Elements and Performance Criteria

The Range Statement explains the scope and context of the unit of competency allowing for differences between workplaces. The scope of variables chosen for training and assessment requirements will depend on the particular work situation.

Out of home care can include the child or young person staying with/in:
Relatives, friends and acquaintances
Foster care
Residential care
Shared family care
Kinship care

Care plan can include:
Day to day care issues
Protective planning
Restoration/reunification
Residence of child or young person
Contact with family, including siblings, and other significant people
Education and training
Religious practice
Intensive support/special needs
Medical treatment and healthcare
Cultural needs/identity issues
Type of placement proposed, including temporary care pending permanent placement
Agency responsible for care of child
Support services to be provided to child or young person
Leaving care or after care needs
Timeframes and processes for review

Aboriginal and Torres Strait Islander Placement Principle is:
Principles of self-determination and participation ie. Aboriginal and Torres Strait Islander people have ownership in relation to decisions about Aboriginal and Torres Strait Islander children/young people
Principles of culturally appropriate placement
Principles of recording requirements of all Aboriginal and Torres Strait islander children and young people and all records are kept permanently

Name, identity, language, cultural and religious ties include:
Child or young person's cultural background is recorded appropriately
If an Aboriginal or Torres Strait Islander child is placed in a non-aboriginal placement contact is maintained with the Aboriginal and Torres Strait Islander community
Cultural and religious practices are maintained and reinforced throughout the placement

Legislative and organisational requirements include:
State and commonwealth legislation
Codes of conduct and organisational beliefs and philosophies
International conventions on the rights of children and young people
State and national standards for out of home care
Interagency protocols

Prepared for placement includes:
Appropriate information provided about
Carer and carer's family
Child or young person and their needs (including medical, social, educational, physical and emotional)
Safety issues regarding the care of the child or young person
Providing empathy, understanding, and opportunity to talk
Adequate clothing, food, toys, equipment for placement

Needs of the child or young person may include:
A range of developmental and individual needs of the individual child or young person including
Physical health
Education and/or training
Family and social relationships
Self care skills
Assistance in understanding the reason they are in care
Cultural acknowledgement, input and education

Support provided to child or young person include:
Regular opportunities to discuss placement issues with a trusted and supportive adult
Establishment of a safe and trusting relationship with a responsible adult(s) who can act as an advocate if appropriate
Encouragement and opportunities to participate meaningfully in decision making processes
Ongoing identification, addressing and monitoring of the range of developmental needs
Encouragement to participate in support or advocacy networks with other children/young people in out of home care

Support provided to carers include:
Regular planned opportunities to discuss placement issues
Access assistance at time of crisis or stress
Opportunity for critical incident de-briefing
Regular training on issues relevant to care of children and young people
Encouragement to participate in support networks with other carers
If caring for a child or young person from a diverse background carers are assisted to support and positively reinforce the child/young person's cultural background and identity

Regular review:
Reviews are undertaken in line with legislative and organisational requirements

The Evidence Guide identifies the critical aspects of assessment, and the essential knowledge and skills to be demonstrated to confirm competency in this unit. The Evidence Guide is an integral part of the assessment of competency and it should be read carefully in conjunction with the Range Statement, elements and performance criteria.
Critical aspects of assessment must include:
Demonstrates best practice in out of home care as identified by National standards and research
Operates within applicable standards, policies and procedures and legislative requirements

Interdependent assessment of units:
This unit should be assessed in conjunction with
CHCCM6A Undertake case management in a child protection framework and
CHCCOM3C Utilise specialist communication skills to build strong relationships

Essential knowledge:
Provision of care protocols, procedures and policies
Awareness of statutory mandates and consequent responsibilities
Impact of care placements
Family and social dynamics which may impact on care placements
Principles of effective casework
Understanding of child and adolescent development
Understanding of attachment theory (including grief and loss)
Principles of permanency planning
Understanding of identity issues and the importance of birth family
Aboriginal child placement principles
Understanding of legal implications and responsibilities of statutory work
Understanding of state and federal jurisdictions, including all courts within the jurisdictions
Understanding of workings of court, legal systems and legal processes.
Detailed understanding of child protection policy and procedures including inter-agency protocols.
Detailed understanding of legislation relevant to child protection including permanency planning and adoption.
Understanding of risk assessment, comprehensive psycho-social assessment and family assessment
Understanding of indicators of harm, types of harm, definitions and dynamics of harm.
Understanding of theories on vulnerability and resilience of children and young people
Understanding of the change process
Understanding of stages of child development (physical, emotional, cognitive, psychological and social including attachment theory
Understanding of family dynamics in different cultures
Understanding of recording and reporting systems
Understanding of how to access interpreters for clients and their families who are from non-English speaking background or who are hearing or speech impaired.

Essential skills:
Ability to advocate on behalf of children, young people and families
Ability to interpret policies, procedures, standards and statutory obligations
Ability to use communication techniques such as; active listening, reflection, summarising, questions and statements, gaining agreement on actions and explaining outcomes
Ability to use solution focussed interviewing techniques
Ability to interview and engage children, young people , their families and foster carers in communication exchange.
Ability to effectively and impartially collect and analyse information according to risk assessment frameworks or models.
Ability to articulate rationale for decision-making
Ability to interpret legalese into language understood by client and significant others
Ability to set boundaries for roles and actions
Ability to demonstrate empathy and rapport building
Ability to use age appropriate language and questioning techniques
Ability to facilitate participative goal setting and case planning
Ability to utilise conflict resolution skills
Ability to manage grief and change processes
Ability to engage and establish a professional relationship with children and young people
Ability to monitor own level of stress and implement stress management strategies
Ability to work appropriately with cross cultural issues
Ability to present factual, non-emotive information succinctly.
Appropriate use of supervision and consultation

Resource implications:
Access to an appropriate workplace or an environment capable of accurately simulating the workplace for assessment purpose

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

Context of assessment:
This unit of competence must be assessed in the workplace and under the normal range of workplace conditions