Google links for CHCPROT422A - Undertake child protection work within an Aboriginal and/or Torres Strait Islander framework



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 andor 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 andor written questioning on Essential knowledge and skills and consideration of required attitudes Where performance is not directly observed andor is required to be demonstrated over a period of time andor in a number of locations any evidence should be authenticated by colleagues supervisors clients or other appropriate persons

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.

Cultural respect:	This unit of competency supports the recognition, protection and continued advancement of the inherent rights, cultures and traditions of Aboriginal and Torres Strait Islander peoples It recognises that the improvement of the health status of Aboriginal and Torres Strait Islander people must include attention to physical, spiritual, cultural, emotional and social well being, community capacity and governance Its application must be culturally sensitive and supportive of traditional healing and health, knowledge and practices

Community control:	Community participation and control in decision-making is essential to all aspects of work, and the role of the child protection worker is to support the child, family and the community in this process

Supervision:	Supervision must be conducted in accordance with prevailing State/territory and organisation legislative and regulatory requirements References to supervision may include either direct or indirect supervision of work by more experienced workers, supervisors, managers or other health professionals A person at this level should only be required to make decisions about clients within the organisation's guidelines and policies

Legislative requirements:	Federal, state or territory legislation may impact on workers' practices and responsibilities Implementation of the units of competency should reflect the legislative framework in which a worker operates However, assessment in the workplace or through simulation should address all essential skills and knowledge across the Range of Variables Aboriginal and/or Torres Strait Islander workers may be required to operate in situations that do not constitute 'usual practice' due to lack of resources, remote locations and community needs As a result, they may need to possess more competencies than described by 'usual circumstances' Under all circumstances, the employer must enable the worker to function within the prevailing legislative framework, for example the Child Protection Act

The history of Aboriginal and Torres Strait Islander people includes:	Post-colonial legacy of social and economic disadvantage Survival and maintenance of culture, kinship and connection with the land Evolution and scope of the role of the Aboriginal/Torres Strait Islander Child Protection Worker up to the contemporary context

Cultural factors that produce stress may include:	Community and/or own expectations that may involve, for example: extended work hours, functions outside work role, unrealistic accountability/responsibility for resolving community problems. Multiple accountability to employer, community, family and child

Social, political, economic and environmental factors which impact on Aboriginal and Torres Strait Islander peopleinclude:	Health outcomes Colonisation and invasion Land rights and native title Dispossession Acts of government including assimilation policies Stolen generations Racism Employment Poverty Police-community relations Housing Education Substance misuse Acculturation and Political leverage

Agencies associated with child protection services may include:	Community controlled health providers Women's/men's centres Government services Welfare agencies Emergency services Police Education and training organisations Non-government and private enterprise Community government councils Elected community organisations Homeland/outstation service providers

Aboriginal and Torres Strait Islander bodies, strategies, policies and resources may include:	Aboriginal and Torres Strait Islander child placement principle. Prevention and early-intervention programs relating to indigenous children Family reunification

Barriers to access and equity in relation to Aboriginal and/or Torres Strait Islander health may include:	Racism, including community and institutionalised racism Discrimination Socioeconomic status Access to essential services and infrastructure Lack of coordination of government at all levels Inadequate resources/funding Lack of community control and ownership Lack of political leverage Language barriers Disease focus of mainstream health care delivery Differences in concept of ill health Geographic access to Primary Health Care and specialist health services Cultural barriers, such as poison cousin and kinship barriers

Recognised agencies may include:	Aboriginal and Torres Strait Islander child protection services

Organisation policies and regulatory requirements may include:	Protocols document Practice manual Privacy and confidentiality guidelines Occupational health and safety (OHS) guidelines

NTIS this!

CHCPROT422A - Undertake child protection work within an Aboriginal and/or Torres Strait Islander framework

Google Links

Elements and Performance Criteria

Required Skills

Evidence Required

Range Statement