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

Consistency in performance should consider the range of clients and situations encountered in the workplace

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 may be assessed through a range of assessment activities that include workplace tasks.

Assessment should reflect the diversity of settings within which leisure and health work takes place and the range of client groups with whom leisure and health professionals work

Resources required include access to relevant workplace or simulated setting

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

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:

Human physical, social, and intellectual development across the lifespan

Human cognitive processes, including key aspects relating to:

memory

decision-making

reasoning

communicating

Key aspects of normal functioning and impaired cognition, including processes associated with acquired brain injury and dementia

Perceptions of illness, health and wellness and ways clients respond to illness, including trans-cultural differences in the ways people respond to illness

Definition, impacts and common perceptions of disability

Strategies for facilitating integration of a client with a disability or disabilities into leisure activities

Legislation which impact on leisure service delivery

Essential skills:

It is critical that the candidate demonstrate the ability to:

Apply knowledge of human development across the lifespan and human cognitive processes to the development of leisure activity programs

Identify perceptions of illness, health and wellness and ways clients respond to illness and common perceptions of disability

Develop a program of leisure activities to cater for the needs and interests of clients with specific cognitive abilities, such as clients with acquired brain injury / clients with dementia

Analyse how illness response behaviour impacts on other people

Develop a range of strategies to facilitate client integration into leisure activities

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.

Life stages include:

Infancy

Early childhood

Childhood

Adolescence

Early adulthood

Middle adulthood

Late adulthood

Very elderly

Stages of development may relate to:

Stages of physical development

Stages of psychosocial development

Stages of cognitive development

Psychosexual stages

Stages of moral development

Stages of ego development

Human cognitive processes refer to basic processes such as:

Reasoning

Decision-making

Communicating

Memory

Normal memory function

Impaired memory function

Key aspects of normal functioning cognition

Key aspects of impaired or abnormal cognition

Examples of impaired cognition include:

Concentration difficulties

Confusion

Disorientation

Dementia

Delirium

Delusions

Forgetfulness

Hallucinations

Learning disability

Intellectual disability

Medical conditions where clients may exhibit impaired cognition may include:

Dementia, including alzheimer's disease

Head injury

Huntington's disease

Parkinson's disease

Pick's disease

Alcohol abuse

Schizophrenia

Stroke

Perceptions of health and wellness include:

Defining health

Varying individual beliefs about health

The holistic nature of wellness

Difficulties in defining wellness

Factors impacting on wellness

Activities and factors attributed to health and wellness

Relationships between the concepts of wellness, health and illness

Wellness and health promotion

Perceptions of illness and illness behaviour include:

Varying perceptions of illness

Different ways people might respond to illness (illness behaviour)

Trans-cultural differences in illness behaviour

Perceptions of illness behaviour ranging from acceptable through to unacceptable

Ways carers might respond to clients' illness behaviours

People's beliefs about health and illness

Coping strategies

Perceptions of disability include:

Varying societal perceptions of disability

Ways these perceptions are reinforced (e.g. through media, adherence to medical model of care etc)

Impact of these perception on people with disability

Protective and inclusive legislation which impact on leisure service delivery

Strategies for facilitating inclusion