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 range of clients and specific needs that will encountered in the workplace

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

Resource requirements for assessment 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

Related units:

This unit should be assessed in conjunction with related unit:

CHCCM506C Undertake case management in a child protection framework

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:

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 psychosocial 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:

It is critical that the candidate demonstrate the ability to:

Demonstrate best practice in out of home care as identified by national standards and research

Operate within applicable standards, policies and procedures and legislative requirements

In addition, 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:

Advocate on behalf of children, young people and families

Interpret policies, procedures, standards and statutory obligations

Use communication techniques such as; active listening, reflection, summarising, questions and statements, gaining agreement on actions and explaining outcomes

Use solution focused interviewing techniques

Interview and engage children, young people , their families and foster carers in communication exchange.

Effectively and impartially collect and analyse information according to risk assessment frameworks or models.

Articulate rationale for decision-making

Interpret legalese into language understood by client and significant others

Set boundaries for roles and actions

Demonstrate empathy and rapport building

Use age appropriate language and questioning techniques

Facilitate participative goal setting and case planning

Utilise conflict resolution skills

Manage grief and change processes

Engage and establish a professional relationship with children and young people

Monitor own level of stress and implement stress management strategies

Work appropriately with cross cultural issues

Present factual, non-emotive information succinctly.

Demonstrate appropriate use of supervision and consultation

Maintain documentation as required, including effective use of relevant information technology in line with work health and safety (WHS) guidelines

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.

Out of home care can include the child or young personstaying 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 i.e. 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 organisation requirements include:

State and commonwealth legislation

Codes of conduct and organisation beliefs and philosophies

International conventions on the rights of children and young people

State and national standards for out of home care

Interagency protocols

Prepare child/young person 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 carers includes:

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

Review refers to:

Reviews are undertaken in line with legislative and organisation requirements