Elements and Performance Criteria

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.


Options for safe transition from care may include:
Reunification with immediate or extended family members
Independent living
Semi independent youth accommodation programs
Residency with family friends
Share housing
Community engagement and kinship networks


Appropriate supports to include in transition from care may include:
Income support systems
Assistance locating suitable accommodation
Referral to specialist services e.g. medical, counselling
Facilitating engagement with further education and training opportunities
Referral to appropriate Employment Agencies
Practical supports
Information on Tenancy Advice
Transportation
Follow up arrangements


Specific strategies as part of a transition from care plan may include:
Assisting the young person to identify goals and actions to achieve most appropriate transition from care
Establishing priorities for practical support needs e.g income, resources, transport etc..
Activities to provide for the appropriate psychological preparation to transition from care
Skills assessment for independent living
Developing budgets and priorities for transition from care
Linking young person with key agencies
Brokering support services where necessary
Providing necessary information to empower the young person to make key decisions about their own needs and well being
Plans for providing information about to the young person long term care history


Relevant child protection obligations fortransition from care include:
Obligations and regulations for transition from care are specific to the child protection legislation for individual jurisdictions and may include but is not limited to:
practical support for the young person transitioning from care e.g. payments, resources of material nature
case plans developed in consultation with the young person and any identified parties
monitoring and reviewing the transition for a period of follow up
gradual transition from care arrangements
linking the young person with key agencies
respecting the rights, needs and safety of young people


Support the young person may include:
Provision of necessary information to allowed informed decision-making
Provision of practical supports and/or ensuring the access to practical support
Advocacy in planning and implementation processes
Access to personal records
Assisting with establishing independence and community linkages
Assessing the safety of decisions in consultation with the young person at all times


Contingency management may relate to:
Financial limitations
Inability to facilitate the first preferences for transition
Unexpected or intense emotional responses to transition from care
Timeframe and logistical issues
Illness
Young person indicates a desire/need to change some or all of the goals in the transition from care plan


Young person expresses their responses about transition from care may refer to:
Extreme and or unexpected emotional or physical expressions including sadness, excitement, anger, grief, fear, anxiety
Fear about independence from the care environment
Perceptions of loss of security and/or reinforced abandonment issues
Needs for reassurance of capacity to self care


Referral to additional supports may include:
Health
Education
Youth
Employment
Advocacy
Transport
Recreation
Drug and alcohol
Mental health and/or psychological services
Legal aid
Cultural supports
Community linkages


Barriers to access and equity in relation to Aboriginal and/or Torres Strait Islander health may include:
Racism, including community and institutionalised racism
Discrimination
Socioeconomic status
Access to essential services and infrastructure
Lack of coordination of government at all levels
Inadequate resources/funding
Lack of community control and ownership
Lack of political leverage
Language barriers
Disease focus of mainstream health care delivery
Differences in concept of ill health
Geographic access to primary health care and specialist health services
Cultural barriers, such as poison cousin and kinship barriers


Recognised agencies may include:
Aboriginal and Torres Strait Islander child protection services


Organisation policies and regulatory requirements may include:
Protocols document
Practice manual
Privacy and confidentiality guidelines
Work health and safety (WHS) guidelines

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 complexity of the environment in which workers are expected to participate


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