CHCPRT013 - Support the progress and development of young people
Assessor Resource
CHCPRT013 Support the progress and development of young people
Assessment tool
Version 1.0 Issue Date: April 2024
This unit describes the skills and knowledge required to support the development of young people, and to support responsibility for behaviour management and change.
This unit applies to staff working in a statutory context and staff supervising young people in community programs and agencies.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
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.
ELEMENT
PERFORMANCE CRITERIA
Elements define the essential outcomes.
Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Maintain supportive contact with young people
1.1 Conduct interactions with young people in a fair, just, humane and positive manner
1.2 Use communication strategies with individuals for effective interaction and problem-solving, considering cultural sensitivities and adapting style and language to accommodate different cultural values and practices
1.3 Identify potential causes of conflict and use a range of appropriate and effective defusing responses
1.4 Use negotiation techniques to divert and minimise aggressive behaviour
1.5 Examine cause and effect and encourage appropriate responsibility and accountability for behaviour and its outcomes
2. Monitor needs, risks and progress of young people
2.1 Use formal and informal methods to observe, monitor and gather information about individual and group behaviour
2.2 Assess behaviour for potential conflict and use a range of preventative and defusing strategies
2.3 Investigate behaviour and interactions in a fair, objective and consistent manner
2.4 Check information received from others for accuracy and determine the response which is consistent with the issues and their seriousness
2.5 Make decisions on actions that are consistent with all available evidence and organisation practice/procedures
2.6 Seek specialist advice and make referrals where required
3. Provide positive opportunities for behaviour change
3.1 Encourage and assist young people to maintain contact with family, friends and support according to services and resources available
3.2 Assist contacts between young people and networks in the community according to organisation procedures
3.3 Refer young people and family to community services and suitable specialists according to the nature and urgency of needs
3.4 Make contact with family and friends/supporters in accordance with young person’s interests, and organisation practice
3.5 Assist young people to develop and maintain positive attitudes and appropriate relationships with staff, services, agencies and with personal supporters
3.6 Encourage young people to manage themselves and their development and relationships confidently and productively
4. Assist young people to manage risks
4.1 Challenge unacceptable behaviour and clearly outline options and opportunities to change with positive encouragement
4.2 Confirm the implications of risk-taking behaviour clearly, calmly and objectively
4.3 Use restraining techniques only according to organisation’s policies and procedures and discontinue as soon as procedures specify.
4.4 Provide reports of incidents arising from risk-taking and unacceptable behaviour that are accurate, clear and comply with procedures
4.5 Report on the appropriateness and effectiveness of the use of behaviour management strategies clearly and accurately in review and debriefing
4.6 Select strategies and responses for their potential to provide role models and examples of confident, assertive behaviour
4.7 Carry out intervention strategies according to an analysis of the situation and organisation policies and procedures
4.8 Use opportunities to acknowledge and reward positive progress in behaviour and relationships
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.
ELEMENT
PERFORMANCE CRITERIA
Elements define the essential outcomes.
Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Maintain supportive contact with young people
1.1 Conduct interactions with young people in a fair, just, humane and positive manner
1.2 Use communication strategies with individuals for effective interaction and problem-solving, considering cultural sensitivities and adapting style and language to accommodate different cultural values and practices
1.3 Identify potential causes of conflict and use a range of appropriate and effective defusing responses
1.4 Use negotiation techniques to divert and minimise aggressive behaviour
1.5 Examine cause and effect and encourage appropriate responsibility and accountability for behaviour and its outcomes
2. Monitor needs, risks and progress of young people
2.1 Use formal and informal methods to observe, monitor and gather information about individual and group behaviour
2.2 Assess behaviour for potential conflict and use a range of preventative and defusing strategies
2.3 Investigate behaviour and interactions in a fair, objective and consistent manner
2.4 Check information received from others for accuracy and determine the response which is consistent with the issues and their seriousness
2.5 Make decisions on actions that are consistent with all available evidence and organisation practice/procedures
2.6 Seek specialist advice and make referrals where required
3. Provide positive opportunities for behaviour change
3.1 Encourage and assist young people to maintain contact with family, friends and support according to services and resources available
3.2 Assist contacts between young people and networks in the community according to organisation procedures
3.3 Refer young people and family to community services and suitable specialists according to the nature and urgency of needs
3.4 Make contact with family and friends/supporters in accordance with young person’s interests, and organisation practice
3.5 Assist young people to develop and maintain positive attitudes and appropriate relationships with staff, services, agencies and with personal supporters
3.6 Encourage young people to manage themselves and their development and relationships confidently and productively
4. Assist young people to manage risks
4.1 Challenge unacceptable behaviour and clearly outline options and opportunities to change with positive encouragement
4.2 Confirm the implications of risk-taking behaviour clearly, calmly and objectively
4.3 Use restraining techniques only according to organisation’s policies and procedures and discontinue as soon as procedures specify.
4.4 Provide reports of incidents arising from risk-taking and unacceptable behaviour that are accurate, clear and comply with procedures
4.5 Report on the appropriateness and effectiveness of the use of behaviour management strategies clearly and accurately in review and debriefing
4.6 Select strategies and responses for their potential to provide role models and examples of confident, assertive behaviour
4.7 Carry out intervention strategies according to an analysis of the situation and organisation policies and procedures
4.8 Use opportunities to acknowledge and reward positive progress in behaviour and relationships
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
Conduct interactions with young people in a fair, just, humane and positive manner
Use communication strategies with individuals for effective interaction and problem-solving, considering cultural sensitivities and adapting style and language to accommodate different cultural values and practices
Identify potential causes of conflict and use a range of appropriate and effective defusing responses
Use negotiation techniques to divert and minimise aggressive behaviour
Examine cause and effect and encourage appropriate responsibility and accountability for behaviour and its outcomes
Use formal and informal methods to observe, monitor and gather information about individual and group behaviour
Assess behaviour for potential conflict and use a range of preventative and defusing strategies
Investigate behaviour and interactions in a fair, objective and consistent manner
Check information received from others for accuracy and determine the response which is consistent with the issues and their seriousness
Make decisions on actions that are consistent with all available evidence and organisation practice/procedures
Seek specialist advice and make referrals where required
Encourage and assist young people to maintain contact with family, friends and support according to services and resources available
Assist contacts between young people and networks in the community according to organisation procedures
Refer young people and family to community services and suitable specialists according to the nature and urgency of needs
Make contact with family and friends/supporters in accordance with young person’s interests, and organisation practice
Assist young people to develop and maintain positive attitudes and appropriate relationships with staff, services, agencies and with personal supporters
Encourage young people to manage themselves and their development and relationships confidently and productively
Challenge unacceptable behaviour and clearly outline options and opportunities to change with positive encouragement
Confirm the implications of risk-taking behaviour clearly, calmly and objectively
Use restraining techniques only according to organisation’s policies and procedures and discontinue as soon as procedures specify.
Provide reports of incidents arising from risk-taking and unacceptable behaviour that are accurate, clear and comply with procedures
Report on the appropriateness and effectiveness of the use of behaviour management strategies clearly and accurately in review and debriefing
Select strategies and responses for their potential to provide role models and examples of confident, assertive behaviour
Carry out intervention strategies according to an analysis of the situation and organisation policies and procedures
Use opportunities to acknowledge and reward positive progress in behaviour and relationships
Forms
Assessment Cover Sheet
CHCPRT013 - Support the progress and development of young people
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:
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Date:
Assessment Record Sheet
CHCPRT013 - Support the progress and development of young people
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