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. |
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Assessment may include: | Interview with client, careworkers, parents/familyReview of care/plan documentationObservation in activity sessionsUse of standard proformasDevelopment and use of agency specific assessment tools |
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Holistic approach includes consideration of: | Physical healthEmotional healthMental healthSocial healthSpiritual health |
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Programs include: | RoutinesTransitionsOrganisation of time and spaceExperiencesInteractions |
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Ideas and suggestions for programming may be gathered from: | ColleaguesNetworks resource workersWorkers in other servicesNewsletters, magazines, articlesPublicationsInternet |
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Programs may include a variety of experiences: | Excursion/at usual locationFamiliar experiences/special eventsUnstructured/structuredIndoor/outdoorBusy/quiet experiencesSurprising/predictable and plannedChallenging/confirming |
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Contexts of the individual's lives may include: | Geographic context, e.g. remoteness, buildings, lack of space, isolationCommunity groupings, alliances and conflictsHistorical context of community, e.g. significant events, future plansSocial context, e.g. social isolation, crowding and noiseCultural context |
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All those involved with program design may include: | IndividualStaff/care providersParents/family memberManagement |
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Information about an individual's development and social cultural context may be gained by: | Recorded observationsConservationConsulting family/community representativesWritten report/records |
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Service philosophies include: | Culturally specific services philosophiesPhilosophies about people, their development and learningPhilosophies and values about society and communities |
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Goals of the service may be oriented to an emphasis on: | CreativityLeisureRecreationHolistic care and developmentPersonal attention and flexibilityLearning and educationSocial interaction and developmentLanguage developmentPsychomotor developmentCultural identity and knowledgeEnvironmental understandingConfidence with technologyMulticultural understandingEducation/learning/trainingPersonal development and support (e.g. coping skills)TherapeuticMaintaining and improving cognitive functioningPromoting social interaction and friendship developmentProvide an avenue for emotional and psychological supportEnable participants to meet their spiritual and religious needs |
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Identities of individuals may include: | RacialGenderCulturalSocialPeer Group |
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Concerns about the current program could include: | GapsResourcing issuesRepetitionAspects where an individual's participation is low |
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Mobile service may need to design programs particularly targeted to those who are isolated: | GeographicallySocially |
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Required resources may include: | TransportEquipmentGamesLeisure activitiesVenueEquipment and materialsCurriculum/learning materialsStaffingFood and drinkSupport staff and resource staffSkills of staff |
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Specialist resources may include: | Professionals with expertise about particular needsWritten informationSpecial equipmentInformation and education videosResource NetworksFamily memberBilingual workersInterpreter servicesResource unitsExtra staffingProfession specific publications |
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Additional resources may include: | Worker trainingResource centres |
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Review of program could include: | Review of individual with additional needsReview of strategies for meeting needs of individuals within context of whole group |
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Criteria to evaluate programs may be in relation to: | Short term and long term goals of programProgress of individualProgress of the groupPhilosophy and goals of the serviceCost effectivenessAppropriate practiceDaily programs, weekly programs |