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Evidence Guide: CHCPROM503A - Provide community focused promotion and prevention 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

 

CHCPROM503A - Provide community focused promotion and prevention strategies

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

Determine promotion and prevention strategies relevant to the specific community

  1. Consult with relevant individuals and groups to determine the nature and priority of promotion and prevention strategies
  2. Conduct research to determine established and available promotion and prevention resources
  3. Identify promotion and prevention requirements that have no established and available resources
  4. Determine resource requirements to develop, adapt and implement promotion and prevention strategies
  5. Determine specific expertise and information required to develop, adapt and implement promotion and prevention strategies
  6. Prioritise promotion and prevention strategies, where necessary, based on community need and available resources
  7. Determine budget necessary to develop, adapt and implement promotion and prevention strategies
  8. Develop a promotion and prevention plan, noting resources, contacts and timeframes
Consult with relevant individuals and groups to determine the nature and priority of promotion and prevention strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct research to determine established and available promotion and prevention resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify promotion and prevention requirements that have no established and available resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine resource requirements to develop, adapt and implement promotion and prevention strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine specific expertise and information required to develop, adapt and implement promotion and prevention strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prioritise promotion and prevention strategies, where necessary, based on community need and available resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine budget necessary to develop, adapt and implement promotion and prevention strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a promotion and prevention plan, noting resources, contacts and timeframes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare for promotion and prevention activities

  1. Determine desired outcomes of promotion and prevention activities
  2. Confirm the desired outcomes with relevant stakeholders
  3. Confirm nature and extent of promotion and prevention activities with relevant stakeholders
  4. Confirm timeframes for promotion and prevention activities with stakeholders
  5. Amend identified promotion and prevention needs, where necessary, to address stakeholder feedback
  6. Adapt established and available promotion and prevention resources where necessary
  7. Develop promotion and prevention resources that are not already available
Determine desired outcomes of promotion and prevention activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm the desired outcomes with relevant stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm nature and extent of promotion and prevention activities with relevant stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm timeframes for promotion and prevention activities with stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Amend identified promotion and prevention needs, where necessary, to address stakeholder feedback

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adapt established and available promotion and prevention resources where necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop promotion and prevention resources that are not already available

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct promotion and prevention activities

  1. Conduct prevention activities according to the promotion and prevention plan
  2. Gather feedback on the immediate impact of the activity
  3. Amend activities based on feedback, where necessary
Conduct prevention activities according to the promotion and prevention plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gather feedback on the immediate impact of the activity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Amend activities based on feedback, where necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report and document information

  1. Document information about activities according to the organisation's protocols
  2. Observe privacy and confidentiality requirements when reporting feedback
  3. Use appropriate terminology to document consumer response, outcomes and identified problems related to prevention strategies
Document information about activities according to the organisation's protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe privacy and confidentiality requirements when reporting feedback

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate terminology to document consumer response, outcomes and identified problems related to prevention strategies

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 on the job or in a simulated workplace under the normal range of conditions

Consistency in performance should consider the requirements of the particular workplace context

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 of this unit include access to a workplace or simulated workplace where assessment may occur

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

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:

Mental health and its perception in the community

Alcohol and other drugs (AOD) and its perception in the community

The impact of stigma on client, family and relevant others

The importance of promotion and prevention in the health and recovery continuum

A range of promotional strategies and their effective use

Feedback mechanisms

A range of promotional resources

Essential skills:

It is critical that the candidate demonstrate the ability to:

Engage community members in prevention and promotional activities

Match promotional and prevention strategies to target audience

Secure and/or develop promotional and prevention resources

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 including:

budget development and management

planning

time management and organisation

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.

Relevant individuals and groups may include:

Community groups

Community clubs

Schools

Local government

Health services

Established and available promotion and prevention resources may include

Pamphlets

DVDs

Booklets

Posters

Expertise and information required to develop, adapt and implement promotion and prevention strategies may include:

Mental health knowledge

Alcohol and other drugs (AOD) knowledge

Community knowledge

Specific target audience knowledge

Promotional production knowledge and skills

Graphic design knowledge and skills