Unit of competency Outline
Date retreived
23/07/2026 2:06 AM AWST
23/07/2026 2:06 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Assess risk of harm to children and young people
Assess risk of harm to children and young people
Unit of competency
National Code
CHCCHILD504C
CHCCHILD504C
State Code
WC825
WC825
TGA Status
Deleted
Deleted
DTWD Status
Deleted
Deleted
State Implementation and Classification
Approved Date
17/07/2014
Field of Education
090501 - Social Work
Original Release Date
17/07/2014
Nominal Hours
50
Description
DescriptorThis unit describes the knowledge and skills required by designated workers who are responsible for assessing, investigating and responding to reports/notifications of risk of harm within a statutory organisation immediately following report/notification and throughout all phases of protective work
Notes
Elements and Performance Criteria
1. Plan response to report/ notification through assessment/investigation
- 1.1 Develop assessment/investigation plan and establish timeframes with regard to assessed risks to child/young person at intake stage
- 1.2 Incorporate legislative requirements and relevant legal processes into assessment/investigation plan
- 1.3 Advise other workers about their role using established procedures and protocols
- 1.4 Anticipate personal safety arrangements, negotiate with supervisor and incorporate into plan for contact with child/young person and/or family
- 1.5 Where agencies/professionals are known to be involved, consider visiting jointly in accordance with organisation policy and procedures
- 1.6 Access and analyse existing reports and other information and document appropriately
- 1.7 Identify and monitor level of risk to worker and child/young person/family, and plan actions accordingly
- 1.8 Contact other agencies as per established protocols and guidelines
- 1.9 Facilitate rapid medical and other relevant assessments and treatment to ensure safety of child and/or young person where appropriate
- 1.10 Discuss strategies for protective behaviour with child and/or family members as appropriate
2. Undertake assessment
- 2.1 Demonstrate clear understanding and ability to articulate risk in a child protection context
- 2.2 Elicit information regarding alleged harm in an holistic context and based upon an endorsed model of risk assessment as appropriate
- 2.3 Include all relevant family members, significant others and service providers in the assessment
- 2.4 Identify secondary sources of information and contact as appropriate
- 2.5 Include previous history of notifications/reports in risk assessment
- 2.6 Analyse information with reference to issues of vulnerability, resilience and consequences, in accordance with an endorsed model or risk assessment as appropriate
- 2.7 Make a professional judgement of assessed levels of risk, harm and well being (including immediate risk) in accordance with an endorsed risk assessment model and discuss with supervisor
- 2.8 Make referrals to other organisations in accordance with organisation policy as appropriate
- 2.9 Implement and record policy and procedures as appropriate, based on established priority ratings
- 2.10 Seek views of parents/caregivers regarding the alleged concerns and incorporate into the assessment of risk
- 2.11 Facilitate processes for engaging children/young people and families in problem solving
- 2.12 Organise and oversee specialist assessments as required
- 2.13 Observe and review all aspects of the child/young person's development and behaviour and include in the assessment
- 2.14 Discuss strategies for protective behaviour with child and/or family members as appropriate
3. Undertake analysis and decision-making
- 3.1 Gather information in accordance with principles of natural justice
- 3.2 Demonstrate awareness of client's social/ economic/cultural context and the impact of their current situation and include in the assessment
- 3.3 Collect expert medical and other reports to contribute to analysis and decision-making processes
- 3.4 Ensure all decision-making and resultant action is in accordance with organisation policies, protocols and procedures, legal requirements and authority
- 3.5 Involve the child/young person and family in the decision-making processes as appropriate, and provide information through the process
- 3.6 Prepare recommendations consistent with the case plan, assessed risk/need and available resources
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.
Reports and other information may include:
Child/young person/family records
Health records
Other agency records
Agency files and records
Effective communication includes:
Exercising effective communication skills, including:
Identifying and evaluating what is occurring within an interaction in a non-judgemental way
Making decisions about appropriate words, behaviour, posture based on the age and developmental stage of the child or young person.
Using active listening
Using clarifying, summarising questions
Using open, non-leading 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
Providing summarising and reflective response in conflict situations
Non-verbal communication including:
Gestures
Posture
Facial expression
Use of space
Eye contact
Child-centred dialogue, including:
Appropriate use of language considering the age and developmental stage of the child/young person
Surroundings appropriate for a child
Child-directed communication
Questioning techniques may include:
Summarising
Re-phasing
Paraphrasing
Open and closed questions
Non-leading questioning
Cognitive interviewing
Free narrative
Observe refers to observation which include:
Behaviours
Interaction with others
Physical appearances
Emotional appearances
Representations thorough stories and art
Established procedures include those related to:
Mandatory reporting processes
Seeking medical assessments
Seeking evidence statements
Seeking accounts of incidents including dates, times, frequency of behaviour
Conducting interviews
Seeking first hand observation and statements
Taking and recording details of notifiers
Limits of statutory agency power and delegations
Role and rights of notifiers
Ways of identifying level of risk and determining appropriate priorities
Recording information
Privacy an confidentiality
Proof of evidence may result from:
Observation
Interviews
Research/articles
Case records
Medical reports
Reports from other specialist workers
Photographs
Recording techniques include:
Written
Verbal
Use of multi media
Completion of appropriate forms and documentation
Procedures for conducting interviews are defined by:
Legal obligation
Cultural considerations
Natural justice
The agency/organisation
The age and development of the child or young person
Specialist assessments include
Forensic
Medical
Criminal
Psychosocial
Developmental
Responsibilities of workers may be outlined in the following regulations and guidelines:
Statements of regulatory bodies
Professional registration requirements
Legal precedents
Service standards
Mission statements, policies and philosophies of an organisation
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.
Reports and other information may include:
Child/young person/family records
Health records
Other agency records
Agency files and records
Effective communication includes:
Exercising effective communication skills, including:
Identifying and evaluating what is occurring within an interaction in a non-judgemental way
Making decisions about appropriate words, behaviour, posture based on the age and developmental stage of the child or young person.
Using active listening
Using clarifying, summarising questions
Using open, non-leading 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
Providing summarising and reflective response in conflict situations
Non-verbal communication including:
Gestures
Posture
Facial expression
Use of space
Eye contact
Child-centred dialogue, including:
Appropriate use of language considering the age and developmental stage of the child/young person
Surroundings appropriate for a child
Child-directed communication
Questioning techniques may include:
Summarising
Re-phasing
Paraphrasing
Open and closed questions
Non-leading questioning
Cognitive interviewing
Free narrative
Observe refers to observation which include:
Behaviours
Interaction with others
Physical appearances
Emotional appearances
Representations thorough stories and art
Established procedures include those related to:
Mandatory reporting processes
Seeking medical assessments
Seeking evidence statements
Seeking accounts of incidents including dates, times, frequency of behaviour
Conducting interviews
Seeking first hand observation and statements
Taking and recording details of notifiers
Limits of statutory agency power and delegations
Role and rights of notifiers
Ways of identifying level of risk and determining appropriate priorities
Recording information
Privacy an confidentiality
Proof of evidence may result from:
Observation
Interviews
Research/articles
Case records
Medical reports
Reports from other specialist workers
Photographs
Recording techniques include:
Written
Verbal
Use of multi media
Completion of appropriate forms and documentation
Procedures for conducting interviews are defined by:
Legal obligation
Cultural considerations
Natural justice
The agency/organisation
The age and development of the child or young person
Specialist assessments include
Forensic
Medical
Criminal
Psychosocial
Developmental
Responsibilities of workers may be outlined in the following regulations and guidelines:
Statements of regulatory bodies
Professional registration requirements
Legal precedents
Service standards
Mission statements, policies and philosophies of an organisation
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 and would need to include supervisor's reports and observations
Competence in this unit must be assessed over a period of time in order to ensure consistency of performance across contexts applicable to the work environment
Consistency in performance should consider the work environment, worker's role and responsibilities in the workplace
Evidence will be determined by selection from the Range Statement, justified in terms of work requirements, work roles and responsibilities and occupational specialisations
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
Method of assessment:
Evidence for assessment of competence may be gathered by appropriate combination of the following:
Demonstration of competency within the working environment in assessing risk of harm in a statutory child protection environment
Assessment should be in the workplace, however, where there is not an opportunity to cover all aspects of 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 assessment of risk of harm in a statutory child protection environment
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 and would need to include supervisor's reports and observations
Competence in this unit must be assessed over a period of time in order to ensure consistency of performance across contexts applicable to the work environment
Consistency in performance should consider the work environment, worker's role and responsibilities in the workplace
Evidence will be determined by selection from the Range Statement, justified in terms of work requirements, work roles and responsibilities and occupational specialisations
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
Method of assessment:
Evidence for assessment of competence may be gathered by appropriate combination of the following:
Demonstration of competency within the working environment in assessing risk of harm in a statutory child protection environment
Assessment should be in the workplace, however, where there is not an opportunity to cover all aspects of 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 assessment of risk of harm in a statutory child protection environment
No information
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|---|---|---|---|
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