- Receive information from a notifier
- Gather information from a notifier
- Assess the information and decide the response
- Record the outcome and tell the Child Safety Service Centre or Regional Intake Service
- Provide information to external agencies
- Respond to disagreement about an intake decision
- Downgrade or delete an approved notification
- Reassess the concerns after a SCAN team child concern report consult
- Undertake an investigation and assessment
- Plan the investigation and assessment
- Commence the investigation and assessment
- Carry out interviews
- Carry out a safety assessment
- Respond if a parent will not consent to actions required—temporary assessment order
- Respond if a parent will not consent to actions required—court assessment order
- Respond to urgent circumstances—temporary custody order
- Consider a medical examination
- Consider an assessment care agreement
- Consider a Suspected Child Abuse and Neglect team referral
- Consider the differential pathway
- Respond to specific matters
- Gather information from other sources
- Assess the information and decide the outcome
- Finalise the investigation and assessment
- Determine which Child Safety Service Centre will be responsible for case management
- Review an investigation and assessment outcome
- Support service case
- Intervention with parental agreement
- Use a child protection care agreement
- Respond when new child protection concerns are received
- Provide information to the Office of the Public Guardian
- Respond when a young person is in contact with the youth justice system
- Transfer an in-home case
- In-home support funding
- Respond to specific matters
- Assist with housing needs
- Provide information about Victim Assist Queensland
- Refer a family to an Aboriginal and Torres Strait Islander Family Wellbeing Service
- Support a child by sharing information
- Case management
- Case planning
- Decision making for a child
- Enable participation of Aboriginal and Torres Strait Islander peoples in decision making
- Meet a child’s health and wellbeing needs
- Respond to a child's specific needs
- Long-term guardianship to a suitable person
- Permanent care order
- Provide adoption services
- Respond to prospective carers
- Provisional assessment and approval
- Assess and approve initial carer applicants
- Renew a carer's certificate of approval
- Respond to specific carer assessment and approval matters
- Place a child in care
- Support a care arrangement
- Respond to concerns about the standards of care or harm to a child in care
- Overview of alcohol and other drugs
- Working with children
-
Working with parents
-
Seeing and understanding
- About this part
- Alcohol and other drugs use and parenting
- Collaborative assessment and planning with parents
- Using alcohol and other drugs to cope and survive
- Living with alcohol and other drugs use
- How parents use drugs
- Leaning in as an ally to help parents engage
- Alcohol and other drugs use, homelessness and family and domestic violence
- Gender makes a difference
- Responding
-
Seeing and understanding
- Working with expecting and new parents
- Working with young people and alcohol and other drugs use
- Working with Aboriginal and Torres Strait Islander communities
-
Working with culturally and linguistically diverse communities
-
Seeing and understanding
- About this part
- Alcohol and other drugs use in culturally and linguistically diverse families and communities
- Harnessing culture as a protection and strength
- Cultural roles, perceptions and experiences
- Cultural views about alcohol and other drugs use and treatment
- Barriers to alcohol and other drugs treatment
- Responding
-
Seeing and understanding
- Safety assessment and safety planning
- Risk assessment
-
Case planning
-
Seeing and understanding
- About this part
- Keep children front and centre
- What needs to change
- What needs to change for children
- Assess a parent’s readiness for change
- Building positive relationships for family
- Treatment options
- Alcohol and other drugs services
- Building a partnership with alcohol and drug services
- Promoting recovery
- Responding
-
Seeing and understanding
- Overview of care arrangements
- Working with children
- Working with young people
- Working with carers
- Working with parents
- Working with Aboriginal and Torres Strait Islander people
- Working with and across difference in care arrangements
- Overview of child sexual abuse
- Working with children
-
Working with children who display harmful sexual behaviour
-
Seeing and understanding
- Key messages
- Risk factors for developing harmful sexual behaviours
- Risk factors for harmful sexual behaviours occurring for a child in care
- Understanding harmful sexual behaviours
- Risk assessment and decision making for children with harmful sexual behaviours
- When a child is sexually abused by another child or a sibling
-
Responding
- Responding to harmful sexual behaviours
- Key protective factors for children with harmful sexual behaviours
- Decide whether the child with harmful sexual behaviours can remain at home
- Deciding if and when a child can return home
- Effective primary supervisors
- Implementing the safety plan with supervisors
- Adequate sex education
- Resources
- References
-
Seeing and understanding
- Working with parents
- Working with the alleged abuser
- Working with young people at risk of sexual exploitation
- Safety planning
- Intervention for children who have been sexually abused
-
Overview of domestic and family violence
- Key messages
- What is domestic and family violence?
- Domestic and family violence legislation and principles
- Child Safety's approach to domestic and family violence
- Safe and together model
- Domestic violence in Australia
- Key statistics
- The power of your words
- Facts about domestic and family violence
- Resources
- References
- Working with children
- Working with mothers experiencing violence
- Working with fathers
- Working with young people
-
Working with Aboriginal and Torres Strait Islander families
-
Seeing and understanding
- About this part
- We acknowledge and are sorry for past policies and practice
- Defining family violence
- The link between oppression and violence
- Harm to community
- Culture is strength
- Lateral violence
- Key issues
- Gender identity
- Aboriginal and Torres Strait Islander children
- Recognising acts of protection
- Responding
-
Seeing and understanding
- Working with culturally and linguistically diverse families
- Safety assessment and planning
- Risk assessment
- Case planning
- Overview of disability
- Working with a child with disability
- Working with a parent with disability
- Working with a young person with disability
- Working with Aboriginal and Torres Strait Islander people with disability
- Working with a culturally and linguistically diverse person with disability
- Safety assessment and planning
- Risk assessment
- Case planning
-
Overview of mental health
- Key messages
- Mental health and mental illness
- The dual continuum of mental health and mental illness
- Key facts about mental illness
- Social and Emotional Wellbeing for Aboriginal and Torres Strait Islander peoples
- Parental mental health and child wellbeing
- Child mental health
- Stigma and mental health
- A recovery approach to mental health and illness
- Resources
- References
- Working with a child who has a parent with a mental health issue
-
Working with a child with mental health issues
-
Seeing and understanding
- About this part
- The facts — a child’s experience of mental health
- Context of children's mental health and mental illness
- Trauma and childhood mental health
- Young people and their mental health
- Build a holistic picture of the child
- Support children who are expressing and acting upon suicidal thoughts
-
Responding
- Support a child in care with mental health concerns
- Talking to a child about their emotional wellbeing and mental health
- Talking to parents and carers about their child's mental health
- Support a child who engages in self-harming behaviours
- Support a child to get help
- When a young person is expressing and acting on suicidal thoughts
- Resources
- References
-
Seeing and understanding
- Working with Aboriginal and Torres Strait Islander families
- Working with culturally and linguistically diverse families
- Safety assessment and planning
- Risk assessment
- Case planning
- Overview of permanency
- Working with children
- Working with young people
- Working with parents
-
Concurrent case planning
- Seeing and understanding
-
Responding
- Start a conversation about permanency and concurrent planning
- Concurrent case planning with Aboriginal and Torres Strait Islander children and families
- Safety and support networks are essential to permanency planning
- Integrating concurrent planning into the case planning process
- Develop a concurrent plan
- Implement a concurrent plan
- Review a concurrent plan
- References
-
Reunification
- Seeing and understanding
-
Responding
- Working with families towards reunification
- Be transparent about the need for change
- What happens if reunification is not possible?
- Post reunification support
- Approaches to reunification
- The reunification pyramid
- The reunification practice map
- The return home from care practice framework
- Remember...
- References