CHCCN520C: Advocate for the rights and needs of children and young people

Descriptor: This unit describes the knowledge and skills required to advocate for the child with family/community members, other services/workers and the general public
Employability Skills: This unit contains Employability Skills
Application: This unit may apply to work with children in a range of community service contexts

Element	Performance Criteria
Elements define the essential outcomes of a unit of competency.	The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement.
1. Advocate for the child about a specific right or need	1.1 Strongly represent the child’s rights and needs to those involved 1.2 Seek the child’s point of view and represent it clearly to those involved 1.3 Clarify the issue, focus on it and address it with relevant others 1.4 Negotiate options with the child and others involved 1.5 Collect comprehensive background information and evidence and present it clearly 1.6 Identify and discuss competing rights 1.7 Use assertive and persistent communication when required
2. Promote the rights, interests and needs of children	2.1 Widely promote the rights of children 2.2 Challenge people to act in ways that further children’s rights/interests/needs as appropriate 2.3 Promptly investigate reports of breaches or suspected breaches of children’s rights within the service
3. Challenge stereotypes	3.1 Challenge stereotypes about children when they are communicated 3.2 Challenge unrealistically high or low expectations about children’s behaviour 3.3 Provide information to challenge stereotypes 3.4 Promote children’s abilities

Required Skills And Knowledge

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 perform task skills; task management skills; contingency management skills and job/role environment skills as outlined in elements and performance criteria of this unit
These include knowledge of:

Statements of rights
Advocacy approach and advocacy services including self advocacy approach
Awareness of discriminatory actions
An understanding of the vulnerability of children to exploitation
Referral procedures
Empowerment principles and strategies
Organisation standards, policies and procedures

Essential skills:

It is critical that the candidate demonstrate the ability to:

Advocate or promote the rights and needs of children

In addition, the candidate must be able to demonstrate relevant task skills; task management skills; contingency management skills and job/role environment skills
These include the ability to:

Apply high level communication skills in:
- listening
- focusing
- empathy
- negotiating
- probing
- clarifying information
- providing clear information
- influencing
- assertiveness
Demonstrate responsiveness and sensitivity to child’s concerns, rights and responsibilities
Demonstrate sensitivity to parent’s concerns, rights and responsibilities
Demonstrate application of skills in:
- problem solving
- seeking appropriate advice

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.

Advocacy on behalf of the child may be directed to:	Other workers Parents Schools Management of services Family members Community members Government departments
Rights include:	Right to be heard and believed Continuity of care A safe environment To be accepted Freedom from criminal acts Protection from abuse Protection of their property Freedom from discrimination
Needs include:	Health Emotional and psychological well being Social participation and development Development of skills and abilities Development of personal and cultural identity Safety
Concerns include:	Troubles and issues expressed by the child such as unmet needs, worries, family problems, practical difficulties and social issues
Stereotypes include those in relation to:	Disabilities Gender Culture and race Familial expectations Cultural expectations about children’s place/abilities Family structure/composition Appearance
Challenging stereotypes may be via:	Allaying concerns based on misunderstanding Providing information to parents and others about the range of expectations about children Interpreting children’s behaviour in a different way

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.