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.

Records include:
Child/young person/family records
Health records
Other agency records
Agency files and records

Exercising effective communication skills includes:
Identifying and evaluating what is occurring within an interaction in a non judgemental way
Making decisions about appropriate words, behaviour, posture based on the age and developmental stage of the child or young person.
Using active listening
Using clarifying, summarising questions
Using open, non-leading questions
Putting together a response that is culturally appropriate
Expressing an individual perspective
Expressing own philosophy, ideology and background and exploring the impact of this on the communication
Exploring and unpacking problems
Reflective listening
Providing sufficient time to enable stories to be told
Providing summarising and reflective response in conflict situations

Non verbal communication includes:
Gestures
Posture
Facial expression
Use of space
Eye contact

Child-centred dialogue includes:
Appropriate use of language considering the age and developmental stage of the child/young person
Surroundings appropriate for a child
Child-directed communication

Questioning techniques may include:
Summarising
Re-phasing
Paraphasing
Open and closed questions
Non-leading questioning
Cognitive interviewing
Free narrative

Observations will include:
Behaviours
Interaction with others
Physical appearances
Emotional appearances
Representations thorough stories and art

Established procedures include those related to:
Mandatory reporting processes
Seeking medical assessments
Seeking evidence statements
Seeking accounts of incidents including dates, times, frequency of behaviour
Conducting interviews
Seeking first hand observation and statements
Taking and recording details of notifiers
Limits of statutory agency power and delegations
Role and rights of notifiers
Ways of identifying level of risk and determining appropriate priorities
Recording information
Privacy an confidentiality

Proofs of evidence may result from:
Observation
Interviews
Research/articles
Case records
Medical reports
Reports from other specialist workers
Photographs

Recording techniques include:
Written
Verbal
Use of multi media
Completion of appropriate forms and documentation

Procedures for conducting interviews are defined by:
Legal obligation
Cultural considerations
Natural justice
The agency/organisation
The age and development of the child or young person

Specialist assessments include:
Forensic
Medical
Criminal
Psycho-social
Developmental

Responsibilities of workers may be outlined in the following regulations and guidelines:
Statements of regulatory bodies
Professional registration requirements
Legal precedents
Service standards
Mission statements, policies and philosophies of an organisation

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 evidence:
Identifying and meeting goals of assessment
Assessment according to established criteria
Information collection and planning procedures
Organising to draw on relevant models, policies, and procedures to identify appropriate interventions
Determining the level of risk using established criteria and recommendation of appropriate actions
Identification of problems and issues
Addressing issues of cultural significance
Demonstrating knowledge of statutory and organisational requirements
Interpretation of statutory mandates
Balancing of statutory power, rights of the client and significant others
Establishing rapport/working relationship with client
Participative case planning
Monitoring the impact of own values and beliefs
Effective communication skills

Interdependent assessment of units
This unit should be assessed in conjunction with
CHCCM6A Undertake case management in a child protection framework
CHCPROT16A Operate in a legal context and utilise specialist communication skills

Essential knowledge and understanding of:
Organisation's risk of harm framework
Indicators and effects of abuse, types of abuse, children and young people who are particularly vulnerable
The range of legal services available to the client and protocols regarding notification of suspected abuse
Legal implications and responsibilities of statutory work
State and federal jurisdictions, including all courts within the jurisdictions.
Child protection policy and procedures including inter-agency protocols.
Legislation relevant to child protection including Family Court protocols and practice and policy guidelines including legal definitions of abuse.
Risk assessment, comprehensive psycho-social assessment and family assessment
Indicators of harm, types of harm, definitions and dynamics of harm.
Theories on vulnerability and resilience of children
The change process
Child development (cognitive, emotional, physixcal and social)
Workings of court, legal systems and legal processes
Legal implications of material collected through interviews
Family dynamics in different cultures
Recording and reporting systems
How to access interpreters for clients and their families who are from a non-English speaking background or who are hearing or speech impaired.
Use of child centred, family focussed practice approaches

Essential skills:
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 and their families 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 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 prepare court reports
Ability to present factual, non-emotive information succinctly.
Appropriate use of supervision and consultation
Engaging children, young people and their families in communication exchange
Using age/developmental appropriate language
Interviewing for the purposes of gathering information
Analysing information gathered
Exercise professional judgement
Effective and impartial collection and analysis of evidence capacity to make informed decision under pressure
Effective self management under stressful situations

Consistency in performance:
Competence in this unit must be assessed over a period of time in order to ensure consistency of performance over the Range Statement and contexts applicable to the work environment
Consistency in performance should consider the work environment, worker's role and responsibilities in the workplace

Context of assessment:
This unit of competence must be assessed in the workplace within a statutory child protection authority and under the normal range of workplace conditions and would need to include supervisor's reports and observations.
Evidence will be determined by selection from the Range Statement, justified in terms of work requirements, work roles and responsibilities and occupational specialisations.

Evidence for assessment of competence may be gathered by appropriate combination of the following:

Demonstration of competency within the working environment in assessing risk of harm in a statutory child protection environment
Assessment should be in the workplace, however, where there is not an opportunity to cover all of the range statement statements in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on "what if?" Scenarios
Observation of processes and procedures, oral and/or written questions 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
Review of any workplace documentation produced by the candidate related to assessment of risk of harm in a statutory child protection environment.