Plan and manage provision of out of home care Evidence Guide

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Evidence Guide: CHCPROT603B - Plan and manage provision of out of home care

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

CHCPROT603B - Plan and manage provision of out of home care

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

Work within established principles of out of home care provision

Provide opportunity for child or young person to express their views on all matters concerning his or her welfare
Ensure all actions and decisions take into account the culture, disability, language, religion and sexuality of the child or young person
Assist child or young person in care to ensure that his or her name, identity, language, cultural and religious ties are preserved
Apply the Aboriginal and Torres Strait Islander placement principle to all Aboriginal and Torres Strait Islander children and young people
Actively support birth parents, family and significant others wherever possible, to continue to play a significant role in their child's life while he or she is in care

Provide opportunity for child or young person to express their views on all matters concerning his or her welfare

Completed
Date:

Teacher:

Evidence:

Ensure all actions and decisions take into account the culture, disability, language, religion and sexuality of the child or young person

Completed
Date:

Teacher:

Evidence:

Assist child or young person in care to ensure that his or her name, identity, language, cultural and religious ties are preserved

Completed
Date:

Teacher:

Evidence:

Apply the Aboriginal and Torres Strait Islander placement principle to all Aboriginal and Torres Strait Islander children and young people

Completed
Date:

Teacher:

Evidence:

Actively support birth parents, family and significant others wherever possible, to continue to play a significant role in their child's life while he or she is in care

Completed
Date:

Teacher:

Evidence:

Develop care/case/ placement plan in consultation with child/ young person, family, carers and other service providers

Ensure the safety, welfare, well being of child or young person is the paramount consideration in all planning
Actively involve children, young people, carers, family and significant others in decision-making processes
Take into account immediate, medium and long term needs of the child/young person, family and carer in planning
Select placement in accordance with needs of child/young person and care plan
Undertake planning in line with all legislative and organisation requirements
Communicate care/case plan to child or young person, carers, family members, and other bodies as required by legislative and organisation requirements
Apply permanency planning principles in all case planning processes
Complete all necessary documentation and store in accordance with legislative and organisation standards and procedures
Consider restoration/reunification in case planning process

Ensure the safety, welfare, well being of child or young person is the paramount consideration in all planning

Completed
Date:

Teacher:

Evidence:

Actively involve children, young people, carers, family and significant others in decision-making processes

Completed
Date:

Teacher:

Evidence:

Take into account immediate, medium and long term needs of the child/young person, family and carer in planning

Completed
Date:

Teacher:

Evidence:

Select placement in accordance with needs of child/young person and care plan

Completed
Date:

Teacher:

Evidence:

Undertake planning in line with all legislative and organisation requirements

Completed
Date:

Teacher:

Evidence:

Communicate care/case plan to child or young person, carers, family members, and other bodies as required by legislative and organisation requirements

Completed
Date:

Teacher:

Evidence:

Apply permanency planning principles in all case planning processes

Completed
Date:

Teacher:

Evidence:

Complete all necessary documentation and store in accordance with legislative and organisation standards and procedures

Completed
Date:

Teacher:

Evidence:

Consider restoration/reunification in case planning process

Completed
Date:

Teacher:

Evidence:

Implement care/case/ placement plan

Prepare child/young person for placement
Brief child/young person's family and the new carers and prepare for the placement
Maintain record-keeping systems re the placement in line with organisation and legislative requirements
Organise resource allocation to support the placement in line with organisation procedures
Monitor, address and support immediate and longer term developmental needs of the child or young person throughout the placement
Support carers in their provision of day-to-day care for the child or young person
Support carers to meet the changing and developing needs of the child/young person
Support carers at times of critical incidents and on other occasions of stress
Support child's identity and development of social relationships through approaches such as life story work
Implement contact with family and significant others, including siblings and community, according to the care/case plan
Take immediate and appropriate action that complies with legislative and organisation requirements and interagency protocols, to address alleged abuse in care or other critical situations which may arise

Prepare child/young person for placement

Completed
Date:

Teacher:

Evidence:

Brief child/young person's family and the new carers and prepare for the placement

Completed
Date:

Teacher:

Evidence:

Maintain record-keeping systems re the placement in line with organisation and legislative requirements

Completed
Date:

Teacher:

Evidence:

Organise resource allocation to support the placement in line with organisation procedures

Completed
Date:

Teacher:

Evidence:

Monitor, address and support immediate and longer term developmental needs of the child or young person throughout the placement

Completed
Date:

Teacher:

Evidence:

Support carers in their provision of day-to-day care for the child or young person

Completed
Date:

Teacher:

Evidence:

Support carers to meet the changing and developing needs of the child/young person

Completed
Date:

Teacher:

Evidence:

Support carers at times of critical incidents and on other occasions of stress

Completed
Date:

Teacher:

Evidence:

Support child's identity and development of social relationships through approaches such as life story work

Completed
Date:

Teacher:

Evidence:

Implement contact with family and significant others, including siblings and community, according to the care/case plan

Completed
Date:

Teacher:

Evidence:

Take immediate and appropriate action that complies with legislative and organisation requirements and interagency protocols, to address alleged abuse in care or other critical situations which may arise

Completed
Date:

Teacher:

Evidence:

Monitor and review care/case/ placement plan

Ensure regular review mechanisms are in place and implemented according to legislative and organisation requirements
Regularly assess and review developmental needs of child or young person, including health, education, social and emotional needs
Undertake ongoing monitoring of child or young person and carers
Provide opportunities, both formal and informal, for child/young person, to meet in private with case worker and talk about their placement
Provide information to parents/family or significant others about progress of child

Ensure regular review mechanisms are in place and implemented according to legislative and organisation requirements

Completed
Date:

Teacher:

Evidence:

Regularly assess and review developmental needs of child or young person, including health, education, social and emotional needs

Completed
Date:

Teacher:

Evidence:

Undertake ongoing monitoring of child or young person and carers

Completed
Date:

Teacher:

Evidence:

Provide opportunities, both formal and informal, for child/young person, to meet in private with case worker and talk about their placement

Completed
Date:

Teacher:

Evidence:

Provide information to parents/family or significant others about progress of child

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 range of clients and specific needs that will encountered in the workplace

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

Related units:	This unit should be assessed in conjunction with related unit: CHCCM506C Undertake case management in a child protection framework

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:

Provision of care protocols, procedures and policies

Awareness of statutory mandates and consequent responsibilities

Impact of care placements

Family and social dynamics which may impact on care placements

Principles of effective casework

Understanding of child and adolescent development

Understanding of attachment theory (including grief and loss)

Principles of permanency planning

Understanding of identity issues and the importance of birth family

Aboriginal child placement principles

Understanding of legal implications and responsibilities of statutory work

Understanding of state and federal jurisdictions, including all courts within the jurisdictions

Understanding of workings of court, legal systems and legal processes

Detailed understanding of child protection policy and procedures including inter-agency protocols

Detailed understanding of legislation relevant to child protection including permanency planning and adoption

Understanding of risk assessment, comprehensive psychosocial assessment and family assessment

Understanding of indicators of harm, types of harm, definitions and dynamics of harm

Understanding of theories on vulnerability and resilience of children and young people

Understanding of the change process

Understanding of stages of child development (physical, emotional, cognitive, psychological and social including attachment theory

Understanding of family dynamics in different cultures

Understanding of recording and reporting systems

Understanding of how to access interpreters for clients and their families who are from non-English speaking background or who are hearing or speech impaired

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate best practice in out of home care as identified by national standards and research

Operate within applicable standards, policies and procedures and legislative requirements

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:

Advocate on behalf of children, young people and families

Interpret policies, procedures, standards and statutory obligations

Use communication techniques such as; active listening, reflection, summarising, questions and statements, gaining agreement on actions and explaining outcomes

Use solution focused interviewing techniques

Interview and engage children, young people , their families and foster carers in communication exchange.

Effectively and impartially collect and analyse information according to risk assessment frameworks or models.

Articulate rationale for decision-making

Interpret legalese into language understood by client and significant others

Set boundaries for roles and actions

Demonstrate empathy and rapport building

Use age appropriate language and questioning techniques

Facilitate participative goal setting and case planning

Utilise conflict resolution skills

Manage grief and change processes

Engage and establish a professional relationship with children and young people

Monitor own level of stress and implement stress management strategies

Work appropriately with cross cultural issues

Present factual, non-emotive information succinctly.

Demonstrate appropriate use of supervision and consultation

Maintain documentation as required, including effective use of relevant information technology in line with work health and safety (WHS) guidelines

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.

Out of home care can include the child or young personstaying with/in:	Relatives, friends and acquaintances Foster care Residential care Shared family care Kinship care

Care plan can include:	Day to day care issues Protective planning Restoration/reunification Residence of child or young person Contact with family, including siblings, and other significant people Education and training Religious practice Intensive support/special needs Medical treatment and healthcare Cultural needs/identity issues Type of placement proposed, including temporary care pending permanent placement Agency responsible for care of child Support services to be provided to child or young person Leaving care or after care needs Timeframes and processes for review

Aboriginal and Torres Strait Islander placement principle is:	Principles of self-determination and participation i.e. Aboriginal and Torres Strait Islander people have ownership in relation to decisions about Aboriginal and Torres Strait Islander children/young people Principles of culturally appropriate placement Principles of recording requirements of all Aboriginal and Torres Strait islander children and young people and all records are kept permanently

Name, identity, language, cultural and religious ties include:	Child or young person's cultural background is recorded appropriately If an Aboriginal or Torres Strait Islander child is placed in a non-aboriginal placement contact is maintained with the Aboriginal and Torres Strait Islander community Cultural and religious practices are maintained and reinforced throughout the placement

Legislative and organisation requirements include:	State and commonwealth legislation Codes of conduct and organisation beliefs and philosophies International conventions on the rights of children and young people State and national standards for out of home care Interagency protocols

Prepare child/young person for placement includes:	Appropriate information provided about carer and carer's family child or young person and their needs (including medical, social, educational, physical and emotional) safety issues regarding the care of the child or young person Providing empathy, understanding, and opportunity to talk Adequate clothing, food, toys, equipment for placement

Needs of the child or young person may include:	A range of developmental and individual needs of the individual child or young person including: Physical health Education and/or training Family and social relationships Self care skills Assistance in understanding the reason they are in care Cultural acknowledgement, input and education

Support provided to child or young person include:	Regular opportunities to discuss placement issues with a trusted and supportive adult Establishment of a safe and trusting relationship with a responsible adult/s who can act as an advocate if appropriate Encouragement and opportunities to participate meaningfully in decision-making processes Ongoing identification, addressing and monitoring of the range of developmental needs Encouragement to participate in support or advocacy networks with other children/young people in out of home care

Support carers includes:	Regular planned opportunities to discuss placement issues Access assistance at time of crisis or stress Opportunity for critical incident de-briefing Regular training on issues relevant to care of children and young people Encouragement to participate in support networks with other carers If caring for a child or young person from a diverse background carers are assisted to support and positively reinforce the child/young person's cultural background and identity

Review refers to:	Reviews are undertaken in line with legislative and organisation requirements

NTISthis.com

Evidence Guide: CHCPROT603B - Plan and manage provision of out of home care

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

CHCPROT603B - Plan and manage provision of out of home care

Work within established principles of out of home care provision

Develop care/case/ placement plan in consultation with child/ young person, family, carers and other service providers

Implement care/case/ placement plan

Monitor and review care/case/ placement plan

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _