Application

This unit describes the performance outcomes, skills and knowledge required to apply all aspects of case management in which case plans are developed and implemented to address a child or young person’s specific needs and achieve their goals within a child protection framework.
Workers at this level work may work under supervision or autonomously and are responsible for prioritising own outputs within organisation guidelines.
This unit applies to work in a range of health and community service contexts.
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.

What You'll Learn

Assessment Requirements

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:
• apply all aspects of a structured child protection framework, for at least three children or young people, including:
• interpreting and applying legislation, policies, procedures, standards and statutory obligations
• responding to and managing risks
• developing and assessing actions for intervention
• collecting and assessing information
• documenting plans
• closing cases.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:
• legal implications and responsibilities of statutory work
• State or Territory and Commonwealth jurisdictions, including all courts within the jurisdictions
• child protection policies and procedures, including inter-agency protocols
• legislation relevant to child protection, including family court protocols, practice and policy guidelines
• legal definitions of abuse
• statutory recording and reporting systems
• processes for risk assessment, comprehensive psychosocial assessment and family assessment
• indicators of harm, types of harm, definitions and dynamics of harm
• theories on vulnerability and resilience of children and young people
• workings of court, legal systems and legal processes
• legal implications of material collected through interviews
• family dynamics in different cultures
• how to access interpreters for people and their families who are from a non-English speaking background and who are hearing or speech impaired
• child-centred practices:
• engaging in direct work with children and young people
• providing an advocacy role on behalf of children and young people
• stages of development and how that can inform intervention and planning
• key aspects of attachment theory
• processes that ensure the child or young person is an active participant throughout the case management process
• the role of families and communities in the lives of children and young people
• the role of prevention and early implementation strategies in protecting and supporting children and young people
• cultural considerations:
• family of origin
• power relationship structures
• rituals, beliefs, hierarchies and practices
• gender
• parenting practice
• family and community dynamics
• community protocols
• support and prevention strategies
• rights of appeal mechanisms
• organisational policies and procedures for:
• identification of needs
• risk assessment
• evaluation of case management plans
• reporting
• privacy and confidentiality
• case closure
• working with children and young people.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.
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
• use of case management plans
• links to other local service agencies or organisations
• opportunities for engagement with real children or young people.
Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Foundation Skills

• {'skill': 'Oral communication skills to:', 'description': 'participate in a variety of spoken exchanges with a range of audiences varying structure and language to suit the audience.'}

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