Assessor Resource

CHCCS414A
Provide education and support on parenting, health and well being

Assessment tool

Version 1.0
Issue Date: March 2024


The support may be provided in a one to one service delivery mode or in a group

This unit describes the knowledge and skills required to provide education and support in a small group or one to one setting and or for community members on for effective parenting behaviour, general health and well being issues

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

Evidence must include observation of performance in the work environment or in a simulated work setting

Evidence must include demonstration over a period of time to ensure consistency of performance

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 delivered and assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resource requirements for assessment include access to:

an appropriate workplace where assessment can be conducted or simulation of realistic workplace setting for assessment

equipment and resources normally used in the workplace

Method of assessment:

Observations

Questioning

Evidence gathered from the workplace environment


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:

Demonstrated understanding of stages of child development

Healthy lifestyle and the effect of an unhealthy lifestyle, including bit not limited to the impact of childhood obesity (physical and psychological effects)

Nutrition and a healthy diet

Impact of positive parenting in regards to formation of healthy lifestyle behaviours of children

How to plan and evaluate a community education program

Essential skills:

It is critical that the candidate demonstrate the ability to:

Plan a community program

Facilitate a group education session

Communicate to specific groups, key principles and practices related to:

healthy lifestyle

nutrition and a healthy diet

effective parenting techniques

child development

infection control

promoting child development

safety and supervision of children

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:

Demonstrate high level and effective communication including in a multi cultural context

Demonstrate skills in leadership and change management

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.

Stressors within the community that may have specific impact on families include:

Financial

Employment

Alcohol and other drugs issues

Accommodation and homelessness

Risk of abuse, neglect and harm

Access to education

Key knowledge and skill sets:

Stages in child development

Importance of supporting the early years to ensure subsequent educational success

Relationship development and management

Impact on the health of individuals and communities of neglect, violence and abuse

Impact on the health of individuals and communities of alcohol and drugs

Nutrition and food handling

Models of parenting

Features of a healthy lifestyle

Indicators of well being

Active support network may include:

Others within the local community

'Virtual' communities linked by Information Technology

Community leaders and elders

Other parents

Family members

Local community groups and play groups

Special interest groups

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
Assess needs of client or group for education and support on health, well being and parenting 
Elicit key issues of concern to determine the nature and scope of education program to be provided 
Identify and plan for appropriate strategies to match client educational needs 
Seek additional assistance and expertise as required 
Identify and discuss resources required to support implementation of the program and changed practices 
Determine stage in client's decision to seek information or change 
Acknowledge what is working well with families and identify their strengths 
Outline stressors and how these impact on families capacity to function effectively 
Outline key knowledge and skill sets 
Encourage group members to share parental experiences and seek additional information and support as required 
Review current skills and expectations for skill development 
Ensure program delivery demonstrates responsiveness to the needs of the group and the community 
Ensure program content reflects current policy and practical application of theory 
Implement processes to ensure assessment of the skill, knowledge and attitudes of group is ongoing during the program 
Discuss parenting behaviour, attitudes and beliefs and how they have an impact on health and well being of children 
Raise awareness of health and well being issue with clients not contemplating change 
Conduct brief motivational interview/ presentation to guide changes when required 
Ensure educational information and support is responsive to needs of individual and community 
Ensure program content reflects current policy and practical application of theory 
Undertake ongoing assessment of client skills, knowledge and attitudes during the program 
Encourage participants to develop an active support network during the program 
Support modelling of effective parenting techniques and healthy lifestyle 
Provide clear feedback on progress in skill development to participants 
Encourage participants to access further development options as required 
Identify issues that may require referral to professional support and discuss with the client 

Forms

Assessment Cover Sheet

CHCCS414A - Provide education and support on parenting, health and well being
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

CHCCS414A - Provide education and support on parenting, health and well being

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: