Unit of competency Outline
Date retreived
22/07/2026 10:16 AM AWST
22/07/2026 10:16 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Provide education and support on parenting, health and well being
Provide education and support on parenting, health and well being
Unit of competency
National Code
CHCCS414A
CHCCS414A
State Code
D2338
D2338
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
17/07/2014
Field of Education
090515 - Welfare Studies
Original Release Date
17/07/2014
Nominal Hours
55
Description
DescriptorThis unit describes the knowledge and skills required to provide education and support in a small group or one to one setting and or for community members on for effective parenting behaviour, general health and well being issues
Notes
Elements and Performance Criteria
1. Identify clients particular needs and interests in relation to health, well being and parenting
- 1.1 Assess needs of client or group for education and support on health, well being and parenting
- 1.2 Elicit key issues of concern to determine the nature and scope of education program to be provided
- 1.3 Identify and plan for appropriate strategies to match client educational needs
- 1.4 Seek additional assistance and expertise as required
- 1.5 Identify and discuss resources required to support implementation of the program and changed practices
- 1.6 Determine stage in client's decision to seek information or change
2. Lead a group to communicate about parenting
- 2.1 Acknowledge what is working well with families and identify their strengths
- 2.2 Outline stressors and how these impact on families capacity to function effectively
- 2.3 Outline key knowledge and skill sets
- 2.4 Encourage group members to share parental experiences and seek additional information and support as required
- 2.5 Review current skills and expectations for skill development
- 2.6 Ensure program delivery demonstrates responsiveness to the needs of the group and the community
- 2.7 Ensure program content reflects current policy and practical application of theory
- 2.8 Implement processes to ensure assessment of the skill, knowledge and attitudes of group is ongoing during the program
- 2.9 Discuss parenting behaviour, attitudes and beliefs and how they have an impact on health and well being of children
3. Identify and respond to group and individual needs
- 3.1 Raise awareness of health and well being issue with clients not contemplating change
- 3.2 Conduct brief motivational interview/ presentation to guide changes when required
- 3.3 Ensure educational information and support is responsive to needs of individual and community
- 3.4 Ensure program content reflects current policy and practical application of theory
- 3.5 Undertake ongoing assessment of client skills, knowledge and attitudes during the program
4. Support the practice of new behaviours
- 4.1 Encourage participants to develop an active support network during the program
- 4.2 Support modelling of effective parenting techniques and healthy lifestyle
- 4.3 Provide clear feedback on progress in skill development to participants
- 4.4 Encourage participants to access further development options as required
- 4.5 Identify issues that may require referral to professional support and discuss with the client
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.
Stressors within the community that may have specific impact on families include:
Financial
Employment
Alcohol and other drugs issues
Accommodation and homelessness
Risk of abuse, neglect and harm
Access to education
Key knowledge and skill sets:
Stages in child development
Importance of supporting the early years to ensure subsequent educational success
Relationship development and management
Impact on the health of individuals and communities of neglect, violence and abuse
Impact on the health of individuals and communities of alcohol and drugs
Nutrition and food handling
Models of parenting
Features of a healthy lifestyle
Indicators of well being
Active support network may include:
Others within the local community
'Virtual' communities linked by Information Technology
Community leaders and elders
Other parents
Family members
Local community groups and play groups
Special interest groups
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.
Stressors within the community that may have specific impact on families include:
Financial
Employment
Alcohol and other drugs issues
Accommodation and homelessness
Risk of abuse, neglect and harm
Access to education
Key knowledge and skill sets:
Stages in child development
Importance of supporting the early years to ensure subsequent educational success
Relationship development and management
Impact on the health of individuals and communities of neglect, violence and abuse
Impact on the health of individuals and communities of alcohol and drugs
Nutrition and food handling
Models of parenting
Features of a healthy lifestyle
Indicators of well being
Active support network may include:
Others within the local community
'Virtual' communities linked by Information Technology
Community leaders and elders
Other parents
Family members
Local community groups and play groups
Special interest groups
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
Evidence must include demonstration over a period of time to ensure consistency of performance
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 delivered and 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 where assessment can be conducted or simulation of realistic workplace setting for assessment
equipment and resources normally used in the workplace
Method of assessment:
Observations
Questioning
Evidence gathered from the workplace environment
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
Evidence must include demonstration over a period of time to ensure consistency of performance
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 delivered and 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 where assessment can be conducted or simulation of realistic workplace setting for assessment
equipment and resources normally used in the workplace
Method of assessment:
Observations
Questioning
Evidence gathered from the workplace environment
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| S3067 | CHCCS406A | Provide education and support on health, wellbeing and parenting | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWB06 | CHCEDU009 | Provide parenting, health and well-being education | Unit of competency |