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Evidence Guide: CHCLD415A - Confirm client developmental status

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

 

CHCLD415A - Confirm client developmental status

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

Apply knowledge of human development

  1. Observe and/or question the client appropriately to obtain information about client's developmental status
  2. Review any available documented information about the client's developmental status
  3. Apply knowledge of lifespan development theories to clarify client's development status
  4. Take into account the range of factors that may have impacted on appearance and behaviour of the client in relation to community services to be delivered
  5. Obtain information through observation and/or questioning to identify any actual or potential problems in relation to community services to be delivered
Observe and/or question the client appropriately to obtain information about client's developmental status

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review any available documented information about the client's developmental status

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply knowledge of lifespan development theories to clarify client's development status

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take into account the range of factors that may have impacted on appearance and behaviour of the client in relation to community services to be delivered

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain information through observation and/or questioning to identify any actual or potential problems in relation to community services to be delivered

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check client's developmental status

  1. Use detailed knowledge of human development across the lifespan to check developmental status prior to delivering service
  2. Clarify suitability of community services being delivered in relation to client's developmental status
  3. Consult appropriate person to clarify implications and significance of client's developmental status in the case of uncertainty or limits on own capability or authority
  4. Where appropriate consult with the clients carer, family or significant other to gather relevant information
Use detailed knowledge of human development across the lifespan to check developmental status prior to delivering service

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify suitability of community services being delivered in relation to client's developmental status

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult appropriate person to clarify implications and significance of client's developmental status in the case of uncertainty or limits on own capability or authority

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where appropriate consult with the clients carer, family or significant other to gather relevant information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify developmental issues

  1. Identify a range of signs of developmental issues using standard methods and protocols
  2. Identify potential factors responsible for significant developmental issues
  3. Identify potential risk factors associated with developmental issues
  4. Recognise and refer potentially serious issues in line with organisation requirements
  5. Document developmental issues in line with organisation policies and procedures
Identify a range of signs of developmental issues using standard methods and protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify potential factors responsible for significant developmental issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify potential risk factors associated with developmental issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise and refer potentially serious issues in line with organisation requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document developmental issues in line with organisation policies and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check for and respond appropriately to specific issues

  1. Check for any indications of issues requiring notification of authorities and report
  2. Check for any indications of other issues that may impact the provision of services and/or require referral
  3. Report and document as required by the organisation policies and procedures
Check for any indications of issues requiring notification of authorities and report

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check for any indications of other issues that may impact the provision of services and/or require referral

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report and document as required by the organisation policies and procedures

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 is most appropriately assessed in conjunction with units involving application of knowledge in a work context

Essential knowledge covered in this unit is to be assessed before application in a work context, especially where client safety issues are involved

Consistency in performance should consider the range of clients and situations encountered in the workplace

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 may be assessed through a range of assessment activities that include workplace tasks and questioning contextualised to address specific work applications

Assessment should reflect the diversity of settings within which work takes place and a representative range of client groups

Resources required may include access to relevant workplace or simulated setting

Method of assessment:

Assessment of this unit of competence may include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes

Some aspects may be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Evidence of application of knowledge addressed in this unit may be authenticated by colleagues, supervisors, clients or other appropriate persons

Related units:

Assessment of this unit is recommended to be undertaken in conjunction with units of competency related to a particular area of community service delivery

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:

Detailed knowledge of aspects of development of the human being throughout the lifespan, including:

physical

psychological

cognitive

social

affective

Knowledge of key factors that may impact on the individual at identified stages of human development and their potential effects

Understanding of legal obligations, particularly in relation to child protection and elder abuse issues

Appropriate range of referral sources and associated protocols

Legislative requirements and provisions relevant to area of service delivery and delegated responsibility

Awareness of own values and attitudes and their potential impact on clients

Indicators of significant issues including:

child abuse (including different types of child abuse)

child trafficking

abuse, neglect or harm including self-harm

domestic and family violence

elder abuse

Child protection policy of service

State/territory requirements about responding to indications of abuse and reporting process

Relevant organisation standards, policies and procedures

Essential skills:

It is critical that the candidate demonstrate the ability to:

Observe and question clients appropriately in order to obtain information relating to developmental status and actual or potential issues related to community services to be delivered

Confirm client's developmental status prior to delivering services

Identify variations from normal development status using standard methods and protocols and recognise and refer potentially serious issues in line with organisation requirements

Identify potential factors responsible for significant variations from normal developmental status and determine an appropriate response in terms of:

appropriate referral and reporting in line with organisation requirements

provision of appropriate services

Refer to or seek assistance from an appropriate person or authority in relation to variations from normal functioning

Articulate scope of practice and boundaries in relation to response to client status

Comply with mandatory reporting requirements where appropriate

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.

Life stages include:

Infancy

Early childhood

Childhood

Adolescence

Early adulthood

Middle adulthood

Late adulthood

Old age

Stages of development may relate to:

Stages of physical development

Stages of psychosocial development

Stages of cognitive development

Psychosexual stages

Stages of moral development

Stages of ego development

Issues requiring notification of authorities include:

Certain infectious diseases

Suspected or known child or elder abuse

Suspected or known child trafficking

Issues deemed to be in the public's best interest

Other issues may include:

Misuse of alcohol and other drugs

A history of mental health issues

Indicators of abuse, neglect or harm including self-harm

Having no accommodation, employment or money

Indications of domestic and family violence

Lifespan development theories may include:

Piaget's cognitive development

Erikson's psychosexual development

Kohlberg's moral development

Stages of biological development