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Evidence Guide: CHCRF624C - Support parents in their parenting role

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

 

CHCRF624C - Support parents in their parenting role

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

Develop a collaborative relationship with the parent/s

  1. Spend time with parent/s to develop understanding of their perspectives and experiences
  2. Use language and communication that suits the family's needs
  3. Use strategies to develop trust in the service and the worker as required
  4. Take care to ensure privacy is maintained within the community
  5. Record information about contact to enable accurate and relevant communication next time
  6. Initiate conversations with parent/s relevant to their lives and perspectives
Spend time with parent/s to develop understanding of their perspectives and experiences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use language and communication that suits the family's needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use strategies to develop trust in the service and the worker as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take care to ensure privacy is maintained within the community

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record information about contact to enable accurate and relevant communication next time

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Initiate conversations with parent/s relevant to their lives and perspectives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information to parent/s

  1. Provide relevant and timely information
  2. Answer questions and concerns or seek out relevant information for parent/s
  3. Give advice within limitations of worker's expertise
  4. Provide information about the child based on specific observations
  5. Suggest resources for the child
  6. Arrange referral to relevant services after consultation with parent/s, as required
Provide relevant and timely information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Answer questions and concerns or seek out relevant information for parent/s

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Give advice within limitations of worker's expertise

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information about the child based on specific observations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Suggest resources for the child

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Arrange referral to relevant services after consultation with parent/s, as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Listen to parent/s concerns or problems

  1. Give sufficient time according to the seriousness of the concern and level of parent's distress
  2. Arrange referral to appropriate service as relevant
  3. Ensure ideas/suggestions given to the parent are relevant to the parent's feelings
  4. Listen to concerns in a respectful manner
  5. Discuss child's progress and needs with the parent, with sensitivity to the parent's feelings
  6. Use strategies to debrief after emotionally demanding communication with parent/s
Give sufficient time according to the seriousness of the concern and level of parent's distress

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Arrange referral to appropriate service as relevant

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure ideas/suggestions given to the parent are relevant to the parent's feelings

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Listen to concerns in a respectful manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss child's progress and needs with the parent, with sensitivity to the parent's feelings

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use strategies to debrief after emotionally demanding communication with parent/s

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop parent's capabilities in caring for their children

  1. Reinforce effective strategies parent is already using
  2. Demonstrate care strategies to parent/s
  3. Suggest strategies for parents to foster child's development, according to parent's energy and focus of interest
  4. Promote to parents the significance of play for children
Reinforce effective strategies parent is already using

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate care strategies to parent/s

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Suggest strategies for parents to foster child's development, according to parent's energy and focus of interest

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote to parents the significance of play for children

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 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:

Parent's experiences of parenting - anxieties, guilt

Impact of isolation on families and children - geographic, social, economic, cultural isolation

Community networking

Community resources

Stress management and debriefing strategies

Problem solving

Organisation standards, policies and procedures

Essential skills:

It is critical that the candidate demonstrate the ability to:

Develop a collaborative working relationship with parents to enhance parents' caring abilities

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 appropriate self disclosure and openness when communicating with parents

Demonstrate empathy with parent/s who are isolated or experiencing severe levels of stress

Demonstrate application of skills in:

non-judgemental listening

cross cultural communication

use of interpreters

basic counselling skills

skills to build rapport and trust

empowerment

adaptability and flexibility

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 require support as a result of:

Isolation due to distance, language, circumstances

Additional needs of their child

Not yet communicating in English

Crises and emergencies

Support may be provided by such means as:

Toy libraries

Mobile services

Play groups

Home visiting

Respite care

Advice and information

Referral

Language and communication that suits the family's needs may require:

Language other than English

Interpreter

Informal, colloquial style or formal style of conversation

Strategies to develop trust in the service may include:

Developing a rapport with the child first

Remembering and using names of the child/children on each visit and using information gathered previously

Offering non threatening assistance in the first instance e.g. toys

Provide information to parent/s may be about:

Resources available in the community

Development opportunities for the child available in the community

Where resources/materials may be purchased or borrowed

The child's development, needs and abilities