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Evidence Guide: CHCCS404B - Facilitate family intervention strategies

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

 

CHCCS404B - Facilitate family intervention strategies

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

Assess needs of families in the community

  1. Assess family's level of need having regard to broad social and cultural perspectives in the area
  2. Ensure assessment includes criteria relevant to needs of culturally and linguistically diverse families, Aboriginal families and families from diverse socioeconomic backgrounds
  3. Apply the family law framework as an integrated part of family
  4. Utilise appropriate assessment tools to obtain information about the needs of families within a specific community
  5. Consult industry networks to inform assessment of the needs of families in the community
Assess family's level of need having regard to broad social and cultural perspectives in the area

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure assessment includes criteria relevant to needs of culturally and linguistically diverse families, Aboriginal families and families from diverse socioeconomic backgrounds

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply the family law framework as an integrated part of family

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Utilise appropriate assessment tools to obtain information about the needs of families within a specific community

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult industry networks to inform assessment of the needs of families in the community

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate the delivery of a family inclusive service

  1. Ensure demographic research informs response to community needs for early family intervention
  2. Develop and implement organisation guidelines containing current polices for early family intervention and crisis support
  3. Provide educational services to facilitate sound parenting practices
  4. Ensure the process of service delivery aims to increase active and positive participation of families in the community
Ensure demographic research informs response to community needs for early family intervention

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and implement organisation guidelines containing current polices for early family intervention and crisis support

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide educational services to facilitate sound parenting practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure the process of service delivery aims to increase active and positive participation of families in the community

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review and monitor practice

  1. Monitor approaches to family support service delivery and programs and adjust procedures to ensure ongoing effectiveness
  2. Ensure programs and procedures incorporate changes to address consumer and other feedback
Monitor approaches to family support service delivery and programs and adjust procedures to ensure ongoing effectiveness

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure programs and procedures incorporate changes to address consumer and other feedback

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

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:

Assessment may take place during a training workshop or in the workplace, depending on the mode of delivery

Method of assessment:

Assessment should include a combination of methods such as:

Observation and listening

Individual/group discussion

Discussion of participants' self-assessment and evaluation

Assessment of written exercises, displays and presentations

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:

Models of family intervention theory and practice

Family intervention strategies, scope and process

The wider physical, social, community and cultural environment within which the client lives

Needs of Aboriginal and/or Torres Strait Islander families

Cultural and linguistic diversity within a specific community

Options to support behaviour change

Community capacity building and community development

Referral resources

Importance of confidentiality and privacy

Organisation policies and procedures for record-keeping and security

Workplace code of conduct or code of practice

Occupational health and safety guidelines

Essential skills:

It is critical that the candidate demonstrate the ability to:

Undertake, implement and evaluate an assessment of family need

Demonstrate interpersonal communication, including ability to listen, observe, speak and behave in a respectful and sensitive manner:

it is necessary for the worker's manner to be non-judgemental and non-confrontational

this ability is crucial as the health information shared may be confronting to the client

language used may be English or a community language depending on the client and worker

Screen and assess client needs

Demonstrate facilitation and negotiation to the level required to achieve change in the community

Apply literacy competence required to satisfy record-keeping and referral requirements

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.

Assess family's level of need includes:

Range of possible assessment methods
(e.g. interviews)

Ethical issues in assessment (e.g. confidentiality)

Identifying 'needs'

Recognising diversity within a community in relation to needs

Networks may include:

Development of networks relevant to a particular community

Referral networks

Consultation mechanisms

Needs of families include:

Range and scope of 'parenting skills'

Factors which promote/inhibit parenting skills

Cultural differences in parenting

Impact of gender expectations

Psychosocial developmental needs of children

Crisis support includes:

Crisis intervention methods

Community resources

Prioritising needs

Utilising family strengths to resolve crises