Elements and Performance Criteria

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.


Cultural respect:
This unit of competency supports the recognition, protection and continued advancement of the inherent rights, cultures and traditions of Aboriginal and Torres Strait Islander peoples
It recognises that the improvement of the health status of Aboriginal and Torres Strait Islander people must include attention to physical, spiritual, cultural, emotional and social well being, community capacity and governance
Its application must be culturally sensitive and supportive of traditional healing and health, knowledge and practices


Community control:
Community participation and control in decision-making is essential to all aspects of work, and the role of the child protection worker is to support the child, family and the community in this process


Supervision:
Supervision must be conducted in accordance with prevailing State/territory and organisation legislative and regulatory requirements
References to supervision may include either direct or indirect supervision of work by more experienced workers, supervisors, managers or other health professionals
A person at this level should only be required to make decisions about clients within the organisation's guidelines and policies


Legislative requirements:
Federal, state or territory legislation may impact on workers' practices and responsibilities
Implementation of the units of competency should reflect the legislative framework in which a worker operates
However, assessment in the workplace or through simulation should address all essential skills and knowledge across the Range of Variables
Aboriginal and/or Torres Strait Islander workers may be required to operate in situations that do not constitute 'usual practice' due to lack of resources, remote locations and community needs
As a result, they may need to possess more competencies than described by 'usual circumstances'
Under all circumstances, the employer must enable the worker to function within the prevailing legislative framework, for example the Child Protection Act


The history of Aboriginal and Torres Strait Islander people includes:
Post-colonial legacy of social and economic disadvantage
Survival and maintenance of culture, kinship and connection with the land
Evolution and scope of the role of the Aboriginal/Torres Strait Islander Child Protection Worker up to the contemporary context


Cultural factors that produce stress may include:
Community and/or own expectations that may involve, for example:
extended work hours,
functions outside work role,
unrealistic accountability/responsibility for resolving community problems.
Multiple accountability to employer, community, family and child


Social, political, economic and environmental factors which impact on Aboriginal and Torres Strait Islander peopleinclude:
Health outcomes
Colonisation and invasion
Land rights and native title
Dispossession
Acts of government including assimilation policies
Stolen generations
Racism
Employment
Poverty
Police-community relations
Housing
Education
Substance misuse
Acculturation and
Political leverage


Agencies associated with child protection services may include:
Community controlled health providers
Women's/men's centres
Government services
Welfare agencies
Emergency services
Police
Education and training organisations
Non-government and private enterprise
Community government councils
Elected community organisations
Homeland/outstation service providers


Aboriginal and Torres Strait Islander bodies, strategies, policies and resources may include:
Aboriginal and Torres Strait Islander child placement principle.
Prevention and early-intervention programs relating to indigenous children
Family reunification


Barriers to access and equity in relation to Aboriginal and/or Torres Strait Islander health may include:
Racism, including community and institutionalised racism
Discrimination
Socioeconomic status
Access to essential services and infrastructure
Lack of coordination of government at all levels
Inadequate resources/funding
Lack of community control and ownership
Lack of political leverage
Language barriers
Disease focus of mainstream health care delivery
Differences in concept of ill health
Geographic access to Primary Health Care and specialist health services
Cultural barriers, such as poison cousin and kinship barriers


Recognised agencies may include:
Aboriginal and Torres Strait Islander child protection services


Organisation policies and regulatory requirements may include:
Protocols document
Practice manual
Privacy and confidentiality guidelines
Work health and safety (WHS) guidelines

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 complexity of the environment in which workers are expected to participate


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