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.


The contexts for options being identified, negotiated, and assessing care and protection for people in situations of specific need include:
Significant others/clients home
Case conference


Identifying, negotiating and assessing of care and protection for people in situations of specific need will be carried out within requirements established by:
Commonwealth, and state legislation
International conventions relating to the rights of children and young persons
Organisation policy and procedures
Relevant program standards


Level of risk is assessed:
Taking into consideration a range of information, observations, interviews and assessing these against established criteria for different categories of risk


Categories of risk include:
Neglect
Emotional abuse
Physical abuse
Sexual abuse


Cultural implications include:
Indigenous kinship, extended family considerations
Ethnic family dynamics
Intra and inter family dynamics


Agreed outcome:
Agreement by significant others/child/young person on action required that will overcome protective concerns
Identified agreed goals, objectives, tasks, responsibilities, timelines, arrangements for supervision, monitoring and review, placement and/or support services


Voluntary programs for significant others include:
Parenting skills
Financial management
Counselling or therapy


Negotiate care placementsmay include:
Contacting care agency
Transporting client to placement
Developing a case plan that includes access arrangements


Removal may include:
Preparing documentation for court processes
Obtaining a decision from a court process
Use of communication techniques: active listening, reflective, summarising question and statements, gaining agreement on actions
Action planning
Setting of boundaries for roles and actions
Demonstration of empathy and rapport building
Age appropriate language and questioning techniques
Conflict resolution
Managing grief and change processes
Working with adolescents

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 will be assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions
Consistency in performance should be demonstrated across the range of situations for coordinating work integrating statutory requirements and responsibilities


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 of this unit include access to an appropriate workplace or an environment capable of accurately simulating the workplace for assessment purposes


Method of assessment:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons