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Evidence Guide: CHCPRT013 - Support the progress and development of young people

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

 

CHCPRT013 - Support the progress and development of young people

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

Elements define the essential outcomes.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Maintain supportive contact with young people

  1. Conduct interactions with young people in a fair, just, humane and positive manner
  2. Use communication strategies with individuals for effective interaction and problem-solving, considering cultural sensitivities and adapting style and language to accommodate different cultural values and practices
  3. Identify potential causes of conflict and use a range of appropriate and effective defusing responses
  4. Use negotiation techniques to divert and minimise aggressive behaviour
  5. Examine cause and effect and encourage appropriate responsibility and accountability for behaviour and its outcomes
Conduct interactions with young people in a fair, just, humane and positive manner

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use communication strategies with individuals for effective interaction and problem-solving, considering cultural sensitivities and adapting style and language to accommodate different cultural values and practices

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify potential causes of conflict and use a range of appropriate and effective defusing responses

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use negotiation techniques to divert and minimise aggressive behaviour

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Examine cause and effect and encourage appropriate responsibility and accountability for behaviour and its outcomes

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Monitor needs, risks and progress of young people

  1. Use formal and informal methods to observe, monitor and gather information about individual and group behaviour
  2. Assess behaviour for potential conflict and use a range of preventative and defusing strategies
  3. Investigate behaviour and interactions in a fair, objective and consistent manner
  4. Check information received from others for accuracy and determine the response which is consistent with the issues and their seriousness
  5. Make decisions on actions that are consistent with all available evidence and organisation practice/procedures
  6. Seek specialist advice and make referrals where required
Use formal and informal methods to observe, monitor and gather information about individual and group behaviour

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assess behaviour for potential conflict and use a range of preventative and defusing strategies

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Investigate behaviour and interactions in a fair, objective and consistent manner

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Check information received from others for accuracy and determine the response which is consistent with the issues and their seriousness

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Make decisions on actions that are consistent with all available evidence and organisation practice/procedures

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Seek specialist advice and make referrals where required

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide positive opportunities for behaviour change

  1. Encourage and assist young people to maintain contact with family, friends and support according to services and resources available
  2. Assist contacts between young people and networks in the community according to organisation procedures
  3. Refer young people and family to community services and suitable specialists according to the nature and urgency of needs
  4. Make contact with family and friends/supporters in accordance with young person’s interests, and organisation practice
  5. Assist young people to develop and maintain positive attitudes and appropriate relationships with staff, services, agencies and with personal supporters
  6. Encourage young people to manage themselves and their development and relationships confidently and productively
Encourage and assist young people to maintain contact with family, friends and support according to services and resources available

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assist contacts between young people and networks in the community according to organisation procedures

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Refer young people and family to community services and suitable specialists according to the nature and urgency of needs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Make contact with family and friends/supporters in accordance with young person’s interests, and organisation practice

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assist young people to develop and maintain positive attitudes and appropriate relationships with staff, services, agencies and with personal supporters

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Encourage young people to manage themselves and their development and relationships confidently and productively

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assist young people to manage risks

  1. Challenge unacceptable behaviour and clearly outline options and opportunities to change with positive encouragement
  2. Confirm the implications of risk-taking behaviour clearly, calmly and objectively
  3. Use restraining techniques only according to organisation’s policies and procedures and discontinue as soon as procedures specify.
  4. Provide reports of incidents arising from risk-taking and unacceptable behaviour that are accurate, clear and comply with procedures
  5. Report on the appropriateness and effectiveness of the use of behaviour management strategies clearly and accurately in review and debriefing
  6. Select strategies and responses for their potential to provide role models and examples of confident, assertive behaviour
  7. Carry out intervention strategies according to an analysis of the situation and organisation policies and procedures
  8. Use opportunities to acknowledge and reward positive progress in behaviour and relationships
Challenge unacceptable behaviour and clearly outline options and opportunities to change with positive encouragement

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Confirm the implications of risk-taking behaviour clearly, calmly and objectively

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use restraining techniques only according to organisation’s policies and procedures and discontinue as soon as procedures specify.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide reports of incidents arising from risk-taking and unacceptable behaviour that are accurate, clear and comply with procedures

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Report on the appropriateness and effectiveness of the use of behaviour management strategies clearly and accurately in review and debriefing

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Select strategies and responses for their potential to provide role models and examples of confident, assertive behaviour

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Carry out intervention strategies according to an analysis of the situation and organisation policies and procedures

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use opportunities to acknowledge and reward positive progress in behaviour and relationships

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Maintain supportive contact with young people

1.1 Conduct interactions with young people in a fair, just, humane and positive manner

1.2 Use communication strategies with individuals for effective interaction and problem-solving, considering cultural sensitivities and adapting style and language to accommodate different cultural values and practices

1.3 Identify potential causes of conflict and use a range of appropriate and effective defusing responses

1.4 Use negotiation techniques to divert and minimise aggressive behaviour

1.5 Examine cause and effect and encourage appropriate responsibility and accountability for behaviour and its outcomes

2. Monitor needs, risks and progress of young people

2.1 Use formal and informal methods to observe, monitor and gather information about individual and group behaviour

2.2 Assess behaviour for potential conflict and use a range of preventative and defusing strategies

2.3 Investigate behaviour and interactions in a fair, objective and consistent manner

2.4 Check information received from others for accuracy and determine the response which is consistent with the issues and their seriousness

2.5 Make decisions on actions that are consistent with all available evidence and organisation practice/procedures

2.6 Seek specialist advice and make referrals where required

3. Provide positive opportunities for behaviour change

3.1 Encourage and assist young people to maintain contact with family, friends and support according to services and resources available

3.2 Assist contacts between young people and networks in the community according to organisation procedures

3.3 Refer young people and family to community services and suitable specialists according to the nature and urgency of needs

3.4 Make contact with family and friends/supporters in accordance with young person’s interests, and organisation practice

3.5 Assist young people to develop and maintain positive attitudes and appropriate relationships with staff, services, agencies and with personal supporters

3.6 Encourage young people to manage themselves and their development and relationships confidently and productively

4. Assist young people to manage risks

4.1 Challenge unacceptable behaviour and clearly outline options and opportunities to change with positive encouragement

4.2 Confirm the implications of risk-taking behaviour clearly, calmly and objectively

4.3 Use restraining techniques only according to organisation’s policies and procedures and discontinue as soon as procedures specify.

4.4 Provide reports of incidents arising from risk-taking and unacceptable behaviour that are accurate, clear and comply with procedures

4.5 Report on the appropriateness and effectiveness of the use of behaviour management strategies clearly and accurately in review and debriefing

4.6 Select strategies and responses for their potential to provide role models and examples of confident, assertive behaviour

4.7 Carry out intervention strategies according to an analysis of the situation and organisation policies and procedures

4.8 Use opportunities to acknowledge and reward positive progress in behaviour and relationships

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Maintain supportive contact with young people

1.1 Conduct interactions with young people in a fair, just, humane and positive manner

1.2 Use communication strategies with individuals for effective interaction and problem-solving, considering cultural sensitivities and adapting style and language to accommodate different cultural values and practices

1.3 Identify potential causes of conflict and use a range of appropriate and effective defusing responses

1.4 Use negotiation techniques to divert and minimise aggressive behaviour

1.5 Examine cause and effect and encourage appropriate responsibility and accountability for behaviour and its outcomes

2. Monitor needs, risks and progress of young people

2.1 Use formal and informal methods to observe, monitor and gather information about individual and group behaviour

2.2 Assess behaviour for potential conflict and use a range of preventative and defusing strategies

2.3 Investigate behaviour and interactions in a fair, objective and consistent manner

2.4 Check information received from others for accuracy and determine the response which is consistent with the issues and their seriousness

2.5 Make decisions on actions that are consistent with all available evidence and organisation practice/procedures

2.6 Seek specialist advice and make referrals where required

3. Provide positive opportunities for behaviour change

3.1 Encourage and assist young people to maintain contact with family, friends and support according to services and resources available

3.2 Assist contacts between young people and networks in the community according to organisation procedures

3.3 Refer young people and family to community services and suitable specialists according to the nature and urgency of needs

3.4 Make contact with family and friends/supporters in accordance with young person’s interests, and organisation practice

3.5 Assist young people to develop and maintain positive attitudes and appropriate relationships with staff, services, agencies and with personal supporters

3.6 Encourage young people to manage themselves and their development and relationships confidently and productively

4. Assist young people to manage risks

4.1 Challenge unacceptable behaviour and clearly outline options and opportunities to change with positive encouragement

4.2 Confirm the implications of risk-taking behaviour clearly, calmly and objectively

4.3 Use restraining techniques only according to organisation’s policies and procedures and discontinue as soon as procedures specify.

4.4 Provide reports of incidents arising from risk-taking and unacceptable behaviour that are accurate, clear and comply with procedures

4.5 Report on the appropriateness and effectiveness of the use of behaviour management strategies clearly and accurately in review and debriefing

4.6 Select strategies and responses for their potential to provide role models and examples of confident, assertive behaviour

4.7 Carry out intervention strategies according to an analysis of the situation and organisation policies and procedures

4.8 Use opportunities to acknowledge and reward positive progress in behaviour and relationships