Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CHCFAM522B, 'Assist clients to develop emotional regulation'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Assist clients to develop emotional regulation' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
1. Demonstrate an understanding of the application of current and relevant affect regulation theory, practice and models | 1.1 Demonstrate understanding of historical, current and relevant affect regulation theory and tools 1.2 Demonstrate awareness of self including own strengths and limitations 1.3 Demonstrate ability to positively manage own relationships including sensitivity to others and ability to respond to the needs of others 1.4 Demonstrate ability to appropriately apply reflective, conceptual, organised and empathic styles and approaches to a range of situations |
2. Undertake program screening and assessment | 2.1 Discuss the program objectives and format with potential participants to assess the program's suitability for them 2.2 Identify special needs of potential participants in pre-program assessment 2.3 Identify conditions potentially incompatible with program objectives 2.4 Select participants for program according to selection criteria 2.5 Communicate confirmation of participant acceptance to client and provide referral information to clients not selected 2.6 Undertake ongoing assessment of the suitability of continued participation in program throughout program |
3. Work in partnership with clients to develop their personal and social competence | 3.1 Work with clients to develop a greater awareness of self including a sense of responsibility and ownership of own behaviour 3.2 Work with clients to develop and apply emotional regulation techniques 3.3 Work with clients to develop a greater awareness and understanding of the needs, issues, emotions, feelings, influences and responses of others and the likely impact these may have on relationships 3.4 Work with clients to develop and apply relationship management techniques |
4. Assist clients to monitor and assess their ability to develop and maintain interpersonal relationships | 4.1 Assist clients to reflect on and take responsibility for development of skills and corresponding changes in own lives as a result of development of interpersonal relationship skills 4.2 Assist clients to set goals for the ongoing development of personal and social competence to promote health, well being and improved relationships |