies within child protection systems

Legislation relevant to child protection risk work assessment

Powers, orders and processes relating to key legal bodies in child protection

Issues for children in dealing with the legal system

Legal options available to children and families

Organisation guidelines for interagency practices

Roles and functions of support agencies and processes

Documentation processes and organisation information systems and tools to be used for complex risk assessment

Statutory responsibilities and delegations

Code of conduct for child protection work

Information sharing and referrals protocols

Critical incident reporting procedures

Types of abuse and resulting harms, including indicators of harm, protective and risk factors

Impact of child abuse and neglect on child and adolescent development

Contemporary approaches to respectful and professional standards for case documentation

Essential skills:

It is critical that the candidate demonstrate the ability to:

Document child protection notifications and include recording of logical connections made between concerns expressed, analysis and decision-making, and response is congruent with assessment

Provide accurate documentation using tools provided by the organisation

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:

Record assessment considerations of child protection history and patterns of family functioning in analysis to inform responses in case discussion, case work and case management

Articulate in documentation rationale for judgements/decision-making in case discussions, work management

Complete risk assessment and case plans for each child/young person with consideration with consideration for individual needs

Assess harm and makes appropriate decisions by analysing and synthesising information with the use of the structured decision-making tools, and provides rationale for decisions

Collaborate, negotiate, and network with government and non government agencies

Facilitate the initiation of case work as a result of determination of risk where appropriate

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.

Range of sources may include:

Consulting with relevant people known to the child and their circumstances

Notifier information

Consult any previous child protection history

Consult with colleagues may include:

Team leader

Manager

Practice Supervisor

Peer

Liaison with other services may include:

Internal programs of the organisation

Culturally specific organisations

Mental health

Drug and alcohol

Medical Services

Other agencies participating in interagency protocols e.g. Police, Domestic and Family violence services,

Interstate Statutory Authorities on child protection

Factors that increase or reduce the vulnerability, severity and probability of harm may include:

Child's age and developmental stage, physical, social and emotional well being

Immediate/actual evidence of harm

Availability of family/other protective support systems

Isolation

Previous history of harm and intervention needs

Commitment to engage to reduce/eliminate risk of harm

Ability and capacity to address the situations

Admissions/disclosure information

Family functioningmay include:

Drug and alcohol use/abuse

Mental health concerns

Physical health and ability

Intellectual disability

Domestic and family violence

Relevant legislation includes:

Child protection

Witness legislation

Bail conditions to protect children

Role the independent child lawyer in the Family Court jurisdictions

Criminal injuries compensation

Orders under Domestic Violence legislation

Options under Child Protection Legislation