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 to apply strengths-based practice when working with clients

Evidence of competency in this unit will need to be assessed over a period of time in order to gather evidence of performance

This will include contexts applicable to the work environment, such as actual or simulated workplace situations involving a combination of direct, indirect and supplementary forms of evidence

Assessment must confirm sufficient ability to apply a strengths-based approach to working with clients

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

Resource requirements for assessment include access to:

a relevant workplace or an appropriately simulated environment where assessment may take place

Method of assessment:

Evidence for assessment of competence may be gathered by appropriate combination of the following:

demonstration of competency within the working environment in delivering services to clients using a strengths-based approach

realistic simulations, projects, previous relevant experience or oral questioning on 'what if?' scenarios

observation of processes and procedures, oral and/or written questions 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

The assessment environment should not disadvantage the candidate

Assessment practices should take into account any relevant language or cultural issues related to Aboriginality, gender or language barriers other than English

Where the candidate has a disability, reasonable adjustment may be applied during assessment

Language and literacy demands of the assessment task should not be higher than those of the work role

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:

Good detailed knowledge of principles of strengths-based practice when working with clients

Good understanding of the appropriate application of strengths-based tools

Knowledge of micro-skills used in setting up a learning relationship with a client

Knowledge of own strengths and growth areas

Self-awareness including awareness of own beliefs, values and experiences which can impact on work practice

The impact of 'power' when working with service users

The power and impact of language

A good general knowledge and understanding of the issues affecting service users

Knowledge and application of ethical behaviour and legal frameworks for relationship work

Essential skills:

It is critical that the candidate demonstrate the ability to:

Apply principles of strengths-based practice when working with clients

Identify, respect and foster client strengths

Accept client's own world view

Reflect positive attitudes about people's dignity, capacities, rights, uniqueness and commonalities

Work consultatively and collaboratively with clients to identify realistic future goals and visions and to effect changes toward these

Elicit client strengths to put towards possibilities for change

Motivate supervisees to effect changes in their lives through the fostering of their strengths

Work constructively to complement people's existing strengths and assist them with solution building approaches rather than 'problem solving' approaches

Acknowledge and address power imbalances between workers, organisations and clients

Recognise and address dynamics inherent in organisation practices and structures that are incongruent with strengths-based principles and processes

Use open, honest, effective and appropriate communication which is at all times respectful and promotes a partnership approach to working with clients based on consultation, collaboration and mutual learning

Identify and address social, personal, cultural and structural constraints to people's growth

Identify and address potential barriers to accessing programs and achieving identified outcomes including access to child care, transport, cultural, linguistic, religious, disability, language, literacy and numeracy or learning differences

Recognise and remain within bounds of own practice

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Essential skills (contd):

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:

Understand the limitations and boundaries of the practitioner's role within the context of their responsibilities within their agency and manage own and others expectations in relation to these

Maintain awareness of self and how experiences, biases, values and beliefs of self and significant others in own life may impact on ability to work effectively with various client groups

Identify and address social, personal, cultural and structural constraints to people's growth

Work inclusively with the whole client, considering the full range of possible influences in their lives including:

personality, culture, language, religion, age, gender, family of origin, education levels, learning abilities, economic situation, social context, health, disabilities and issues

the interplay and dynamics of each of the above

ability to respond respectfully to the whole person demonstrating inclusive practice through competently valuing each and every person as a whole unique individual

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.

Principles of strengths-based practice must include:

Respect for people's dignity, uniqueness and rights

Self determination and empowerment

Recognition and use of strengths (skills, capacities, knowledge, resources, information, hopes and dreams)

Mutual learning between service user and professional

Understanding that people are experts in their own lives

Understanding that the issue is the problem, the person is not the problem

Power issuesmay include:

Where and when practitioners meet with clients and how this is determined

Who 'owns' records of the work

Who determines what issues will be worked on

Who determines timeframes for working on issues

Strengths-based tools may include:

Miracle questions - 'Let's imagine.....You go to bed tonight and while you are asleep a miracle happens ....When you wake up the problem has less effect on your life. On a scale of 0 to 5, how much is the problem affecting your life? How will you know things have improved? What will be different? What will others notice is different?'

Scaling questions assists professionals and service users to identify the problem or issue, set achievable goals, have a starting point for change, notice what is already working well, identify strengths and exceptions, measure progress and allow for the introduction of metaphors

Vision and goal setting assists professionals and clients to identify where the service provider would like to move toward and how they can effect this change

Strength focuses cards assists professionals and clients to identify strengths or issues

Photo-language cards, objects and images assists professionals and service users to identify and represent significant feelings or issues

Previous success stories assists professionals and clients to identify ways that people have successfully dealt with similar problems

Relationship questions assists professionals and clients to identify and explore a problem by shifting the focus to how key relationships in the person's life view the situation for example, 'What would your best friend (mother) say? Or 'How would your family tell there was a miracle and your problem is solved?'

Letter writing involves the documentation of change and learning in a personal style of writing a letter to the other person recognising changes in learning that you have observed in them

The five column approach to problem solving is a table that enables professionals and clients to have a guide to explore problems in different ways that build on existing strengths. The guiding questions are: What is the issue? Establish a picture of the future using the miracle question. What strengths and resources do you have to put towards the picture of the future? What strengths and resources do you need from others? What are the first steps to take towards the picture of the future? Who needs to do what and when?

Principle of 'power with'may include:

A genuine equal partnership with the client

Mutual respect and care demonstrated at all times and evident in language, processes and outcomes

The engagement triangle may include:

Establishment of relevance to the client's needs

Establishment of the professional's faith in the client's ability to commit, choose, care, change, create, connect and communicate

Establishment of an honest and direct way of communication between the professional and the client