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:

Factors of child development stages

Impact of child abuse and neglect on the child

Interviewing practices appropriate to child protection situations

Organisation policies for interviewing children in child protection matters

Suitability of person to conduct the interview in the circumstances

Options for timing and environment of interview

Principles of best practice for child interviewing

Legislation requirements relevant to child interviewing

Effective and flexible questioning strategies

Needs and sensitivities of children from a wide range of backgrounds

Rules of evidence

Own personal and professional values and attitudes

Essential skills:

It is critical that the candidate demonstrate the ability to:

Conduct interviews with children in a child protection environment according to accepted best practice and agreed protocols

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:

Demonstrate effective communication and interviewing

Conduct an interview in child protection context

Recognise need to adapt questioning strategies to suit situations

Establish rapport with children as interviewee

Undertake self reflection and self assessment

Seek feedback and make changes to improve interviewing techniques

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.

Child development factors and an impact of abuse and neglect on the child may include:

Stages of child development in relation to memory and particularly the narrative language ability which is related to the age and experiences of the child

Experience of abuse and neglect is likely to have a negative impact on the social and cognitive development of a child - capacity of child to be able to tell their story

Appropriate person/ agency/ timing and environment may include:

Determining the appropriate person/agency, timing and environment of interview requires the consideration of :

age and development capacity of the child

purpose of interview

level of training and experience of the individual practitioner conducting the interview

organisation policies of the particular agencies

relevant interagency guidelines or codes of practice

principles of best interest of the child being paramount to minimise the interviewing of children

Best practice interviewing may include:

Interviewing practices using strategies based on the SAFE principles:

simple language

absence of specific detail or coercive techniques that suggest a desired response

flexibility for the interviewee to choose what to report

encourage elaborate responses

Practice based upon these principles employs open questions to develop rapport and to elicit the child's free narrative

Organisation and legislation requirements may include:

Agency policies and guidelines

Interagency codes of practice

Interagency guidelines

Evidentiary requirements eg, recording of interviews

Assess interviewing skillsmay include:

Self assessment of interviewing practices based upon reflecting on a child focused practice that trusts the child's capacity to tell her or his story, i.e. listening to the voice of the child

Reflecting on the challenges of maintaining good interviewing practice

Reflecting on values and attitudes that may be in conflict with child focused practice and good interviewing practice, e.g. the perception that to elicit specific and detailed information requires specific questions