Unit of competency Outline

Date retreived
22/07/2026 1:11 PM AWST

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Develop a child protection practice framework

Develop a child protection practice framework

Unit of competency
National Code
CHCPROT424A
State Code
D2690
TGA Status
Deleted
DTWD Status
Deleted
Current Release Number
1.00
Current Release Date
25/03/2011
View on TGA
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 identify principles and practices relevant integral to development of a child protection practice framework
Notes
Elements and Performance Criteria
1. Research and assess critical elements of legislation that underpin a framework for child protection practice
  • 1.1 Identify and assess legislative requirements and purposes of child protection responsibilities and delegations with relevance to own job functions
  • 1.2 Apply understanding of child protection legislation and principles when working with children and families
  • 1.3 Research and assess for application to work practices, relevant industry standards and best practice strategies
  • 1.4 Establish practice framework approaches that align with statutory obligations and own professional boundaries
2. Assess and define own role to establish and maintain a practice framework
  • 2.1 Analyse job role against statutory requirements and position specifications in consultation with supervisors or other relevant personnel
  • 2.2 Recognise relationship between job functions, client outcomes and own practice framework
  • 2.3 Reflect upon personal and professional ideologies/ values and how these may influence practice frameworks
  • 2.4 Research and apply contemporary approaches to child protection and assess relevance to own practice framework
3. Review practice frameworks as part of professional practice
  • 3.1 Seek support from colleagues and other relevant personnel to work though conflicts in practice frameworks and organisation expectations/ standards
  • 3.2 Participate in regular supervision to maintain and review practice frameworks
  • 3.3 Research new and emerging issues in child protection practice and assess for impact on own practice framework
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.


Legislative requirements may include:
Child Protection legislation
Privacy legislation
Family Law Act
Youth Justice legislation
Domestic Violence legislation


Relevant industry standards and best practice strategies may include:
Provide immediacy of response to protect children
Paramount is respect for child's safety, rights and well being
Children receive the help they need when they need it
Ensure children voice is heard and encourage child focused practice
Collaborative practice with other services to improve response to children in need of protection
Effective risk assessment practices to ensure safety of the child
Demonstrate leadership and accountability for work practices


A practice framework is:
Provides understanding and guidance to practitioners approach to and decision-making for work and may include:
professional values
underpinning theories
principles of practice
recognition of external/secondary influences on practice e.g. legislation, organisation policies
clear understanding ideological basis of practice


Statutory requirements may include:
Mandatory notifications
Risk assessments and reporting
Investigation responsibilities


Supervision may include:
Internal casework supervision
Peer supervision
External practice supervision
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
No information