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Evidence Guide: CHCPRT020 - Manage complex child protection risk assessments and case strategies

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

 

CHCPRT020 - Manage complex child protection risk assessments and case strategies

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

Elements define the essential outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan response

  1. Access and critically analyse existing reports and other information to inform planning
  2. Determine and respond to required legal frameworks and processes
  3. Establish timeframes for response, make assessment of immediate risk to any and all parties and implement actions accordingly
  4. Determine and establish internal and external collaborative arrangements within established protocols and guidelines
  5. Anticipate and negotiate resources required
  6. Develop and document plan for assessment/investigation in the context of organisation requirements
  7. Advise other workers about their role using established procedures and protocols
Access and critically analyse existing reports and other information to inform planning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine and respond to required legal frameworks and processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish timeframes for response, make assessment of immediate risk to any and all parties and implement actions accordingly

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine and establish internal and external collaborative arrangements within established protocols and guidelines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Anticipate and negotiate resources required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and document plan for assessment/investigation in the context of organisation requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Advise other workers about their role using established procedures and protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gather information about the risk or actual harm

  1. Make an informed judgement, based on review of initial information, about the scope, depth and sources of information required to inform determination
  2. Source and gather information holistically based on an endorsed model of risk assessment
  3. Consult with internal and external colleagues and source information about previous history, supports or interventions provided
  4. Seek information from parents/caregivers regarding the alleged concerns and incorporate into the assessment of risk
  5. Observe and review the child’s development and behaviour
  6. Identify and document information about the broader cultural, economic and social context that contribute to risk or protection
  7. Organise and oversee specialist assessments according to individual case requirements
Make an informed judgement, based on review of initial information, about the scope, depth and sources of information required to inform determination

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Source and gather information holistically based on an endorsed model of risk assessment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult with internal and external colleagues and source information about previous history, supports or interventions provided

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek information from parents/caregivers regarding the alleged concerns and incorporate into the assessment of risk

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe and review the child’s development and behaviour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and document information about the broader cultural, economic and social context that contribute to risk or protection

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Organise and oversee specialist assessments according to individual case requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse information

  1. Critically analyse information in the context of the organisation’s assessment model and the tools used
  2. Confer and collaborate with colleagues about determinations of immediate and long term risks to the child
  3. Recognise and respond to situations requiring specialised expertise and make referrals to other organisations following established procedures
  4. Make a professional judgement about the assessed levels of risk, harm and wellbeing according to the model being used, organisation and legal requirements
  5. Document the outcome of the assessment and decisions made, including substantiated rationale
Critically analyse information in the context of the organisation’s assessment model and the tools used

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confer and collaborate with colleagues about determinations of immediate and long term risks to the child

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise and respond to situations requiring specialised expertise and make referrals to other organisations following established procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make a professional judgement about the assessed levels of risk, harm and wellbeing according to the model being used, organisation and legal requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document the outcome of the assessment and decisions made, including substantiated rationale

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop case strategies

  1. Prepare recommendations for action consistent with the assessed risk/need and available resources
  2. Confer and collaborate with colleagues to develop actions that best meet the needs of the individual child
  3. Involve the child/young person and family in the decision-making processes according to case requirements, and provide information through the process
  4. Develop case documentation according to organisation procedures, legal requirements and scope of own authority
  5. Incorporate regular review mechanisms according to legislative and organisation requirements
Prepare recommendations for action consistent with the assessed risk/need and available resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confer and collaborate with colleagues to develop actions that best meet the needs of the individual child

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Involve the child/young person and family in the decision-making processes according to case requirements, and provide information through the process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop case documentation according to organisation procedures, legal requirements and scope of own authority

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Incorporate regular review mechanisms according to legislative and organisation requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor and evaluate case strategies

  1. Monitor actions taken according to agreed case requirements
  2. Regularly assess and review developmental needs of child or young person, including health, education, social and emotional needs
  3. Facilitate processes for engaging children/young people and families in problem solving
  4. Provide opportunities, both formal and informal, for child/young person, to meet in private with case worker and talk about their situation
  5. Provide information to parents/family or significant others about progress of child or young person
  6. Use evaluation of individual cases to inform learning and future work planning
Monitor actions taken according to agreed case requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Regularly assess and review developmental needs of child or young person, including health, education, social and emotional needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate processes for engaging children/young people and families in problem solving

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide opportunities, both formal and informal, for child/young person, to meet in private with case worker and talk about their situation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information to parents/family or significant others about progress of child or young person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use evaluation of individual cases to inform learning and future work planning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Plan response

1.1 Access and critically analyse existing reports and other information to inform planning

1.2 Determine and respond to required legal frameworks and processes

1.3 Establish timeframes for response, make assessment of immediate risk to any and all parties and implement actions accordingly

1.4 Determine and establish internal and external collaborative arrangements within established protocols and guidelines

1.5 Anticipate and negotiate resources required

1.6 Develop and document plan for assessment/investigation in the context of organisation requirements

1.7 Advise other workers about their role using established procedures and protocols

2. Gather information about the risk or actual harm

2.1 Make an informed judgement, based on review of initial information, about the scope, depth and sources of information required to inform determination

2.2 Source and gather information holistically based on an endorsed model of risk assessment

2.3 Consult with internal and external colleagues and source information about previous history, supports or interventions provided

2.4 Seek information from parents/caregivers regarding the alleged concerns and incorporate into the assessment of risk

2.5 Observe and review the child’s development and behaviour

2.6 Identify and document information about the broader cultural, economic and social context that contribute to risk or protection

2.7 Organise and oversee specialist assessments according to individual case requirements

3. Analyse information

3.1 Critically analyse information in the context of the organisation’s assessment model and the tools used

3.2 Confer and collaborate with colleagues about determinations of immediate and long term risks to the child

3.3 Recognise and respond to situations requiring specialised expertise and make referrals to other organisations following established procedures

3.4 Make a professional judgement about the assessed levels of risk, harm and wellbeing according to the model being used, organisation and legal requirements

3.5 Document the outcome of the assessment and decisions made, including substantiated rationale

4. Develop case strategies

4.1 Prepare recommendations for action consistent with the assessed risk/need and available resources

4.2 Confer and collaborate with colleagues to develop actions that best meet the needs of the individual child

4.3 Involve the child/young person and family in the decision-making processes according to case requirements, and provide information through the process

4.4 Develop case documentation according to organisation procedures, legal requirements and scope of own authority

4.5 Incorporate regular review mechanisms according to legislative and organisation requirements

5. Monitor and evaluate case strategies

5.1 Monitor actions taken according to agreed case requirements

5.2 Regularly assess and review developmental needs of child or young person, including health, education, social and emotional needs

5.3 Facilitate processes for engaging children/young people and families in problem solving

5.4 Provide opportunities, both formal and informal, for child/young person, to meet in private with case worker and talk about their situation

5.5 Provide information to parents/family or significant others about progress of child or young person

5.6 Use evaluation of individual cases to inform learning and future work planning

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Plan response

1.1 Access and critically analyse existing reports and other information to inform planning

1.2 Determine and respond to required legal frameworks and processes

1.3 Establish timeframes for response, make assessment of immediate risk to any and all parties and implement actions accordingly

1.4 Determine and establish internal and external collaborative arrangements within established protocols and guidelines

1.5 Anticipate and negotiate resources required

1.6 Develop and document plan for assessment/investigation in the context of organisation requirements

1.7 Advise other workers about their role using established procedures and protocols

2. Gather information about the risk or actual harm

2.1 Make an informed judgement, based on review of initial information, about the scope, depth and sources of information required to inform determination

2.2 Source and gather information holistically based on an endorsed model of risk assessment

2.3 Consult with internal and external colleagues and source information about previous history, supports or interventions provided

2.4 Seek information from parents/caregivers regarding the alleged concerns and incorporate into the assessment of risk

2.5 Observe and review the child’s development and behaviour

2.6 Identify and document information about the broader cultural, economic and social context that contribute to risk or protection

2.7 Organise and oversee specialist assessments according to individual case requirements

3. Analyse information

3.1 Critically analyse information in the context of the organisation’s assessment model and the tools used

3.2 Confer and collaborate with colleagues about determinations of immediate and long term risks to the child

3.3 Recognise and respond to situations requiring specialised expertise and make referrals to other organisations following established procedures

3.4 Make a professional judgement about the assessed levels of risk, harm and wellbeing according to the model being used, organisation and legal requirements

3.5 Document the outcome of the assessment and decisions made, including substantiated rationale

4. Develop case strategies

4.1 Prepare recommendations for action consistent with the assessed risk/need and available resources

4.2 Confer and collaborate with colleagues to develop actions that best meet the needs of the individual child

4.3 Involve the child/young person and family in the decision-making processes according to case requirements, and provide information through the process

4.4 Develop case documentation according to organisation procedures, legal requirements and scope of own authority

4.5 Incorporate regular review mechanisms according to legislative and organisation requirements

5. Monitor and evaluate case strategies

5.1 Monitor actions taken according to agreed case requirements

5.2 Regularly assess and review developmental needs of child or young person, including health, education, social and emotional needs

5.3 Facilitate processes for engaging children/young people and families in problem solving

5.4 Provide opportunities, both formal and informal, for child/young person, to meet in private with case worker and talk about their situation

5.5 Provide information to parents/family or significant others about progress of child or young person

5.6 Use evaluation of individual cases to inform learning and future work planning

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:

performed the activities outlined in the performance criteria of this unit in the workplace

conducted child protection risk assessments for at least 5 different children, including:

engaging in a structured process of critical analysis according to the assessment model

determining the child’s level of risk according to legislation, policies and procedures and the information gathered

documenting the outcome and articulating in writing comprehensive rationale for decision-making process using approved organisation tools

conducted child protection risk assessments that individually or cumulatively involve the follow situations:

need for specialist assessments

drug and alcohol use/abuse

mental health concerns

physical health and ability considerations

intellectual disability

domestic and family violence

developed, documented and monitored case strategies for at least 5 different children

collaborated with both internal and external colleagues and specialist practitioners.

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 for child protection work, and how these are applied in organisations and individual practice:

challenges associated with potential tensions between own and organisation values

children in the workplace and child-focused practice, including issues for children in dealing with the legal system

codes of conduct

discrimination

duty of care

human rights

mandatory reporting

practitioner/client boundaries

privacy, confidentiality and disclosure

policy frameworks

records management

rights and responsibilities of workers, employers and clients, including legal services available to the client and notification protocols

specific legislative frameworks that apply to child protection risk assessment, including:

roles and responsibilities of key bodies within the child protection system including their powers, orders and processes

legal options available to children and families

child protection

witness legislation

bail conditions to protect children

role of the independent child lawyer in the Family Court jurisdictions

criminal injuries compensation

orders under domestic violence legislation

work role boundaries – responsibilities and limitations

work health and safety

concept of risk in a child protection context

situations requiring immediate intervention

theoretical and practical frameworks for issues in child protection assessment, including:

abuse

types – psychological, physical, sexual, neglect, domestic violence

indicators

impact on child and adolescent development

intergenerational abuse and how to respond

harm

definition

dynamics

indicators

factors that increase or reduce vulnerability, severity and probability

trauma – types and impacts

family systems theory and its application to child protection work

nature of collaboration in the child protection context

factors that impact vulnerability, and how these are evaluated in the risk assessment process, including:

child's age and developmental stage, physical, social and emotional wellbeing

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 situation

admissions/disclosure information

factors that affect family functioning and their impact on the risk assessment process, including:

drug and alcohol use/abuse

mental health concerns

physical health and ability

intellectual disability

domestic and family violence

family dynamics in different cultures and the cultural issues that inform child protection work

sources of information that inform risk assessment, and how to analyse these, including:

consulting with relevant people known to the child and their circumstances

notifier information

previous child protection history

specialist assessments, how and when they are used, including:

forensic

medical

criminal

psychosocial

developmental

organisation standards, policies and procedures in relation to:

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

information sharing and referral protocols

interagency practices

critical incident reporting

options and requirements for action in response to differing assessment results

roles and functions of support agencies and processes

contemporary approaches to respectful and professional standards for case documentation.