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Evidence Guide: CHCPROT422B - Undertake child protection work within an Aboriginal and - or Torres Strait Islander framework

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCPROT422B - Undertake child protection work within an Aboriginal and - or Torres Strait Islander framework

What evidence can you provide to prove your understanding of each of the following citeria?

Apply understanding of cultural issues and complexities of working with Aboriginal and Torres Strait Islander families and communities within a child protection context

  1. Identify historical, social, political, economic and environmental factors which impact on Aboriginal and Torres Strait Islander people in contemporary society.
  2. Identify intergenerational effects on past and current parenting, and relationships for families
  3. Identify barriers and the risk factors that impact on child safety provision to Aboriginal and Torres Strait Islander children and young people
Identify historical, social, political, economic and environmental factors which impact on Aboriginal and Torres Strait Islander people in contemporary society.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify intergenerational effects on past and current parenting, and relationships for families

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify barriers and the risk factors that impact on child safety provision to Aboriginal and Torres Strait Islander children and young people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate an awareness of relevant sections of legislation which focus on Aboriginal and Torres Strait Islander children and young people

  1. Apply the Aboriginal and Torres Strait Islander Child Placement Principle
  2. Identify the role of Aboriginal and Torres Strait Islander recognised entities within relevant legislation
  3. Identify culturally appropriate support and advocacy for Aboriginal and Torres Strait Islander children and their families
Apply the Aboriginal and Torres Strait Islander Child Placement Principle

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the role of Aboriginal and Torres Strait Islander recognised entities within relevant legislation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify culturally appropriate support and advocacy for Aboriginal and Torres Strait Islander children and their families

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work in a culturally safe manner

  1. Demonstrate a commitment to achieving access and equity in services for Aboriginal and/or Torres Strait Islander people
  2. Ensure services delivered support Aboriginal and/or Torres Strait Islander people and communities to be self-determined and empowered
  3. Deliver services safely as limited by own level of competence and responsibility and in line with organisation policies, regulatory requirements and community protocols
  4. Identify and report cultural factors that produce stress and have a potential to impact own work practices to organisation as appropriate to support service delivery and personal well being
Demonstrate a commitment to achieving access and equity in services for Aboriginal and/or Torres Strait Islander people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure services delivered support Aboriginal and/or Torres Strait Islander people and communities to be self-determined and empowered

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Deliver services safely as limited by own level of competence and responsibility and in line with organisation policies, regulatory requirements and community protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and report cultural factors that produce stress and have a potential to impact own work practices to organisation as appropriate to support service delivery and personal well being

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect an understanding of the role of recognised agencies

  1. Demonstrate an understanding of the role of the recognised entity
  2. Identify the roles of recognised entity in influencing child protection decision-making processes and use these appropriately within the context of own work role
  3. Identify strategies for sourcing cultural linkages and information relevant to the provision of out of home care for Aboriginal and/or Torres Strait Islander children and young people
  4. Establish and maintain networks with agencies associated with child protection services to support Aboriginal and Torres Strait Islander well being
  5. Maintain confidentiality of client information
Demonstrate an understanding of the role of the recognised entity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the roles of recognised entity in influencing child protection decision-making processes and use these appropriately within the context of own work role

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify strategies for sourcing cultural linkages and information relevant to the provision of out of home care for Aboriginal and/or Torres Strait Islander children and young people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish and maintain networks with agencies associated with child protection services to support Aboriginal and Torres Strait Islander well being

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain confidentiality of client information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

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

Required Skills and Knowledge

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:

Aboriginal and/or Torres Strait Islander history, including:

history, social structures, beliefs and values of traditional and contemporary Aboriginal and/or Torres Strait Islander communities in Australia

effects of colonisation as experienced by Aboriginal and/or Torres Strait Islander people

historical dilemmas faced by Aboriginal and/or Torres Strait Islander people (acknowledge or deny Aboriginality)

impacts of government policies and legislation and their impact on Aboriginal and/or Torres Strait Islander communities, families and individuals.

Social, cultural and environmental determinants and strategies to address Aboriginal and/or Torres Strait Islander well being, including:

traditional Aboriginal and/or Torres Strait Islander cultural practices and lifestyle and their impact on Aboriginal and/or Torres Strait Islander health

importance of land, tradition and cultural practice to Aboriginal and/or Torres Strait Islander health

impact of socioeconomic factors on child protection

social and political factors that perpetuate disadvantage

importance of personal achievement, education and supportive family / social networks

strategies Aboriginal and/or Torres Strait Islander families may employ to maintain strong culture and supportive social networks and maximise educational, employment and social opportunities for their children

impact of environmental factors on health

Barriers to improving environmental determinants.

Knowledge of key decision-making areas relevant to recognised agencies and the legislative background for these areas including the current situation in relation to Aboriginal and Torres Strait Islander people and Child Protection and the CMC

Essential skills:

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:

Communicate effectively and sensitively to establish a relationship of trust with clients

Initiate appropriate actions in response to assessment and in accordance with organisation procedures and protocols for child protection

Make appropriate referrals, providing accurate and relevant details to clients and referral agencies

Reflect on and improve own level and application of skills and knowledge to achieve desirable outcomes and maintain own capabilities

Recognise and articulate the best interest of the child and family

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

Work health and safety (WHS) guidelines