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

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:

Statutory framework and responsibilities

Indicators of risk situations

Options for resolving risk situations

Cultural environment related to service delivery

Options for development and training of carers and significant others

Relevant child protection theories

Essential skills:

It is critical that the candidate demonstrate the ability to:

Implement legal requirements

Assess client needs

Resolve 'at risk' situations

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:

Make decisions based on complex information

Demonstrate application of skills in:

conflict resolution and negotiation

high level communication skills

dealing with specific communities in own work area

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