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Evidence Guide: CHCPROT407E - Provide supervision in a secure system

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

 

CHCPROT407E - Provide supervision in a secure system

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

Support client induction and integration

  1. Establish processes for resolving issues between workers, client and other residents
  2. Explain expectations of client while in facility
  3. Explain rules and consequences for behaviour to client
  4. Explain expectations related to personal and communal behaviour operating in facility to client
Establish processes for resolving issues between workers, client and other residents

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain expectations of client while in facility

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain rules and consequences for behaviour to client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain expectations related to personal and communal behaviour operating in facility to client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Protect the safety and welfare of clients

  1. Evaluate options for maintenance of safety and take actions in accordance with statutory and/or organisation requirements
  2. Establish authority of person admitting the young person
  3. Respond to incidents so as to safeguard the young person's safety
  4. Maintain a healthy and safe environment to minimise potential for harm
  5. Plan supervision to minimise potential for harm
  6. Supervise workers to promote young person's rights
  7. Ensure all legislative requirements are met by self and those supervised
Evaluate options for maintenance of safety and take actions in accordance with statutory and/or organisation requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish authority of person admitting the young person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to incidents so as to safeguard the young person's safety

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain a healthy and safe environment to minimise potential for harm

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan supervision to minimise potential for harm

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Supervise workers to promote young person's rights

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure all legislative requirements are met by self and those supervised

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote positive behaviour

  1. Communicate positive and realistic expectations of child/young person's behaviour to child
  2. Regularly identify examples of positive behaviour and explain to child/young person
  3. Use clear communication, suggesting positive options to encourage child/young person to cooperate
  4. Draw attention of child/young person to positive aspects of their behaviour
Communicate positive and realistic expectations of child/young person's behaviour to child

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Regularly identify examples of positive behaviour and explain to child/young person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use clear communication, suggesting positive options to encourage child/young person to cooperate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Draw attention of child/young person to positive aspects of their behaviour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage participation in programs

  1. Assess specific needs of clients and match to existing programs
  2. Employ appropriate communication techniques to engage young client to address specific needs, including those relating to:
Assess specific needs of clients and match to existing programs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Employ appropriate communication techniques to engage young client to address specific needs, including those relating to:

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

culture

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

disability

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

gender

  1. Encourage and support child/young person to participate in all programs, especially those addressing offending behaviour
  2. Undertake appropriate work to ensure a thorough knowledge of content, purpose and access protocols of existing programs
  3. Provide relevant information to client as appropriate
Encourage and support child/young person to participate in all programs, especially those addressing offending behaviour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake appropriate work to ensure a thorough knowledge of content, purpose and access protocols of existing programs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide relevant information to client as appropriate

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 of competence must be assessed in the workplace and under the normal range of workplace conditions

Consistency in performance should be demonstrated across the range of supervisory activities the worker is expected to undertake

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

Resource requirements for assessment include access to:

an appropriate workplace or an environment capable of accurately simulating the workplace for assessment purposes

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:

Dynamics of adolescent offending

Dynamics of young offender's significant others

Understanding adolescent clients and their special needs as individuals and as part of a group

Identifying and implementing procedures used in a critical incident and/or situation, within relevant policy, procedures and legislation

Behaviour management models, theories and techniques

Security and safety procedures and policies

Essential skills:

It is critical that the candidate demonstrate the ability to:

Maintain physical and emotional security and safety

Interact with clients in appropriate ways

Manage critical incidents and/or situations

Maintain and use security systems

Apply knowledge of organisation and legislative requirements

Use typical processes listed in the Range Statement

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:

Identify, interpret and adapt behaviour management theories, models and techniques

Promote relapse prevention strategies and non-offending behaviour

Demonstrate and apply understanding of particular issues of significant others of young offenders

Communicate effectively with clients, families and members of justice system

Utilise age appropriate behaviours and language

Operate all relevant security equipment

Demonstrate application of skills in:

conflict management

role modelling

engaging involuntary clients

engaging significant others

first aid

observation and assessing of behaviour

Maintain documentation as required, including effective use of relevant information technology in line with work health and safety (WHS) guidelines

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.

The contexts for provision supervision and security include:

Within a detention facility

Of clients, staff and physical environment

Provision of supervision and security will be carried out within requirements established by:

Court orders

A range of legislation including social justice, equity and access, workplace health and safety and security

Organisation policy and procedures

Relevant program standards

International conventions relating to the rights of children and young persons

Admitting people to facility includes:

Defining terms of custody with client, explaining terms of order to client and significant others in ways which are clear and age and culturally appropriate

Integration into residential setting includes:

Establishing processes for resolving issues between workers, client and other residents

Explaining expectations of client while in facility

Explaining rules and consequences for behaviour to client

Ideology relating personal and communal behaviour operating in facility is explained to client

Security involves:

Physical safety of people and providing a sense of well being and maximum care and protection to clients and staff

Maintain a healthy and safe environmentinvolves monitoring physical security systems such as:

Perimeter fence

Buildings

Locks

Alarm systems

Camera surveillance

Radio/intercom systems

Contributing to reintegration of client back into community including:

Providing information about services, programs and financial supports that client can access

Utilising networks to provide client with access to opportunities available in community