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Unit of competency details

CHCLAH005 - Incorporate lifespan development and sociological concepts into leisure and health programming (Release 1)

Summary

Usage recommendation:
Current
Mapping:
MappingNotesDate
Supersedes CHCRH406A - Apply knowledge of human behaviour in leisure activity programsThis version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCRH406A and CHCRH407A. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. 05/Aug/2015
Supersedes CHCRH407A - Apply sociological concepts to leisure and healthThis version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCRH406A and CHCRH407A. Significant change to the elements and performance criteria.New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence. 05/Aug/2015

Release Status:
Current
Releases:
ReleaseRelease date
1 1 (this release) 06/Aug/2015


Classifications

SchemeCodeClassification value
ASCED Module/Unit of Competency Field of Education Identifier 090301 Sociology  

Classification history

SchemeCodeClassification valueStart dateEnd date
ASCED Module/Unit of Competency Field of Education Identifier 090301 Sociology  02/Nov/2015 
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Unit Of competency

Modification History

Release 

Comments 

Release 1

This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages.

Merged CHCRH406A/ CHCRH407A. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Application

This unit describes the skills and knowledge required to understand how human behaviour across the lifespan development stages, and sociological concepts of health and leisure impact on leisure and health programming and client participation.

This unit applies to workers assisting in leisure and health activity programming in a range of contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT 

PERFORMANCE CRITERIA 

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Identify the lifespan developmental stages of the client

1.1 Identify relevant aspects of human physical, social and intellectual development according to client’s lifespan development stage

1.2 Identify relationship between the lifespan development stage and the needs, interests and skills of the client

1.3. Identify behaviours of the client consistent with lifespan development stage

1.4 Identify and monitor cognitive processes of the client which may impact on development stages across the lifespan

2. Identify how the Australian social context of health might impact on client participation

2.1 Identify key social aspects of health provision in Australia and how they might impact on clients

2.2 Identify how demographic issues impact on client health

2.3 Identify health issues that impact on the provision of health services to clients

3. Identify how the Australian social context of leisure might impact on client participation

3.1 Identify the role of leisure, in a range of different contexts, as part of everyday life for clients

3.2 Identify different approaches to leisure at different stages of the life cycle and how this impacts on clients

3.3 Identify clients perceptions and attitudes towards leisure

4. Identify strategies for participation

4.1 Implement a range of motivational strategies to maximise participation

4.2 Ensure strategies are age and culturally appropriate and clearly communicated with clients

4.3 Determine if client perceptions of health, wellness, illness and disability are impacting on participation in leisure activity

4.4 Incorporate protective and inclusive practices into leisure service delivery

4.5 Recognise ‘acceptable’ and ‘unacceptable’ behaviour or responses to illness and respond in accordance with organisation guidelines

Foundation Skills

The Foundation Skills describe those required skills (such as language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

 

Assessment requirements

Modification History

Release 

Comments 

Release 1

This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages.

Merged CHCRH406A/ CHCRH407A. Significant change to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant changes to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

  • assisted with the development of at least 3 leisure activity programs to cater for the needs and interests of clients with varying cognitive and functioning abilities

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

  • meaning of terms, including:
  • sociology, society, social structure, socioeconomic status
  • culture, gender, trans-cultural
  • institutions, power
  • ways specific groups in Australia approach leisure and how these approaches are shaped by the society in which they live
  • factors that have had negative and positive impact on individual leisure, including:
  • legislation governing access for people with disabilities
  • changes to Australian society
  • the (micro) culture of the workplace and the impact of health care provision on workers and clients
  • the social context of health and leisure to the development of leisure activity programs
  • human physical, social, and intellectual development across the lifespan
  • perceptions of illness, disability, health and wellness and ways clients respond to illness or disability, including trans-cultural differences in the ways people respond
  • the experience of disability
  • the sociological perspective of disability to the development of leisure activity programs
  • definition, impacts and common perceptions of disability
  • human cognitive processes, including key aspects relating to:
  • memory
  • decision-making
  • reasoning
  • communicating
  • memory including:
  • procedural memory
  • episodic memory
  • semantic memory
  • key aspects and psychosocial needs of a person with impaired functioning or cognition, including processes associated with acquired brain injury and dementia
  • different models of disability and the impact on service provision for people with disabilities
  • strategies for facilitating integration of a client with a disability or disabilities into leisure activities
  • Australian health system and its impact on different groups, including:
  • older people
  • people with disabilities
  • people living in rural and remote areas
  • Aboriginal and/or Torres Strait Islander Australians
  • how own work context fits into the Australian health system, including:
  • provision of funding
  • accreditation and registration requirements
  • private versus public sector
  • minimum qualifications levels

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. Where simulation is used, it must reflect real working conditions by modelling industry operating conditions and contingencies, as well as, using suitable facilities, equipment and resources.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53