Assessor Resource

CHCPROT526B
Work in a child protection environment

Assessment tool

Version 1.0
Issue Date: May 2024


This unit applies to child protection work context and may include statutory and non statutory job roles

This unit describes the skills and knowledge required to participate effectively as part of a child protection team , managing own performance and implementing safe work practices in the child protection context

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not Applicable


Employability Skills

This unit contains Employability Skills




Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Child Protection legislation

Work health and safety (WHS) policy and procedures relating to individual worker safety when interacting with clients

Statutory responsibilities and delegations

Code of conduct for child protection work

Appropriate response to violence and aggressive client behaviour

Organisation information systems

Information sharing and referrals protocols

Critical incident reporting procedures

Types of abuse and resulting harms, including indicators of harm

Family dynamics and attachment theories and concerns

Strategies to engage and build rapport with children

Impact of child abuse and neglect on child and adolescent development

Dynamics of domestic and family violence

Mental health concerns and affects on parenting

Substance abuse and the effects on parenting

Dynamics of sexual abuse, risk indicators and how to enhance protective factors

Suicide prevention strategies

Essential skills:

It is critical that the candidate demonstrate the ability to:

Contribute to, undertake tasks outside of their defined job role when required to support the team

Resolves problems through discussion and contributes positively to team meetings

Establish a learning and development plan

Access and participate in regular supervision and complete supervision documentation

Implement personal and team safety procedures

The candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Effective observation and communication skills

Implement relevant policies and procedures to ensure task management and worker safety in client interactions

Documentation of incident reports

Undertake evacuation of self, workers and clients in situations of aggressive behaviour

Recognise team dynamics and relationship concerns and act upon these to ensure maintenance of effective child protection team

Identify own limitations in work role including stress factors and seek appropriate support

Create learning and development plans to improve and increase own professional practice

Communicate effectively with clients, colleagues and staff of external agencies

Counsel clients using empathy, reflective listening paraphrasing and strengths-based techniques

Manage conflict using appropriate negotiation and resolution skills

Solve problems by identifying the issue, collaborates to identify possible solutions, implements a strategy to resolve the problem, and reviews the implementation an outcomes

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.

Respect to other team members may include:

Engage appropriately with individual and cultural differences within the team

Disagree politely and respectfully

Offers solutions to disputes within the team

Compromise to maintain team harmony

Participate in own regular supervisionmay include:

Acknowledges and discusses own strengths and weaknesses in supervision with supervisor

Supervision may be internal or external to the organisation

Appropriate self care strategies and work/life balance may include:

Regular breaks for lunch

Regular recreational leave

Overtime only worked when instructed or when approved by relevant authority

Regularly discuss workloads with supervisor

Consult supervisor about specific case concerns may include:

Complexity of cases

Need to reprioritise cases

Advise of work unable to be completed

Significant changes to cases

Respond appropriately according to organisation policy may include:

Follows workplace security protocols

Zero Tolerance for violence

Use of alarms

Movement and evacuation of staff

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Participate in and contribute to functions of child protection team 
Amend own workload to assist with team priorities including crisis response team work 
Behave according to agreed codes of conduct and with respect to other team members 
Build relationships within team and recognise support needs of others 
Regularly monitor performance against work plans, organisation objectives and client needs 
Identify and participate in formal and informal opportunities to develop skills and knowledge to optimise performance 
Arrange and participate in own regular supervision 
Implement appropriate self care strategies and work/life balance with recognition of complexity of child protection work 
Monitor casework and consult supervisor about specific case concerns 
Assess and plan personal safety before initial client contact 
Identify level of client aggression and respond appropriately according to organisation policy 
Use appropriate personal safety strategies during home visits, family contact visits, and when transporting clients 
Maintain personal and child protection team safety by sharing critical safety information and client risk assessment according to policy 
Complete required incident report documentation 

Forms

Assessment Cover Sheet

CHCPROT526B - Work in a child protection environment
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

CHCPROT526B - Work in a child protection environment

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: