Assessor Resource

CHCFOS402A
Promote positive development of children and young people in out of home care

Assessment tool

Version 1.0
Issue Date: April 2024


This unit applies to a range of foster care and out of home care environments relevant to the protective care context

This unit describes the skills and knowledge required to provide and advocate for the development and special needs of children and young people in foster care, including the need to promote development of a positive identity and active participation in decision-making

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

This unit is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions

Assessment must demonstrate consistency of application of skills and knowledge described in this unit of competency

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 relevant workplace or simulated realistic workplace setting where assessment may take place

Method of assessment:

Assessment may include observation, questioning and evidence gathered from a 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:

The importance of education as a tool for social inclusiveness and success

Foster care roles and responsibilities to self and others

Principles of diversity and inclusivity in foster care

Legal and duty of care requirements as a foster carer

The impacts of fostering on individual needs of children and young people in care

Impacts of foster care on children and young people's cultural, religious, and spititual identity

Attachment theory and separation anxiety

Basic child developmental stages and domains

Processes and types of advocacy supports

Essential skills:

It is critical that the candidate demonstrate the ability to:

Communicate effectively with children, young people and others

Identify and engage with specialist services/individuals as required to address individual needs of young people

Holistic care for children in foster care environment

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:

Effective use of behaviour management strategies

Model effective communications

Work with diverse groups of children and young people

Demonstrate appropriate use of effective inclusiveness strategies

Interact with children and young people in the provision of foster care

Develop rapport and positive relationships with children and young people in care

Implement experiences and care that is developmentally appropriate for the child and young person in care

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.

Implement strategies to support children and young people's life skills developmentmay include:

Budgeting plans

Allocation of age appropriate responsibilities

Modelling

Demonstration and participation in household responsibilities

Modelling and encouraging appropriate social skills

Promote the education achievementsmay include:

Reinforcing positive education achievements with verbal recognition

Providing tokens of recognition of a job well done

Displaying education work and outcomes in the home

Sharing the achievements with the family of origin

Implement strategies to encourage children to take pride in their own cultural identity, gender and abilities may include:

Providing resource to support cultural identity

Participating and actively enquiring about culture

Researching the particular customs and discussing these with children

Encourage other children care to embrace diversity

Encourage the participation in cultural celebrations

Expressions of separation anxiety for children and young people in foster care may include:

Aggressive outbursts

Withdrawal

Crying

Nightmares

Anxious

Anger

Depression

Running away

Behaviour management strategies may include:

Use of verbal and non-verbal positive reinforcement

Differentiation of individual needs

Shared decision-making

Inclusive language, attitudes and activities

Provision of equal opportunities for participation

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
Provide support for social, emotional, psychological and cognitive aspects of development of children and young people 
Identify the importance of individual attention for each child or young person which is responsive to his/her needs and development 
Provide emotional warmth, care and appropriate affection to children and young people 
Implement strategies to support children and young people's life skills development whilst in care 
Promote the education achievements of children and young people in foster care 
Implement strategies to encourage children to take pride in their own cultural identity, gender and abilities 
Implement strategies for children and young people to participate in and learn about their cultural, religious and language heritage 
Support the importance of sharing and safely storing memorabilia during placement 
Provide opportunities for children and young people to explore their individual strengths, interests and abilities 
Listen attentively to children and young people to encourage them to express their needs and feelings 
Recognise the different needs of children at different stages of development 
Recognise and respond to the expressions of separation anxiety for children and young people in foster care 
Support children and young people to be actively involved in decision-making that affects them 
Identify own responses that can impact on appropriate behaviour management 
Use behaviour management strategies that consider development and life experience of the child and young person 
Implement behaviour management strategies that are flexible and respond to changing situations 
Support the child and young person to access identified specialist services as required 
Advocate for specialist needs of children in foster care and ensure their needs are conveyed to relevant personnel 

Forms

Assessment Cover Sheet

CHCFOS402A - Promote positive development of children and young people in out of home care
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

CHCFOS402A - Promote positive development of children and young people in out of home care

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: