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

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 system and relevant legislation to be applied in transition from care activities according to work jurisdiction

Effects of involvement in the child protection system on young people in care and transitioning from care

United Nations Convention on the Rights of the Child

Principles of good practice in child protection work

Codes of ethics, legislation and organisation policy and procedures relevant to job role and preparation for transition from care strategies

Factors which may influence or contribute to successful transition from care

Range of needs the young person may have to transition from care

Physical, social, psychological and emotional development of young people and the ways in which such development can be affected; the nature of adolescence and how it affects behaviour and feelings

Standards of practice pertaining to specific job role and workplace

Risk analysis processes applying to the activities occurring internal and external to the child protection and protective care environments

Rights and responsibilities of young people and their families/carers in the child protection system

Rights and responsibilities of own work performance in child protection system

Principles and processes of effective communication with diverse groups of young people and colleagues

Processes for young people and their families/carers to be able to lodge complaints about the child protection system

Agency systems for recording and reporting a range of information about young people, the child protection system and related work functions

Importance of anti-discrimination and inclusivity principles applied to work practices

Culture, gender, beliefs can affect attitudes and behaviour and how these may be perceived by others

Own work role and from whom assistance and advice should be sought

Promotion and development strategies for transition from care activities

Essential skills:

It is critical that the candidate demonstrate the ability to:

Assess young person's needs to prepare to transition from care

Implement activities to support the preparation of transition from care

Implement activities without compromising safety and well being of the young person

Monitor and support the young person activities to effectively transition from care

Support the young person's goals and attempts to enable them to benefit from transition from care

Monitor where required as part of job role, the transition from care preparation process and implementation activities

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 with young people to ensure understanding of supports available to transition from care

Monitor and evaluate strategies and transition plans

Liaise with other stakeholders in the development of preparation plans including young person, their families, internal. and external supports

Undertake risk analysis of all aspects of the transition from care plan

Observe and report matters to relevant personnel as required within the job role

Implement procedures for safety of young person, self and others

Identify young person needs for transition from care

Consult with out of home care providers where appropriate

Advocate for the rights, needs and safety in transition from care processes

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.

Options for safe transition from care may include:

Reunification with immediate or extended family members

Independent living

Semi independent youth accommodation programs

Residency with family friends

Share housing

Community engagement and kinship networks

Appropriate supports to include in transition from care may include:

Income support systems

Assistance locating suitable accommodation

Referral to specialist services e.g. medical, counselling

Facilitating engagement with further education and training opportunities

Referral to appropriate Employment Agencies

Practical supports

Information on Tenancy Advice

Transportation

Follow up arrangements

Specific strategies as part of a transition from care plan may include:

Assisting the young person to identify goals and actions to achieve most appropriate transition from care

Establishing priorities for practical support needs e.g income, resources, transport etc..

Activities to provide for the appropriate psychological preparation to transition from care

Skills assessment for independent living

Developing budgets and priorities for transition from care

Linking young person with key agencies

Brokering support services where necessary

Providing necessary information to empower the young person to make key decisions about their own needs and well being

Plans for providing information about to the young person long term care history

Relevant child protection obligations fortransition from care include:

Obligations and regulations for transition from care are specific to the child protection legislation for individual jurisdictions and may include but is not limited to:

practical support for the young person transitioning from care e.g. payments, resources of material nature

case plans developed in consultation with the young person and any identified parties

monitoring and reviewing the transition for a period of follow up

gradual transition from care arrangements

linking the young person with key agencies

respecting the rights, needs and safety of young people

Support the young person may include:

Provision of necessary information to allowed informed decision-making

Provision of practical supports and/or ensuring the access to practical support

Advocacy in planning and implementation processes

Access to personal records

Assisting with establishing independence and community linkages

Assessing the safety of decisions in consultation with the young person at all times

Contingency management may relate to:

Financial limitations

Inability to facilitate the first preferences for transition

Unexpected or intense emotional responses to transition from care

Timeframe and logistical issues

Illness

Young person indicates a desire/need to change some or all of the goals in the transition from care plan

Young person expresses their responses about transition from care may refer to:

Extreme and or unexpected emotional or physical expressions including sadness, excitement, anger, grief, fear, anxiety

Fear about independence from the care environment

Perceptions of loss of security and/or reinforced abandonment issues

Needs for reassurance of capacity to self care

Referral to additional supports may include:

Health

Education

Youth

Employment

Advocacy

Transport

Recreation

Drug and alcohol

Mental health and/or psychological services

Legal aid

Cultural supports

Community linkages

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