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Evidence Guide: CHCPROT502E - Undertake and implement planning with at-risk children and young people and their families

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

 

CHCPROT502E - Undertake and implement planning with at-risk children and young people and their families

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

Ensure clients receive services appropriate to their needs

  1. Convene and attend relevant meetings to share information
  2. Maintain effective working relationships with relevant agencies, service providers and professionals
  3. Clarify and document different roles to be played by relevant agencies, service providers and professionals
  4. Provide information and updates to relevant agencies, service providers and professionals on case management changes and progress
  5. Provide clients with information about the roles of different services available to them in accordance with organisation and legal requirements
  6. Make referrals as appropriate to meet the needs of children, young people and their families
Convene and attend relevant meetings to share information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain effective working relationships with relevant agencies, service providers and professionals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify and document different roles to be played by relevant agencies, service providers and professionals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information and updates to relevant agencies, service providers and professionals on case management changes and progress

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide clients with information about the roles of different services available to them in accordance with organisation and legal requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make referrals as appropriate to meet the needs of children, young people and their families

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement and review plan

  1. Prioritise and undertake work to assure needs of clients are met within timeframe
  2. Identify competing demands and work pressures and implement strategies to maintain a focus on the clients' needs
  3. Routinely engage child, family and others to review case plan in a supervised context
  4. Work within ethical and legislative guidelines
Prioritise and undertake work to assure needs of clients are met within timeframe

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify competing demands and work pressures and implement strategies to maintain a focus on the clients' needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Routinely engage child, family and others to review case plan in a supervised context

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work within ethical and legislative 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

This unit will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions

Assessment must include a number of clients with complex needs

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

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:

Assessment may include observations, questioning or evidence gathered from the workplace

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:

Legislative requirements and provisions relevant to area of service delivery and delegated responsibility

Accepted organisation procedures, systems and practice for client assessment and allocation of services

Accepted practices for delivery of services to particular clients

Issues affecting particular client groups including:

risk factors

vulnerability of child

history of abuse

parents perception of child

parents personal characteristics

social interaction

relationships and spouse

Essential skills:

It is critical that the candidate demonstrate the ability to:

Develop and implement case plans through collaboration with key stakeholders which assess and address key risk factors in families and reduce risk to the child/young person

Demonstrate skills in case management and inter-agency work

Develop collaborative relationships with child, family and other key stakeholders

Demonstrate understanding and use of case management tools

Demonstrate knowledge and utilisation of therapeutic models

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:

high level interpersonal skills

analysis and judgement

risk management

oral communication skills required to develop rapport with client

oral communications skills may include listening, asking questions, providing encouragement

language used may be English, sign language or community language depending on client group

Literacy competency required to fulfil the procedures of the organisation/service

language used may be English or community language depending on service/organisation

Effective use of relevant information technology in line with work health and safety (WHS) 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.

Communication will include with:

People with disabilities or where English in not the first language

People in particular communities

Different age and gender groups

Information includes:

Risk factors, prior history, family strengths

Review procedures include:

Departmental reviews

Court reviews

Review of child family and other stakeholders

Reports include:

Verbal

Written

Completion of proformas

Meeting reports