Assessor Resource

CHCRF624C
Support parents in their parenting role

Assessment tool

Version 1.0
Issue Date: April 2024


This unit may apply to community services work in a range of contexts

This unit describes the knowledge and skills required to provide children's services that are specifically targeted to families who are isolated or experiencing specific stresses

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Pre-requisite

This unit must be assessed after successful achievement of pre-requisite unit:

CHCRF511A Work in partnership with families to provide appropriate care for children

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

This unit could be assessed on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations

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

Resources required for assessment of this unit include access to a range of opportunities defined in the Range Statement, including:

a childcare workplace

children's services, resources and equipment

the local environment

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, clients or other appropriate persons

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:

Parent's experiences of parenting - anxieties, guilt

Impact of isolation on families and children - geographic, social, economic, cultural isolation

Community networking

Community resources

Stress management and debriefing strategies

Problem solving

Organisation standards, policies and procedures

Essential skills:

It is critical that the candidate demonstrate the ability to:

Develop a collaborative working relationship with parents to enhance parents' caring abilities

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 appropriate self disclosure and openness when communicating with parents

Demonstrate empathy with parent/s who are isolated or experiencing severe levels of stress

Demonstrate application of skills in:

non-judgemental listening

cross cultural communication

use of interpreters

basic counselling skills

skills to build rapport and trust

empowerment

adaptability and flexibility

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.

Families may require support as a result of:

Isolation due to distance, language, circumstances

Additional needs of their child

Not yet communicating in English

Crises and emergencies

Support may be provided by such means as:

Toy libraries

Mobile services

Play groups

Home visiting

Respite care

Advice and information

Referral

Language and communication that suits the family's needs may require:

Language other than English

Interpreter

Informal, colloquial style or formal style of conversation

Strategies to develop trust in the service may include:

Developing a rapport with the child first

Remembering and using names of the child/children on each visit and using information gathered previously

Offering non threatening assistance in the first instance e.g. toys

Provide information to parent/s may be about:

Resources available in the community

Development opportunities for the child available in the community

Where resources/materials may be purchased or borrowed

The child's development, needs and abilities

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
Spend time with parent/s to develop understanding of their perspectives and experiences 
Use language and communication that suits the family's needs 
Use strategies to develop trust in the service and the worker as required 
Take care to ensure privacy is maintained within the community 
Record information about contact to enable accurate and relevant communication next time 
Initiate conversations with parent/s relevant to their lives and perspectives 
Provide relevant and timely information 
Answer questions and concerns or seek out relevant information for parent/s 
Give advice within limitations of worker's expertise 
Provide information about the child based on specific observations 
Suggest resources for the child 
Arrange referral to relevant services after consultation with parent/s, as required 
Give sufficient time according to the seriousness of the concern and level of parent's distress 
Arrange referral to appropriate service as relevant 
Ensure ideas/suggestions given to the parent are relevant to the parent's feelings 
Listen to concerns in a respectful manner 
Discuss child's progress and needs with the parent, with sensitivity to the parent's feelings 
Use strategies to debrief after emotionally demanding communication with parent/s 
Reinforce effective strategies parent is already using 
Demonstrate care strategies to parent/s 
Suggest strategies for parents to foster child's development, according to parent's energy and focus of interest 
Promote to parents the significance of play for children 

Forms

Assessment Cover Sheet

CHCRF624C - Support parents in their parenting role
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

CHCRF624C - Support parents in their parenting role

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

Assessor name:

Signature:

Date:

Student signature:

Date: