Elements and Performance Criteria

RANGE STATEMENT

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.


The contexts for establishing a case plan could include:
A result of a notification/report
A result of a risk assessment
A result of a placement in out of home care
A result of a court order
A result of a contract to provide a service
Part of a case planning meeting or conference


Establishment of a case plan will be carried out within requirements established by:
Commonwealth and state legislation
Relevant international conventions
Organisation policy and procedures
Relevant program standards
Inter-agency protocols/guidelines


Development of a case plan includes:
Working collaboratively with the client and all stakeholders
Identifying priority needs/target needs/risks
Identifying and building on client strengths and/or protective factors
Setting goals which are negotiated with the client
Identifying strategies and actions, roles and responsibilities, timeframes and review
Documentation using formats and procedures


Client need includes:
Developmental needs (physical, social, cultural, emotional and psychological)
Risks
Early intervention/prevention
Supports in parenting
Practical e.g. housing, income


Stakeholders include:
Child or young person
Family
Significant others
Worker
Carers
Supervisor and organisation
Court and legal practitioners
Community


Information may include:
All official documentation relating to client, full family history, developmental and medical history
All available records, anecdotal material and individual interviews


Client can include:
Child/children
Young person/people
Parents
Family/relative
Significant others
Foster cares


Case management principles can include:
Taking the least intrusive intervention necessary to ensure safety and support protection
Safety, welfare and well being of child or young person is paramount consideration
Using a strengths-based, partnership approach in practice
Intervention is planned and purposeful
Working in partnership with other service providers
Consideration of culture, disability, language, religion, sexuality and any special needs in service provision
Children and young people placed away from home are entitled to special protection and assistance
Self determination of aboriginal and Torres Strait Islander communities
Recognition of the importance of maintaining significant relationships and cultural identity of a child or young person when they cannot live with their family
Working quickly to resolve permanency by planning placement stability and continuity of relationships
Ethical practice
Accountability for decisions and actions


Child centred practice includes:
Engaging in direct work with children and young people
Providing an advocacy role on behalf of children and young people
Understanding the different, and range, of stages of development (including attachment) and how that can inform intervention and planning
Ensuring that the child or young person is an active participant throughout the case management process
Recognising that children and young people are part of families and communities
Safeguarding children can not be separated from promoting their welfare
The role of prevention and early implementation strategies in protecting and supporting children


Family focus includes:
Recognition that parenting can be stressful and challenging
Recognition of the impact of poverty and disadvantage on families
Recognition of the potential impact of statutory intervention on families
Recognition of the complex issues facing the family


Exercising effective communication skills includes:
Identifying and evaluating what is occurring within an interaction in a non-judgemental way
Making decision about appropriate words, behaviour, posture
Using active listening
Using clarifying, summarising questions
Putting together a response that is culturally appropriate
Expressing an individual perspective
Expressing own philosophy, ideology and background and exploring the impact of this on the communication
Exploring and unpacking problems
Reflective listening
Providing sufficient time to enable stories to be told
Provide summarising and reflective response in conflict situations


Complex cases can include the presence of a number of complicating factors including:
Multiple abuse/injuries
Ritual abuse
Life threatening/high risk situations
Multiple difficulties present in family
Intellectual or psychiatric disabled clients
Chronic and serious substance abuse/addiction
Family/domestic violence
A wide range of other services involved which requires coordination
Involvement of protective and custodial agencies in the family over a lengthy period
Cases with high public/political sensitivity requiring sensitive and experienced case investigation and management
Poverty including poor housing, inadequate and limited educational, health and social facilities, and high risk communities/neighbourhoods


Case plan may include:
Assessment/investigation plan
Support and management plan
Out of home care plan
Restoration/reunification plan
Protection plan


Meetings may include:
Case conferences
Protection planning meetings
Family group conferences
Alternate dispute resolution


Cultural considerations include:
Indigenous and ethnic considerations
Power relationship structures
Rituals, beliefs, hierarchies and practices
Community politics
Gender
Parenting practice and family dynamics


Contracts for service provision include:
Responsibilities of service/agency
Referral service/agency and client are articulated, documented, endorsed and explained to the client and relevant stakeholders
Agreement is sought from client and stakeholders about roles, responsibilities, timelines, actions, milestones and outcomes


Procedures used in crisis situations include:
Ensuring security and safety of all relevant parties including protection and custodial issues and the level of intervention required
Appropriate crisis services such as counselling, respite care, debriefing


Support and prevention strategies includes:
Provision of information
Early intervention and prevention services
Financial and practical benefits


Rights of appeal mechanisms may include:
Those operating within all state departments, service provider organisations and external bodies


Record information relating to a case plan includes:
Computer report, hand written, electronic, on file, etc


Feedback mechanisms include:
Communicating daily with child, young person, family, significant other, about meeting of needs, participating within a case conference, recording observations about progress on activities


Each contact with client is recorded and includes:
Telephone contact, face-to-face interviews, contact with service provider about the client, letters, anecdotal information received from others, enquiries conducted by the worker to other agencies e.g. schools, doctors etc


Relevant supporting information includes:
Example reports e.g. medical, school, family assessment, out of home care history, intake forms, referees, financial assistance record etc

EVIDENCE GUIDE

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 within a statutory child protection authority and under the normal range of workplace conditions
Assessment must include the normal range of workplace situations


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
Resources required for assessment include access to:
an appropriate workplace where assessment can take place or simulation of realistic workplace setting


Method of assessment:
Assessment may include observation, questioning and evidence gathered from the workplace environment
Workplace evidence can be testimonials, portfolios or copies of completed workplace records/ documentation
Evidence will be determined by selection from the Range Statement, justified in terms of work requirements, work roles and responsibilities and occupational specialisations
Evidence for assessment of competence may be gathered by appropriate combination of the following:
demonstration of competency within the working environment in undertaking case management in a statutory child protection environment
assessment should be in the workplace, however, where there is not an 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
observation of processes and procedures, oral and/or written questions 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
review of any workplace documentation produced by the candidate related to case management in a statutory child protection environment