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Evidence Guide: CHCCN520C - Advocate for the rights and needs of children and young people

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCCN520C - Advocate for the rights and needs of children and young people

What evidence can you provide to prove your understanding of each of the following citeria?

Advocate for the child about a specific right or need

  1. Strongly represent the child's rights and needs to those involved
  2. Seek the child's point of view and represent it clearly to those involved
  3. Clarify the issue, focus on it and address it with relevant others
  4. Negotiate options with the child and others involved
  5. Collect comprehensive background information and evidence and present it clearly
  6. Identify and discuss competing rights
  7. Use assertive and persistent communication when required
Strongly represent the child's rights and needs to those involved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek the child's point of view and represent it clearly to those involved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify the issue, focus on it and address it with relevant others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate options with the child and others involved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collect comprehensive background information and evidence and present it clearly

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and discuss competing rights

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use assertive and persistent communication when required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote the rights, interests and needs of children

  1. Widely promote the rights of children
  2. Challenge people to act in ways that further children's rights/interests/needs as appropriate
  3. Promptly investigate reports of breaches or suspected breaches of children's rights within the service
Widely promote the rights of children

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Challenge people to act in ways that further children's rights/interests/needs as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promptly investigate reports of breaches or suspected breaches of children's rights within the service

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Challenge stereotypes

  1. Challenge stereotypes about children when they are communicated
  2. Challenge unrealistically high or low expectations about children's behaviour
  3. Provide information to challenge stereotypes
  4. Promote children's abilities
Challenge stereotypes about children when they are communicated

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Challenge unrealistically high or low expectations about children's behaviour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information to challenge stereotypes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote children's abilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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 best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions

Consistency in performance is best assessed for a range of age groups, a small range of advocacy issues and over a number of assessment situations

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:

a childcare workplace

children's services, resources and equipment

the local environment

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects of this unit 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

Required Skills and Knowledge

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:

Statements of rights

Advocacy approach and advocacy services including self advocacy approach

Awareness of discriminatory actions

An understanding of the vulnerability of children to exploitation

Referral procedures

Empowerment principles and strategies

Organisation standards, policies and procedures

Essential skills:

It is critical that the candidate demonstrate the ability to:

Advocate or promote the rights and needs 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:

Apply high level communication skills in:

listening

focusing

empathy

negotiating

probing

clarifying information

providing clear information

influencing

assertiveness

Demonstrate responsiveness and sensitivity to child's concerns, rights and responsibilities

Demonstrate sensitivity to parent's concerns, rights and responsibilities

Demonstrate application of skills in:

problem solving

seeking appropriate advice

Range Statement

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.

Advocacy on behalf of the child may be directed to:

Other workers

Parents

Schools

Management of services

Family members

Community members

Government departments

Rights include:

Right to be heard and believed

Continuity of care

A safe environment

To be accepted

Freedom from criminal acts

Protection from abuse

Protection of their property

Freedom from discrimination

Needs include:

Health

Emotional and psychological well being

Social participation and development

Development of skills and abilities

Development of personal and cultural identity

Safety

Concerns include:

Troubles and issues expressed by the child such as unmet needs, worries, family problems, practical difficulties and social issues

Stereotypes include those in relation to:

Disabilities

Gender

Culture and race

Familial expectations

Cultural expectations about children's place/abilities

Family structure/composition

Appearance

Challenging stereotypes may be via:

Allaying concerns based on misunderstanding

Providing information to parents and others about the range of expectations about children

Interpreting children's behaviour in a different way