Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCPROT510E Mapping and Delivery Guide
Support the progress and development of young people

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CHCPROT510E - Support the progress and development of young people
Description 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
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application This unit applies to staff working in a statutory context and staff supervising young people in community programs and agencies
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not Applicable
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Maintain supportive contact with young people
  • 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
       
Element: Monitor needs, risks and progress of young people
  • 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
       
Element: Provide positive opportunities for behaviour change
  • 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
       
Element: Assist young people to manage risks
  • 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
       


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, assignment, 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 work health and safety (WHS) 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

CHCPROT510E - 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

CHCPROT510E - 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

Assessor name:

Signature:

Date:

Student signature:

Date: