Elements and Performance Criteria

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.


Sources of accurate information include:
Local community social plans
Bodies with statutory responsibility for child protection
State and national child protection coordinating bodies
Peak bodies and interest groups related to child protection


Accessible information may include:
Information displays within agencies
Information displays in public locations
Written material in a range of languages
Material designed for those with low level reading skills
Conduct of information sessions
Conduct of parenting groups
Media campaigns


Available opportunities may include:
Request for information from an individual or group
Respond to an issue of local or media interest


Support needed by families in caring for children may be affected by:
The informal support networks available to the family
Particular circumstances e.g. disability or illness of child or carer
Ability of family to access services due to financial. cultural, language or other restraints


Support services may include:
Facilities operating in a local area e.g. playgroups, self-help groups, counselling, education and advice services
Financial and other practical benefits to which families are entitled


Facilitate access to support may include:
Ensuring services of own agency are known to families
Providing information and advice about services
Provision of appropriate referrals
Advocacy on behalf of families


Community infrastructure may include:
Accessible child care
Services to assist families under stress or in crisis
Affordable housing
Locations for families to informally meet and create networks
Family accessible transport systems, leisure options, shopping facilities
Family friendly workplaces


Partnerships to address gaps can include:
Resourcing families to lobby for change or new services
Interagency collaboration to develop new services
Participating in community campaigns

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
Assessment may occur both in the workplace and in off-the-job learning contexts through methods that present workplace practice situations, using case studies, simulations etc.


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


Method of assessment:
This units may be assessed through a combination of observation, portfolio, supervisor's reports and checklist to ensure the full range of local relevant information sources are accessed