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Unit of competency details

CHCPRT027 - Work collaboratively to maintain an environment safe for children and young people (Release 1)

Summary

Usage recommendation:
Current
Mapping:
MappingNotesDate
Supersedes and is equivalent to CHCPRT003 - Work collaboratively to maintain an environment safe for children and young peopleEquivalent. Unit Code changed. Minor changes and additions throughout. Additions to Knowledge Evidence. Changes to Assessment Conditions. 07/Dec/2022

Release Status:
Current
Releases:
ReleaseRelease date
1 1 (this release) 08/Dec/2022

Companion volumes:
Unit of competency Assessment requirements

Delivery:
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Training packages that include this unit

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Classifications

SchemeCodeClassification value
ASCED Module/Unit of Competency Field of Education Identifier 090505 Youth Work  

Classification history

SchemeCodeClassification valueStart dateEnd date
ASCED Module/Unit of Competency Field of Education Identifier 090505 Youth Work  08/Dec/2022 
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Unit of competency

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to work within an established child protection framework. It also covers standard protocols to maintain a safe environment for children and young people.

This unit applies to a range of child protection work occurring in an interagency framework of practice.

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

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

Pre-requisite Unit

Nil

Competency Field

Child Protection

Unit Sector

Community Services

Elements and Performance Criteria

ELEMENTS 

PERFORMANCE CRITERIA 

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Implement principles of child protection.

1.1. Perform work according to legal requirements and community expectations of child protection.

1.2. Navigate child protection systems and the roles and responsibilities of key agencies to undertake work tasks.

2. Apply agreed protocols and guidelines for collaborative practice.

2.1. Conduct work according to legislative requirements, code of ethics and organisational policies and procedures for collaborative practice.

2.2. Prioritise experiences of children and young people when supporting their needs, rights and interests.

2.3. Acknowledge and manage challenges of child protection work in a collaborative practice framework.

2.4. Apply effective safe work and self-management strategies in child protection duties.

3. Work collaboratively with children, young people and families from diverse backgrounds.

3.1. Identify strengths of children, young people and their families.

3.2. Identify risk factors and signs of abuse for families and support them to address these risks.

3.3. Respond to the needs of children, young people and families with culturally and linguistically diverse backgrounds.

3.4. Develop effective working relationships with agencies supporting children, young people and families from diverse backgrounds.

3.5. Liaise and consult with colleagues and other agencies to carry out work tasks.

3.6. Provide referrals to support families.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.

SKILLS 

DESCRIPTION 

Oral communication skills to:
  • facilitate collaborative discussions with children, young people and their families.

Unit Mapping Information

Supersedes and is equivalent to CHCPRT003 Work collaboratively to maintain an environment safe for children and young people.

Links

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

 

Assessment requirements

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

  • work collaboratively with at least two children or young people and their families including:
  • applying collaborative work practices when working with children, young people, families, colleagues and other agencies
  • adhering to child protection principles and work practices
  • applying self-management strategies and safe work principles
  • communicating and responding to children, young people and families
  • supporting families to ensure that the child or young person is safe
  • performing the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work in a child protection or similar setting.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

  • Commonwealth, State or Territory legislation and code of ethics relating to work in child protection
  • legal and social context of child protection work
  • interagency framework and agreed protocols
  • roles and responsibilities of key agencies and personnel
  • effects of child abuse and neglect and its impact on the process of investigation and assessment
  • agreed guidelines of collaboration
  • worker safety and self-management principles
  • cultural and linguistic differences
  • cultural safety
  • indigenous healing practices
  • over-representation of Aboriginal and/or Torres Strait Islander people in child protection
  • organisational policies and procedures for collaborative practice.

Assessment Conditions

Skills must be demonstrated in the workplace, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace.

Assessment must ensure:

  • access to facilities, equipment and resources that reflect real working conditions and model industry operating conditions and contingencies
  • access to organisational standards, policies and procedures
  • opportunities for engagement with children, young people and families.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

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

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