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Evidence Guide: CHCPW405A - Promote and facilitate self advocacy

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

 

CHCPW405A - Promote and facilitate self advocacy

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

Elements define the essential outcomes of a unit of competency.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist individuals or groups to identify their issues, rights and preferred options

  1. Apply strategic questioning to clarify advocacy issues
  2. Provide informationon self advocacy in relation to individual or group issues
  3. Assist individual or group to identify their own needs and rights and to determine if their rights are being infringed or are not being met
  4. Work with individuals or groups to evaluate and negotiate advocacy options
  5. Document advocacy options according to organisation’s requirements
Apply strategic questioning to clarify advocacy issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide informationon self advocacy in relation to individual or group issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist individual or group to identify their own needs and rights and to determine if their rights are being infringed or are not being met

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with individuals or groups to evaluate and negotiate advocacy options

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document advocacy options according to organisation’s requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Enable individuals to gain self-advocacy skills

  1. Build a shared understanding about advocacy issues and choices available
  2. Identify potential barriers and relevant strategies to overcome them
  3. Collaboratively develop an individual’s self-advocacy strategy and arguments
  4. Provide opportunities for practicing self-advocacy
  5. Identify and utilise self-advocacy resources
  6. Support individuals to document the circumstances and events relevant to the advocacy situation
  7. Be present while the person self advocates on request
Build a shared understanding about advocacy issues and choices available

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify potential barriers and relevant strategies to overcome them

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collaboratively develop an individual’s self-advocacy strategy and arguments

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide opportunities for practicing self-advocacy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and utilise self-advocacy resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support individuals to document the circumstances and events relevant to the advocacy situation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Be present while the person self advocates on request

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow up and support individuals after self-advocacy

  1. Follow up and reflect with the individual on the self-advocacy process and outcomes
  2. Identify further strategies and next steps if required
  3. Provide additional advocacy support when needed to individuals to further enhance their self-advocacy efforts
Follow up and reflect with the individual on the self-advocacy process and outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify further strategies and next steps if required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide additional advocacy support when needed to individuals to further enhance their self-advocacy efforts

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote self-advocacy

  1. Promote the right of individuals to self-advocate
  2. Encourage a culture of self-advocacy and dignity of risk
  3. Develop relevant promotional material about self-advocacy
  4. Raise awareness about barriers to self-advocacy
Promote the right of individuals to self-advocate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage a culture of self-advocacy and dignity of risk

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop relevant promotional material about self-advocacy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Raise awareness about barriers to self-advocacy

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

The candidate must show evidence that they have promoted and encouraged self advocacy in others within a mental health 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 and linguistically 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

In recognition of particular issues facing culturally and linguistically [CALD] diverse communities, workers should be aware of cultural and current issues impacting on CALD groups

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on culturally and linguistically diverse 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, 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 perform task skills; task management skills; contingency management skills and job/role environment skills as outlined in elements and performance criteria of this unit

These include sufficient knowledge of the following areas to undertake the role outlined:

History, values, central philosophies and context of advocacy and self-advocacy

Self-advocacy approaches and options including group and individual advocacy

Referral options and resources available to support self-advocacy

Differences between negotiation, advocacy, mediation, facilitation and conciliation

Barriers to self-advocacy and strategies for overcoming barriers

Social justice principles including human rights, self-determination, access and equity, and empowerment

Impacts of stigma, prejudice and discrimination

Organisation policy and procedures relevant to the facilitation and promotion of self-advocacy

Relevant legal and other rights/ limitations

Legislation, policies, procedures and guidelines relating to information handling, such as confidentiality, privacy, security, freedom of information

Organisations and services relevant to the nature of services required

Referral options and resources available to community and individuals

Essential skills:

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:

Access and provide timely and accurate information and education about self-advocacy

Identify potential challenges and barriers to self-advocacy

Maintain documentation according to the policy of the organisation

Use assertion skills to model aspects of self-advocacy

Demonstrate and model goal setting, problem solving and action planning skills to promote self-advocacy

Network to identify appropriate services supporting the rights of individual and group self-advocacy

Apply self-promotion skills

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.

Strategic questioning may include:

Strategic questioning is asking a question that will make a difference to the person’s current way of thinking about or viewing an issue. Strategic questions should be:

About the persons experiences

A question that invites new thinking

Questions that invite hope, imagination and new possibilities

Information on self-advocacy may include:

Freedom of choice

Access to services of choice

Personal safety and security

Access to rights protection and legal remedies

Advocacy options may include:

Discussions with people of identified choice for purpose of addressing a specific concern or issue

Discussions with individuals or services of choice based on acquisition of accurate information to achieve self-advocacy

Discussions about the differences between advocacy and self-advocacy and related services

Identify potential barriers and relevant strategies to overcome them may include:

Potential barriers:

Organisation or service system culture

Discrimination, prejudice and judgemental attitudes

Insufficient and inaccurate provision of information and withholding of critical information that would promote and support the achievement of self-advocacy

Language literacy and numeracy issues

Cultural contexts and situational interpretations of empowerment and protocols

Geographic, economic and social barriers

Strategies to overcome barriers:

Policies and procedures in organisations that support the implementation for promoting and facilitating self-advocacy

Professional development in organisations about self-advocacy

Provision of accurate and timely information about individual and group rights relevant to each situation and context

Presenting information and services with cultural sensitivity

Use of cultural consultants in relevant situations

Ensure information on self-advocacy is presented in a way that promotes access and equity whilst addressing individual literacy, language and numeracy skills

Self-advocacy strategy and arguments is defined in this context as:

This is the approach the person will take and the arguments they will use to support their position e.g. evidence or reference to policies

Practicing self-advocacy may include:

Research

Preparation

Rehearsals

Role plays

Discussions

Follow up and reflect with the individual on the self-advocacy process and outcomes is defined in this context as:

Self-Advocacy can be carried out by individuals or members of a group. For people to be empowered in self-advocacy it requires developing skills in planning, and preparation as well as undertaking self-advocacy. Reflection is a strategy to promote the development of self-advocacy skills.

Worker ‘being with the individual’ and ‘objective empathy’

Dignity of risk is defined in this context as:

Self-determination or taking responsibility for one's self-management and autonomy in one's life choices and the willingness to take informed and planned risks in order to grow