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Evidence Guide: CHCIC620C - Manage complex behavioural situations

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

 

CHCIC620C - Manage complex behavioural situations

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

Identify situations requiring intervention

  1. Respond to request for assistance with recognition of person's feelings and confidence
  2. Clarify the issue of difficulty through listening and questioning
  3. Identify the impact of the problem on people involved and decide about urgency of action
Respond to request for assistance with recognition of person's feelings and confidence

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify the issue of difficulty through listening and questioning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the impact of the problem on people involved and decide about urgency of action

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess the situation within its context

  1. Identify the immediate and long term consequences of the situation remaining
  2. Gather information from all relevant sources
  3. Consider and review a range of explanations for the situation
  4. Identify factors maintaining the current situation
  5. Clearly identify the major issue of concern
  6. Identify the frequency of the problem occurring
  7. Identify the impact of wider context factors
  8. Identify interaction patterns through observation and investigation
  9. Decide whether action is required
  10. Assess the likely intent of the child
Identify the immediate and long term consequences of the situation remaining

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gather information from all relevant sources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider and review a range of explanations for the situation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify factors maintaining the current situation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clearly identify the major issue of concern

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the frequency of the problem occurring

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the impact of wider context factors

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify interaction patterns through observation and investigation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Decide whether action is required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess the likely intent of the child

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop strategies

  1. Develop strategies with the children whenever possible
  2. Develop clear goals in relation to children's needs and development
  3. Design achievable strategies within available resources
  4. Design strategies that open up possibilities for the children's interaction with others
  5. Ask workers to contribute ideas towards strategy development
Develop strategies with the children whenever possible

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop clear goals in relation to children's needs and development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design achievable strategies within available resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design strategies that open up possibilities for the children's interaction with others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ask workers to contribute ideas towards strategy development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support the implementation of strategies by workers

  1. Ensure strategies are implemented in as unobtrusive way as possible
  2. Identify and provide resources required to implement strategy
  3. Regularly review strategies with all involved
Ensure strategies are implemented in as unobtrusive way as possible

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and provide resources required to implement strategy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Regularly review strategies with all involved

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 could be assessed either 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

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 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:

Knowledge of child development, and needs of children of the age group

Organisation standards, policies and procedures

Essential skills:

It is critical that the candidate demonstrate the ability to:

Deal with difficult workplace situations through supporting workers to implement appropriate strategies

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:

Analyse an issue between children from social, psychological and cultural perspectives

Demonstrate application of skills including:

identification of interaction patterns

problem solving

high level observation skills

analysis of a problem issue in its context

consulting children

gathering information

consulting resource staff and others

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.

Situations requiring intervention may include:

Risk taking behaviour

Behaviour that risks the safety of others

Habitual patterns of behaviour

Dynamics of a group of children

Noise levels

Settling a child into service

Cross cultural interactions and biases

Ethical issues within children's interactions

A severely withdrawn or isolated child

Aggressive or violent interaction between children

A pattern of bullying, teasing

Attitudes of parents to differences among children

Assess the situation may require information gathered by:

Talking to child

Observation of child

Observation of child's interactions with a range of other people

Asking other workers involved with child e.g. Staff, school

Consulting resource staff or others with relevant expertise

Consulting parents and other family members

Talking to other children in the service

Factors that should be identified may include:

Mix of children in the service

Other children's actions

Family circumstances

Program

Events of the day

Environment of the service

'Mood' within the group of children

Resources required to implement strategy may include:

People

Ideas

Equipment