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Unit of competency details

CHCPRT012 - Undertake and implement planning with at-risk children and young people and their families (Release 2)

Summary

Usage recommendation:
Current
Mapping:
MappingNotesDate
Supersedes CHCPROT502E - Undertake and implement planning with at-risk children and young people and their familiesThis 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. 30/Jun/2013

Release Status:
Current
Releases:
ReleaseRelease date
2 (this release) 06/Aug/2015
(View details for release 1) 01/Jul/2013


Training packages that include this unit

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 2

Updated:

  • assessor requirements statement
  • foundation skills lead in statement
  • licensing statement
  • modification history to reflect 2012 standards

Equivalent outcome.

Release 1

This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 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 undertake assessments of children and young people, and/or families, to develop an intervention strategy to reduce the risk of abuse.

This unit applies to a range of child protection occupations in government and non-government organisations.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

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. Plan to ensure clients receive services appropriate to their needs

1.1 Review information about the client/s and their needs

1.2 Convene and attend relevant meetings to share information on clients, in preparation for intervention strategies and case plans

1.3 Develop and agree plan with relevant parties

1.4 Clarify and document roles and responsibilities of relevant agencies, service providers and professionals

1.5 Provide clients with information about the roles of different services available to them in accordance with organisation and legal requirements

1.6 Make referrals as appropriate to meet the needs of children, young people and their families

2. Implement and review plan

2.1 Prioritise and undertake work to assure needs of clients are met within timeframe

2.2 Focus work commitments to prioritise the clients’ needs

2.3 Provide relevant information and updates to relevant agencies, service providers and professionals

2.4 Routinely engage child, family and others to review the case plan and intervention strategy

2.5 Work within ethical and legislative guidelines

2.6 Document all procedures in accordance with organisational policies and procedures

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

 

Assessment requirements

Modification History

Release 

Comments 

Release 2

Updated:

  • assessor requirements statement
  • foundation skills lead in statement
  • licensing statement
  • modification history to reflect 2012 standards

Equivalent outcome.

Release 1

This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 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:

  • developed and implemented at least three case plans through collaboration with key stakeholders which assess and address key risk factors in families and reduce risk to the child/young person
  • demonstrated skills in case management and inter-agency work
  • developed collaborative relationships with child, family and other key stakeholders
  • demonstrated application of:
  • analysis and judgement
  • risk management
  • oral communication skills required to develop rapport with client, families and other agencies and staff members
  • clear and accurate writing skills to document the procedures of the organisation/service.

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:

  • legislative requirements and provisions relevant to area of service delivery and delegated responsibility
  • accepted organisation procedures, systems and practice for client assessment and allocation of services
  • accepted practices for delivery of services to particular clients, including referral procedures
  • options, methods and techniques to reduce the risk of child abuse
  • issues affecting particular client groups including:
  • risk factors
  • cultural and religious differences
  • the range of relevant agencies, service providers and professionals that can assist with the planning and delivery of services.

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.

Assessment must ensure use of case management documents and templates.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53