CHCPROT510D - Support the progress and development of young people
Assessor Resource
CHCPROT510D Support the progress and development of young people
Assessment tool
Version 1.0 Issue Date: May 2024
This unit applies to staff working in a statutory context and staff supervising young people in community programs and agencies
This unit describes the knowledge and skills required to monitor the behaviour of young people, to provide effective responses to unacceptable behaviour and to support responsibility for behaviour management and change
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Prerequisites
Not Applicable
Employability Skills
This unit contains Employability Skills
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
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
Competency must be demonstrated in a real work environment
Competence in this unit must be assessed over a period of time in order to ensure consistency of performance over contexts applicable to the work environment
Consistency in performance should consider the work environment, worker's role and responsibilities in the workplace
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
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
Assessment of this competency will require human resources consistent with those outlined in the Assessment Guidelines
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
Knowledge testing and simulation exercises conducted in a training program
Knowledge tested or inferred from explanations and performance in workplace applications
Observation of performance in routine workplace activities
Documentation and products produced as part of routine work activities
Observation and documentation from specially conducted assignments based on routine work requirements
Observations from supervisors, colleagues and clients
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
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:
Organisation's policies, guidelines and procedures related to client management and support
Relevant statutory responsibilities related to management of and support for young people, court orders, code of conduct, organisation procedures, criminal justice codes, client services and programs
Principles of effective communication with young people
General counselling strategies/techniques for use with young people
Organisation reporting procedures and practice
Support services and specialists and their guidelines for access and service provision
Aspects of behaviour and development related to children and young people's social development, behaviour and relationships
Principal/relevant cultural practices and customs of the community and the client profiles
Stages of human development
Essential skills:
It is critical that the candidate demonstrate the ability to:
Interact with young people from different cultural backgrounds
Support young people according to client/case management objectives, needs and risks and individual circumstances
Support vulnerable young people and those with special needs and risks
Identify personal values and their impact on performance
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 knowledge and application of relevant organisation procedures and policies related to client management, personal support for young people in care, referral, reporting, client services
Demonstrate knowledge of statutory requirements and application of the concept of duty of care
Demonstrate application of skills in:
high level communication
behaviour management
conflict resolution
Maintain documentation as required, including effective use of relevant information technology in line with occupational health and safety (OHS) guidelines
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.
Referrals/community services and support will include:
Social/welfare worker
Health/medical
Drug and alcohol services
Intervention and behaviour management programs
Counsellors
Religious/spiritual adviser
Program coordinator
Case manager and case management team
Aboriginal, Torres Strait Islander liaison
Specialist cultural liaison and support
Welfare organisations
Legal advice
Education/training/skills development
Recreation/sporting groups
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice
Yes
No
Comments/feedback
Conduct interactions with young people in a fair, just, humane and positive manner
Use communication strategies with individuals for effective interaction and problem solving
Consider cultural sensitivities in communication techniques and adapt style and language to accommodate different cultural values and practices
Identify potential causes of conflict and use a range of appropriate and effective defusing responses
Use negotiation techniques to divert and minimise aggressive behaviour
Use negotiation to examine cause and effect and encourage appropriate responsibility and accountability for behaviour and its outcomes
Use formal and informal methods to observe, monitor and gather information about individual and group behaviour
Assess behaviour for potential conflict and use a range of preventative and defusing strategies
Investigate behaviour and interactions in a fair, objective and consistent manner.
Check information received from others which might indicate abuse for accuracy and determine the response which is consistent with the issues and their seriousness
Make decisions on action that are consistent with all available evidence and organisation practice/ procedures
Seek specialist advice and make referrals where required
Encourage and assist young people to maintain contact with family, friends and support according to services and resources available
Assist contacts between young people and networks in the community according to organisation procedures
Refer young people and family to community services and suitable specialists according to the nature and urgency of the needs
Make contact with family and friends/supporters in accordance with young person's interests, and organisation practice
Assist young people to develop and maintain positive attitudes and appropriate relationships with staff, services agencies and with personal support
Encourage young people to manage themselves and their development and relationships confidently and productively
Challenge unacceptable behaviour and outline options and opportunities to change clearly and with positive encouragement
Confirm the implications of risk taking behaviour clearly, calmly and objectively
Use restraining techniques according to organisation's policies and procedures discontinue as soon as procedures specify.
Provide reports of incidents arising from risk taking and unacceptable behaviour that are accurate, clear and comply with procedures
Report on the appropriateness and effectiveness of the use of behaviour management strategies clearly and accurately in review and debriefing
Select strategies and responses for their potential to provide role models and examples of confident assertive behaviour
Carry out intervention strategies according to an analysis of the situation and organisation policies and procedures
Use opportunities to acknowledge and reward positive progress in behaviour and relationships
Forms
Assessment Cover Sheet
CHCPROT510D - Support the progress and development of young people
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
CHCPROT510D - Support the progress and development of young people
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent