NTISthis.com

Evidence Guide: CHCRF402B - Provide intervention support to children and families

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

 

CHCRF402B - Provide intervention support to children and families

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

Operate within a professional network

  1. Seek professional opinions from informed others when analysing presenting issues
  2. Manage presenting issues within a case work framework
  3. Confirm family intervention strategies with the professional support network
Seek professional opinions from informed others when analysing presenting issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage presenting issues within a case work framework

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm family intervention strategies with the professional support network

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Structure the access and interaction with the family

  1. Negotiate access to individuals and the family unit
  2. Demonstrate respect for all family members
  3. Assure the safety of family members
  4. Structure interaction to provide opportunities for family members to participate in decision-making
Negotiate access to individuals and the family unit

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate respect for all family members

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assure the safety of family members

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Structure interaction to provide opportunities for family members to participate in decision-making

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify constraints/barriers to family effectiveness

  1. Assess social interaction with the community
  2. Review financial management
  3. Observe and discuss parenting methods
  4. Observe and discuss family relationship issues
  5. Review household management
  6. Identify current methods for dealing with stress
Assess social interaction with the community

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review financial management

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe and discuss parenting methods

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe and discuss family relationship issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review household management

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify current methods for dealing with stress

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify options with family members

  1. Identify key areas where changes are required and agree with involved family members
  2. With the family, develop a plan of action to implement agreed options for change
  3. With family members, explore factors that could influence their preference and ability to achieve a course of action/change
  4. Discuss agreed actions for change and confirm with supervising professionals
Identify key areas where changes are required and agree with involved family members

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

With the family, develop a plan of action to implement agreed options for change

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

With family members, explore factors that could influence their preference and ability to achieve a course of action/change

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss agreed actions for change and confirm with supervising professionals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify resources to assist the family

  1. Support the family/family member in decision-making to assess and access the resources required
  2. Brief professional support on family's issues and options within case management framework
  3. Refer the family/individual family member to professionals who will participate in implementing the action plan
Support the family/family member in decision-making to assess and access the resources required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Brief professional support on family's issues and options within case management framework

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refer the family/individual family member to professionals who will participate in implementing the action plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support agreed actions

  1. Provide education to develop skills in areas such as parenting, household management, stress management and conflict management as required
  2. Review progress of the success of any intervention within the case management framework
Provide education to develop skills in areas such as parenting, household management, stress management and conflict management as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review progress of the success of any intervention within the case management framework

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

Evidence must include observation of performance in the work environment or in a simulated work setting

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:

an appropriate workplace where assessment can be conducted or simulation of realistic workplace setting for assessment

equipment and resources normally used in the workplace

Method of assessment may include:

Observations

Questioning

Evidence gathered from the workplace environment

Demonstration over a period of time to ensure consistency of performance

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:

Models of family intervention theory and practice including family structures and dynamics

Family intervention strategies, scope and process

Behaviour change models/practices and options to support behaviour change

Facilitation model/practices

Human development and understanding of life stages

Counselling models/practices including basic knowledge of theories supporting counselling process

Professional service provision codes of conduct, ethical codes, referral protocols

Group dynamics models/practices

Range of services available and referral resources

Organisation procedures and program standards

Indicators of pathology i.e. substance use, mental health

Cultural protocols, taboos and language systems

Statutory mandate and responsibilities

Stress indicators

The wider physical, social, community and cultural environment within which the client lives

Importance of confidentiality and privacy

Organisation policies and procedures for record-keeping and security

Occupational health and safety guidelines

Essential skills:

It is critical that the candidate demonstrate the ability to:

Work cooperatively with clients/significant others to achieve behavioural life skills changes

Work with individuals in a range of settings to achieve maximum outcomes

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 application of skills in:

advocacy

assertion

behaviour management

client assessment and behaviour observation

communication and establishing rapport and relationship building

conflict management

demonstration of empathy

determining and maintaining role boundaries

managing groups

negotiation

negotiation

observation

reporting

stress management

stress management

use of personal and professional authority and influence to support or confront

Demonstrate application of counselling skills, including:

counselling context, process and goals

establishing a trusting relationship

human life stage development

information gathering

reflective listening, respectful responding, development of empathy and rapport

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.

Families may include:

All social constructions of family

Working with clients will be carried out within requirements established by:

Relevant legislation and statutory requirements

International conventions relating to the rights of individuals

Organisation policy and codes of conduct

Relevant program standards

Professional association codes of conduct and ethical and ethical positions

Establishing a relationship with clients will be carried out within requirements established by:

Relevant international conventions on civil, human rights

Cultural protocols, taboos and systems

Organisation mission, philosophy and practices