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Evidence Guide: CHCCS414A - Provide education and support on parenting, health and well being

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

 

CHCCS414A - Provide education and support on parenting, health and well being

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

Identify clients particular needs and interests in relation to health, well being and parenting

  1. Assess needs of client or group for education and support on health, well being and parenting
  2. Elicit key issues of concern to determine the nature and scope of education program to be provided
  3. Identify and plan for appropriate strategies to match client educational needs
  4. Seek additional assistance and expertise as required
  5. Identify and discuss resources required to support implementation of the program and changed practices
  6. Determine stage in client's decision to seek information or change
Assess needs of client or group for education and support on health, well being and parenting

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Elicit key issues of concern to determine the nature and scope of education program to be provided

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and plan for appropriate strategies to match client educational needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek additional assistance and expertise as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and discuss resources required to support implementation of the program and changed practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine stage in client's decision to seek information or change

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Lead a group to communicate about parenting

  1. Acknowledge what is working well with families and identify their strengths
  2. Outline stressors and how these impact on families capacity to function effectively
  3. Outline key knowledge and skill sets
  4. Encourage group members to share parental experiences and seek additional information and support as required
  5. Review current skills and expectations for skill development
  6. Ensure program delivery demonstrates responsiveness to the needs of the group and the community
  7. Ensure program content reflects current policy and practical application of theory
  8. Implement processes to ensure assessment of the skill, knowledge and attitudes of group is ongoing during the program
  9. Discuss parenting behaviour, attitudes and beliefs and how they have an impact on health and well being of children
Acknowledge what is working well with families and identify their strengths

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Outline stressors and how these impact on families capacity to function effectively

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Outline key knowledge and skill sets

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage group members to share parental experiences and seek additional information and support as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review current skills and expectations for skill development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure program delivery demonstrates responsiveness to the needs of the group and the community

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure program content reflects current policy and practical application of theory

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement processes to ensure assessment of the skill, knowledge and attitudes of group is ongoing during the program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss parenting behaviour, attitudes and beliefs and how they have an impact on health and well being of children

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and respond to group and individual needs

  1. Raise awareness of health and well being issue with clients not contemplating change
  2. Conduct brief motivational interview/ presentation to guide changes when required
  3. Ensure educational information and support is responsive to needs of individual and community
  4. Ensure program content reflects current policy and practical application of theory
  5. Undertake ongoing assessment of client skills, knowledge and attitudes during the program
Raise awareness of health and well being issue with clients not contemplating change

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct brief motivational interview/ presentation to guide changes when required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure educational information and support is responsive to needs of individual and community

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure program content reflects current policy and practical application of theory

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake ongoing assessment of client skills, knowledge and attitudes during the program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support the practice of new behaviours

  1. Encourage participants to develop an active support network during the program
  2. Support modelling of effective parenting techniques and healthy lifestyle
  3. Provide clear feedback on progress in skill development to participants
  4. Encourage participants to access further development options as required
  5. Identify issues that may require referral to professional support and discuss with the client
Encourage participants to develop an active support network during the program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support modelling of effective parenting techniques and healthy lifestyle

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide clear feedback on progress in skill development to participants

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage participants to access further development options as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify issues that may require referral to professional support and discuss with the client

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

Evidence must include observation of performance in the work environment or in a simulated work setting

Evidence must include demonstration over a period of time to ensure consistency of performance

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 delivered and assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resource requirements for assessment include access to:

an appropriate workplace where assessment can be conducted or simulation of realistic workplace setting for assessment

equipment and resources normally used in the workplace

Method of assessment:

Observations

Questioning

Evidence gathered from the workplace environment

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:

Demonstrated understanding of stages of child development

Healthy lifestyle and the effect of an unhealthy lifestyle, including bit not limited to the impact of childhood obesity (physical and psychological effects)

Nutrition and a healthy diet

Impact of positive parenting in regards to formation of healthy lifestyle behaviours of children

How to plan and evaluate a community education program

Essential skills:

It is critical that the candidate demonstrate the ability to:

Plan a community program

Facilitate a group education session

Communicate to specific groups, key principles and practices related to:

healthy lifestyle

nutrition and a healthy diet

effective parenting techniques

child development

infection control

promoting child development

safety and supervision 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:

Demonstrate high level and effective communication including in a multi cultural context

Demonstrate skills in leadership and change management

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.

Stressors within the community that may have specific impact on families include:

Financial

Employment

Alcohol and other drugs issues

Accommodation and homelessness

Risk of abuse, neglect and harm

Access to education

Key knowledge and skill sets:

Stages in child development

Importance of supporting the early years to ensure subsequent educational success

Relationship development and management

Impact on the health of individuals and communities of neglect, violence and abuse

Impact on the health of individuals and communities of alcohol and drugs

Nutrition and food handling

Models of parenting

Features of a healthy lifestyle

Indicators of well being

Active support network may include:

Others within the local community

'Virtual' communities linked by Information Technology

Community leaders and elders

Other parents

Family members

Local community groups and play groups

Special interest groups