- CHCCHILD404A - Support the rights and safety of children and young people
Assessor Resource
CHCCHILD404A
Support the rights and safety of children and young people
Assessment tool
Version 1.0
Issue Date: July 2024
This unit applies to workers involved in delivering services to children and young people including in community services, health, policing, youth work, recreation, family services, education, alcohol and other drugs work, mental health , youth work and other services to children
This unit describes the knowledge and skills required to address duty of care requirements, working within an ethical framework and applying relevant legislation, codes of conduct, international agreements (such as CROC - Convention on the Rights of the Child), policies and procedures in identifying, responding and supporting children's and young people's rights and safety
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Prerequisites
Not Applicable
Employability Skills
This unit contains Employability Skills
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
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 Assessment may occur both in the workplace and in off-the-job learning contexts through methods that present workplace practice situations, using case studies, simulations etc. 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 |
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 be conducted or simulation of realistic workplace setting for assessment |
Method of assessment may include: | 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 |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
This describes the essential skills and knowledge and their level required for this unit. |
Essential knowledge: The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include knowledge of: Statutory and policy requirements relating to job role Applied knowledge of relevant child protection agencies and purpose Role and processes of workers as advocates for children and young peoples rights Ethical obligations as stated in relevant codes of practice, licensing, accreditation registration to professional bodies, service agreements and as defined by job specification Ethical approaches that incorporate the conventions on the rights of the child, and human rights Responsibilities to clearly define worker and client roles and responsibilities in regard to ethical conduct and professional relationship boundaries State/territory requirements and processes for notifying and reporting suspected abuse Child protection system: including reporting protocols, responses to reporting, interagency policies Organisation guidelines and policies for responding to risks of harm to children and young people Duty of care responsibilities when supporting the rights and safety of children and young people Recording procedures appropriate to job role Common risks to child safety and common risks and dynamics particular to young people including, violence, self-harm, abuse types, alcohol and other drug use/misuse, health issues Indicators of the different types and dynamics of abuse including as they apply to age, gender, disability, culture, sexuality The different types of abuse: emotional, psychological, physical, sexual, neglect, domestic violence Overview of legal system and it pertains to the job role continued ... |
Essential knowledge (contd): Outline of common legal issues when working with children and young people including: abuse in all forms domestic and family violence neglect exploitation family members with alcohol and other drugs (AOD) issues family members with mental health concerns systems abuse refugee status and children who have experienced torture and trauma family law issues duty of care obligations |
Essential skills: It is critical that the candidate demonstrate the ability to: Respond appropriately to disclosure Provide an appropriate response to indications of risk of harm Apply indicators of abuse to make judgements about risks of harm Work with the specific needs of children and young people of vulnerable populations including those with parents/carers with a mental illness, alcohol and other drugs (AOD) misuse, in prison, have a disability or health concerns experiences of torture and trauma related to refugee status In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include the ability to: Follow procedures and instructions Apply principles of ethical decision-making Maintain professional boundaries in work with children and young people Provide required reports and records, including effective use of relevant information technology in line with occupational health and safety (OHS) guidelines Use child focused work practices including: communication skills awareness and sensitivity to children and young person's needs inclusiveness of children and young people in participatory decision-making process making special allowances to met needs of children and young people ways of engaging children and young people observance and presence of children and young people as primary clients Distinguish between legal and ethical problems Work within a legal and ethical framework: apply problem solving skills that will require negotiation skills to resolve problems of a difficult nature within organisation protocols Demonstrate fair, prompt and consistent performance of duties with all children Undertake advocacy for young people and children's rights according to the Declaration on Rights of the child |
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. | |
Child protection procedures will be determined and defined by: | The specific job role Organisation procedures Interagency agreements Legislation within jurisdictions |
Lawful instructions and regulation may include: | Restraining orders Supervision and custody orders Legislation |
Lawful instructions may include instructions received from: | Licensing authorities Organisation supervisor Courts of law Police |
Child (and young person) focused work practices | Legislation Policies of organisation Client self determination Appropriate use of language considering the age and developmental stage of the child/young person Surroundings appropriate for a child Child and/or young person-directed communication |
Information gathering techniques may include: | Observation Consultation with appropriate persons including child or young person Consulting documentation and records held by the organisation or from third party |
Response will be determined by: | Job role Relevant policy and legislation And will range from reporting to implementing disciplinary action |
Response types may include: | Reporting to relevant child protection authority Reporting to police Reporting to appropriate supervisor |
Accepted standards include: | State coordinating bodies Interagency agreements and guidelines Protocols defined in legislation Organisation procedures Codes of ethics Practice standards Licensing and accreditation standards |
The appropriate person to report suspected risk of harm will vary according to the legislation in the State/territory and organisation policies. | Ombudsman State Child Protection Agency Supervisor in the service Individual carer Individual worker |
Recording techniques include: | Written Verbal Use of multi media Completion of appropriate forms and documentation |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
---|---|---|---|
Comply with lawful instructions, regulations, duty of care and boundaries of practice in all work activities | |||
Routinely employ child focused work practices to uphold the rights of children and young peoples to participate in decision-making where it is age appropriate | |||
Employ communication and information gathering techniques with children and young people in accordance with current recognised good practice | |||
Ensure decisions and actions taken are within own level of responsibility, work role and legislative requirements | |||
Maintain own knowledge and skills as required to work effectively and participate in practice supervision processes | |||
Maintain confidentiality as appropriate | |||
Provide an appropriate response as determined by organisation procedures, legal and work role obligations | |||
Identify children and young people at risk of harm by routinely implementing child protection procedures when appropriate | |||
Respond to disclosure in accordance with accepted standards ,techniques, and legislative obligations | |||
Gather information about the child and young persons behaviour in order to identify uncharacteristic behaviour or other indicators which may indicate abuse | |||
Monitor the circumstances of children who are identified as highly vulnerable to abuse | |||
Identify indicators of abuse and report indications of possible risk of harm | |||
Accurately record relevant specific and general circumstances surrounding risk of harm in accordance with organisation procedures, ethics and legal requirements | |||
Promptly report risk of harm indicators in accordance with statutory and organisation procedures | |||
Work collaboratively with relevant agencies to ensure the report has maximum effectiveness of report | |||
Protect the rights of children and young people in the provision of services | |||
Identify and seek supervision support for issues of ethical concern in practice with children and young people | |||
Develop ethical practices for implementing professional boundaries consistent with child protection legislation in relevant jurisdiction | |||
Recognise indicators for potential ethical concerns when working with children and young people | |||
Respond to unethical behaviour of others by reporting to the appropriate person |
Forms
Assessment Cover Sheet
CHCCHILD404A - Support the rights and safety of children and young people
Assessment task 1: [title]
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I declare that the assessment tasks submitted for this unit are my own work.
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Result: Competent Not yet competent
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Assessment Record Sheet
CHCCHILD404A - Support the rights and safety of children and young people
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
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Feedback to student:
Overall assessment result: Competent Not yet competent
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