Certificate IV in Child, Youth and Family Intervention (Child Protection) CHC41512
This qualification covers those who work in youth and family intervention, including practice specialisations in child protection. Workers are under a broad supervision framework and operate within clearly defined organisation guidelines, service plans and position specifications.
These workers may include paraprofessional and recognised entities:
- Carry out activities related to maintenance of a child or young person at risk, personal care and/or other activities of living
- Report directly to supervisor and may at times be partially responsible for providing support to other workers
- Possibly undertake higher levels of report preparation and case notes, especially in relation to supervised access visits
- May provide out of home care
Common positions that may be suited with this qualification are:
- Residential Care Worker
- Case Support Worker
- Family Support / Prevention Worker
- Alternative Care Workers
- Care Worker
- Entry Level Case Worker
- Child Protection Support Worker
- Cottage parent
- Children’s / Youth Support Worker
- Direct Care Worker
- Early Intervention Worker
- Foster Parent / Carer
- Home Based Care Worker
- Community Visitors
- Out of Home Care Provider
Training and assessments are conducted in English. Applicants must possess sound written and oral English skills. You will be required to complete a Pre-training and Language Literacy and Numeracy Assessment.
There are no pre-requisite or any other training package entry requirements to enrol in this course.
A current Police Check & Working with Children Check are required before the commencement of practical placement.
ETEA is constantly running this course throughout Victoria, New South Wales and South Australia. Please contact us for details and dates of the next available course in your area or feel free to complete the request information pack form and we will contact you shortly.
Students have two options. They can choose from either a classroom based delivery or blended learning.
• Classroom delivery: Face to face training and Practical Placement.
• Blended learning and practical placement: Blended learning is a mixed learning experience with some of the delivery in the classroom with a
facilitator, some as self-paced learning and some during the practical placement.
ETEA uses a range of assessment methods which may include:
- Classroom activities
- Written questions
- Observation (practical placement)
UNITS OF STUDY
Students will need to complete 15 Units of Competency, consisting of 7 Core and 8 Elective units
(NB: Elective units will be selected for delivery by ETEA and are subject to change to meet client and industry requirement)
||Identify and respond to children and young people at risk
||Work effectively in child protection and out of home care for children and young people
||Use targeted communication skills to build relationships
||Work within a relevant legal and ethical framework
||Confirm client developmental status
||Work effectively with culturally diverse clients and co-workers
||Contribute to WHS processes
||Work collaboratively to maintain a child safe environment
||Undertake case management in a child protection framework
||Respond holistically to client issues and refer appropriately
||Develop a child protection practice framework
||Support the development of children
||Support client self-management
||Work effectively with young people
||Support young people in crisis (Note pre requisite CHCYTH301E)
* Group B electives cannot be changed.
Please refer to the industry pathways page.
RECOGNITION OF PRIOR LEARNING
Recognition of prior learning is a process where a person with work experience, can have their skills and knowledge assessed, with the aim of getting a formal qualification. Click here for further details.
CREDIT TRANSFER AND NATIONAL RECOGNITION
Credit transfer assesses the initial course or subject that an individual’s using to claim access to, or the award of credit in, a destination course. The assessment determines the extent to which the client’s initial course or subject is equivalent to the required learning outcomes, competency outcomes, or standards in a qualification. This may include credit transfer based on formal learning that is outside the AQF. Click here for further details.