Unit of competency Outline
Date retreived
22/07/2026 1:23 PM AWST
22/07/2026 1:23 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Interview children for investigation of child protection concerns
Interview children for investigation of child protection concerns
Unit of competency
National Code
CHCPROT531A
CHCPROT531A
State Code
D2697
D2697
TGA Status
Deleted
Deleted
DTWD Status
Deleted
Deleted
State Implementation and Classification
Approved Date
24/07/2012
Field of Education
090501 - Social Work
Original Release Date
24/07/2012
Nominal Hours
50
Description
DescriptorThis unit describes the skills and knowledge required to develop and maintain good practice for interviewing children in relation to the investigation and assessment of an allegation of child abuse and neglect
Notes
Elements and Performance Criteria
1. Prepare for interview
- 1.1 Review child development factors and impact of abuse and neglect on the child
- 1.2 Identify most suitable person to interview child according to organisation and/or interagency guidelines
- 1.3 Identify and select the most appropriate timing and environment for child interviews
- 1.4 Ensure interview environment and timing meet individual needs of child and their circumstances
- 1.5 Apply principles of best practice interviewing in case of child protection assessment and investigation
2. Conduct interview with child
- 2.1 Conduct interview according to organisation and legislation requirements relevant to job role
- 2.2 Apply effective and flexible questioning strategies which consider sensitivity and development capacity of individual child
- 2.3 Select and use questioning strategies that adhere to rules of evidence as appropriate to job role
3. Reflect upon and improve interviewing skills
- 3.1 Assess interviewing skills against accepted principles of good interviewing practice
- 3.2 Recognise and evaluate the impact of own values and attitudes on interviewing practices
- 3.3 Seek feedback from others about interviewing practices
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.
Child development factors and an impact of abuse and neglect on the child may include:
Stages of child development in relation to memory and particularly the narrative language ability which is related to the age and experiences of the child
Experience of abuse and neglect is likely to have a negative impact on the social and cognitive development of a child - capacity of child to be able to tell their story
Appropriate person/ agency/ timing and environment may include:
Determining the appropriate person/agency, timing and environment of interview requires the consideration of :
age and development capacity of the child
purpose of interview
level of training and experience of the individual practitioner conducting the interview
organisation policies of the particular agencies
relevant interagency guidelines or codes of practice
principles of best interest of the child being paramount to minimise the interviewing of children
Best practice interviewing may include:
Interviewing practices using strategies based on the SAFE principles:
simple language
absence of specific detail or coercive techniques that suggest a desired response
flexibility for the interviewee to choose what to report
encourage elaborate responses
Practice based upon these principles employs open questions to develop rapport and to elicit the child's free narrative
Organisation and legislation requirements may include:
Agency policies and guidelines
Interagency codes of practice
Interagency guidelines
Evidentiary requirements eg, recording of interviews
Assess interviewing skillsmay include:
Self assessment of interviewing practices based upon reflecting on a child focused practice that trusts the child's capacity to tell her or his story, i.e. listening to the voice of the child
Reflecting on the challenges of maintaining good interviewing practice
Reflecting on values and attitudes that may be in conflict with child focused practice and good interviewing practice, e.g. the perception that to elicit specific and detailed information requires specific questions
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.
Child development factors and an impact of abuse and neglect on the child may include:
Stages of child development in relation to memory and particularly the narrative language ability which is related to the age and experiences of the child
Experience of abuse and neglect is likely to have a negative impact on the social and cognitive development of a child - capacity of child to be able to tell their story
Appropriate person/ agency/ timing and environment may include:
Determining the appropriate person/agency, timing and environment of interview requires the consideration of :
age and development capacity of the child
purpose of interview
level of training and experience of the individual practitioner conducting the interview
organisation policies of the particular agencies
relevant interagency guidelines or codes of practice
principles of best interest of the child being paramount to minimise the interviewing of children
Best practice interviewing may include:
Interviewing practices using strategies based on the SAFE principles:
simple language
absence of specific detail or coercive techniques that suggest a desired response
flexibility for the interviewee to choose what to report
encourage elaborate responses
Practice based upon these principles employs open questions to develop rapport and to elicit the child's free narrative
Organisation and legislation requirements may include:
Agency policies and guidelines
Interagency codes of practice
Interagency guidelines
Evidentiary requirements eg, recording of interviews
Assess interviewing skillsmay include:
Self assessment of interviewing practices based upon reflecting on a child focused practice that trusts the child's capacity to tell her or his story, i.e. listening to the voice of the child
Reflecting on the challenges of maintaining good interviewing practice
Reflecting on values and attitudes that may be in conflict with child focused practice and good interviewing practice, e.g. the perception that to elicit specific and detailed information requires specific questions
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 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
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
No information
| State Code | National Code | Title | Type |
|---|---|---|---|
| D292 | CHC41508 | Certificate IV in Child, Youth and Family Intervention (Child protection) | Qualification |
| J021 | CHC41512 | Certificate IV in Child, Youth and Family Intervention (Child Protection) | Qualification |