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Evidence Guide: CHCCSL507A - Support clients in decision-making processes

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

 

CHCCSL507A - Support clients in decision-making processes

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

Assist clients in clarifying their aims and requirements

  1. Clearly explain to clients the policy on record-keeping and confidentiality
  2. Encourage clients to identify and explore overall aims, requirements, and ideas for meeting them
  3. Encourage clients to feel at ease and express themselves
  4. Identify practical goals and requirements, and discuss with clients how these might be modified
  5. Identify with clients potential courses of action for meeting individual aims and requirements
  6. Where aims and requirements of clients cannot be met, refer clients to appropriate alternative sources of guidance and support
  7. Identify indicators of client issues requiringreferral and report or refer appropriately, in line with organisation requirements
Clearly explain to clients the policy on record-keeping and confidentiality

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Encourage clients to identify and explore overall aims, requirements, and ideas for meeting them

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Encourage clients to feel at ease and express themselves

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify practical goals and requirements, and discuss with clients how these might be modified

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify with clients potential courses of action for meeting individual aims and requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Where aims and requirements of clients cannot be met, refer clients to appropriate alternative sources of guidance and support

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify indicators of client issues requiringreferral and report or refer appropriately, in line with organisation requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Enable clients to explore possible courses of action

  1. Explore with clients factors which could influence the preference for and ability to achieve a course of action
  2. Explore with clients features of and likely consequences of possible courses of action
  3. Check client understanding of what is involved in each course of action
  4. Help clients to assess advantages and disadvantages of each possible course of action, and their overall appropriateness for meeting particular client requirements
  5. Encourage clients to decide on a course of action and to consider alternatives which could be used if necessary
  6. Document decisions and agreed support within organisation guidelines
Explore with clients factors which could influence the preference for and ability to achieve a course of action

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Explore with clients features of and likely consequences of possible courses of action

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Check client understanding of what is involved in each course of action

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Help clients to assess advantages and disadvantages of each possible course of action, and their overall appropriateness for meeting particular client requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Encourage clients to decide on a course of action and to consider alternatives which could be used if necessary

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Document decisions and agreed support within organisation guidelines

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 of competency in this unit will need to be assessed over a period of time in order to gather evidence of performance

This will include contexts applicable to the work environment, such as actual or simulated workplace situations involving a combination of direct, indirect and supplementary forms of evidence

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 or an environment capable of accurately simulating the workplace for assessment purposes

Method of assessment:

For valid and reliable assessment of this unit, competency should be demonstrated in a range of situations which may include:

observation of performance in an actual workplace or in a setting that realistically simulates work conditions:

observation should include key aspects described in elements, performance criteria and relevant aspects of the Range Statement of the unit

where face-to-face observation is not possible, video recordings may be provided

candidate's critique of their 'performance' to demonstrate cognitive understanding of theory

written questioning

relevant case studies and/or scenarios

role play

focused discussion

Related units:

This unit is recommended to be assessed in conjunction with related unit:

CHCCSL501A Work within a structured counselling process

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:

Referral protocols

Necessary self awareness including:

role within the organisation

limits of competence and responsibility

personal strengths and limitations

individual needs for support and supervision

capacity to be non-judgemental and/or difficulty with this

Agency/organisation model/s of counselling and intervention

Indication of physical or mental ill health

Key and major psychology theories

Obstacles to counselling process

Human life stage development

Policy and principles and procedures to secure and maintain confidentiality including note-taking, record and log keeping and identity protection

Relevant legislation and ethical code of practice

Development of a range of possible interventions

Essential skills:

It is critical that the candidate demonstrate the ability to:

Work within the counselling framework.

Managing own values so they do not impede effective work and managing the stress of the work

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 application of skills in:

problem solving

counselling processes and methods

respect for client strengths or particular needs

capacity to maintain and critique realistic limits for agency service and client expectations

Maintain documentation as required, including effective use of relevant information technology in line with occupational health and safety (OHS) guidelines

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.

Referral may include to specialist services/agencies such as:

Medical

Psychiatric

Grief and Loss

Various compulsions (such as gambling)

Financial counselling

Client issues requiring referral may include, but are not limited to:

Indicators relating to potential:

Child protection issues

Suicide prevention/intervention

Domestic and family violence

Mental health issues

Alcohol and other drugs issues