Unit of competency details

CHCPRT001 - Identify and respond to children and young people at risk (Release 1)

Summary

Releases:
ReleaseStatusRelease date
1 1 (this release)Current 01/Jul/2013

Usage recommendation:
Current
Mapping:
MappingNotesDate
Supersedes CHCCHILD401B - Identify and respond to children and young people at riskThis version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the New Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment. 01/Jul/2013


Training packages that include this unit

Qualifications that include this unit

CodeTitleSort Table listing Qualifications that include this unit by the 'Title' columnRelease
HLT50213 - Diploma of Aboriginal and/or Torres Strait Islander Primary Health Care PracticeDiploma of Aboriginal and/or Torres Strait Islander Primary Health Care Practice 1-3 
HLT50113 - Diploma of Aboriginal and/or Torres Strait Islander Primary Health CareDiploma of Aboriginal and/or Torres Strait Islander Primary Health Care 1-3 
HLT40213 - Certificate IV in Aboriginal and/or Torres Strait Islander Primary Health Care PracticeCertificate IV in Aboriginal and/or Torres Strait Islander Primary Health Care Practice 1-3 
HLT40113 - Certificate IV in Aboriginal and/or Torres Strait Islander Primary Health CareCertificate IV in Aboriginal and/or Torres Strait Islander Primary Health Care 1-3 
HLT30113 - Certificate III in Aboriginal and/or Torres Strait Islander Primary Health CareCertificate III in Aboriginal and/or Torres Strait Islander Primary Health Care 1-3 
CUA40313 - Certificate IV in Dance Teaching and ManagementCertificate IV in Dance Teaching and Management 
CHC50413 - Diploma of Youth WorkDiploma of Youth Work 1-3 
CHC50213 - Diploma of School Age Education and CareDiploma of School Age Education and Care 1-2 
CHC50113 - Diploma of Early Childhood Education and CareDiploma of Early Childhood Education and Care 1-2 
CHC40513 - Certificate IV in Youth JusticeCertificate IV in Youth Justice 1-2 
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Classifications

SchemeCodeClassification value
ASCED Module/Unit of Competency Field of Education Identifier 090501 Social Work  

Classification history

SchemeCodeClassification valueStart dateEnd date
ASCED Module/Unit of Competency Field of Education Identifier 090501 Social Work  01/Nov/2013 
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Unit Of Competency

Modification History

Release 

Comments 

Release 1

This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the New Standards for Training Packages.

Significant changes to elements and performance criteria. New evidence requirements for assessment.

Application

This unit describes the skills and knowledge required to support and protect children and young people who are at risk of harm. This work occurs within legislative and policy frameworks and carries a duty of care responsibility.

This unit applies to workers in a range of job roles providing services to children and young people including in community services and health contexts.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Elements and Performance Criteria

ELEMENT 

PERFORMANCE CRITERIA 

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Implement work practices which support the protection of children and young people

1.1 Identify children and young people at risk of abuse or neglect by observing signs and symptoms, asking open and non-leading questions, being aware of protective issues and using child protection procedures where appropriate

1.2 Respond to disclosure, information or signs and symptoms in accordance with state legislative responsibilities and the service policies and procedures

1.3 Routinely employ child-focused work practices to uphold the rights of the child and encourage them to participate in age-appropriate decision-making

1.4 Employ communication and information-gathering techniques with children and young people in accordance with current recognised good practice

1.5 Ensure decisions and actions taken are within own level of responsibility, work role, state legislation and service policies and procedures

2. Report indications of possible risk of harm

2.1 Accurately record relevant specific and general circumstances surrounding risk of harm in accordance with state legislation, service policies and procedures and ethics

2.2 Promptly record and report risk-of-harm indicators, including the circumstances surrounding the risk of harm according to service policies and procedures

2.3 Ensure writing in reports is non-judgemental

2.4 Work collaboratively with relevant agencies to ensure maximum effectiveness of report

3. Apply ethical and nurturing practices in work with children and young people

3.1 Protect the rights of children and young people in the provision of services

3.2 Identify and seek supervision support for issues of ethical concern in practice with children and young people

3.3 Employ ethical and nurturing practices and observe professional boundaries when working with children and young people

3.4 Recognise and report indicators for potential ethical concerns when working with children and young people

Foundation Skills

The foundation skills described those required skills (language, literacy and numeracy) that are essential to performance.

  • Reading - in order to read and understand forms and to make accurate reports
  • Writing - in order to record details of children and young people at risk and to make reports using handwritten skills and computer skills

Other foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion volumes are available from the CS&HISC website - http://www.cshisc.com.au/

 

Assessment requirements

Modification History

Release 

Comments 

Release 1

This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the New Standards for Training Packages.

Significant changes to elements and performance criteria. New evidence requirements for assessment.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once:

  • implemented work practices which support the protection of children and young people, including:
  • complying with regulations, legislations and duty of care responsibilities
  • employing child-focused work practices to uphold the rights of children and young people
  • maintaining confidentiality
  • providing appropriate responses in the protection of children and young people
  • read and interpreted the procedures for reporting children at risk in line with organisational expectations and legislative requirements.

Knowledge Evidence

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 work role. These include knowledge of:

  • indicators of the different types and dynamics of abuse as they may apply to age, gender, disability, culture and sexuality
  • child protection legislation in the relevant state or territory
  • United Nations Convention on the Rights of the Child
  • impact of risk of harm
  • duty of care responsibilities
  • trauma-informed care
  • ethical considerations including:
  • approaches that incorporate the conventions on the rights of the child, and human rights
  • obligations as defined by the job specification and employing organisation
  • obligations as stated in relevant codes of practice, licensing, accreditation registration to professional bodies, service agreements
  • principles of ethical decision-making
  • overview of legal system and how it pertains to the job role, in particular:
  • child protection system, including reporting protocols, responses to reporting and interagency policies
  • state/territory requirements and processes for notifying suspected abuse and reporting process
  • statutory and policy requirements relating to job role
  • organisation standards, policies and procedures.

Assessment Conditions

Skills must be demonstrated in the workplace.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors.

Links

Companion volumes are available from the CS&HISC website - http://www.cshisc.com.au/

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