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
What evidence can you provide to prove your understanding of each of the following citeria?
Engage with and gather appropriate developmental history from parents
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Take an appropriate history about the child in question, relative to the presenting concern Completed |
Evidence:
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Engage parents in establishing trust and confidence in the child consultant's role Completed |
Evidence:
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Engage children and young people in assessment interviews
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Use a range of verbal and non-verbal and projective interview methods and their appropriate application to gain an understanding of child needs and views. Completed |
Evidence:
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Explain role and boundaries of child consultant role to children Completed |
Evidence:
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Explain and familiarise children with organisation processes as necessary in the counselling or dispute resolution context Completed |
Evidence:
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Formulate the resultant content and process material from the child, including documentation requirements as required by the organisation Completed |
Evidence:
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Formulate the child's material into a working knowledge of their needs and experiences, inline with their developmental stage
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Come to a clinical understanding of the child's experience of conflict and separation issues, weighed by their developmental level and other salient factors in the case Completed |
Evidence:
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Consider how best to communicate these findings to the parents or adult parties responsible for the child Completed |
Evidence:
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Communicate needs, rights and interests of children and young people as expressed by them
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Engage significant others and assess their ability to accept child/young person opinions, views and concerns Completed |
Evidence:
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Communicate children's and young peoples opinions, views and concerns to parents using the child's/young people's own words and expressed efforts Completed |
Evidence:
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Facilitate communication between children and/or young people and significant adults as appropriate Completed |
Evidence:
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Provide timely and sensitive feedback to significant adults Completed |
Evidence:
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Model to significant adults appropriate inclusion of children and young people needs and views in planning and decision-making Completed |
Evidence:
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Ensure safety of children and young people in participation process
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Explain to children and young people, agency and/or worker actions, for ensuring safety and minimising risk Completed |
Evidence:
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Undertake risk and safety management of children and young people Completed |
Evidence:
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Seek feedback from children and young people Completed |
Evidence:
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Debrief children and young people after incidents Completed |
Evidence:
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Implement support systems for children and young people to ensure emotional and physical safety Completed |
Evidence:
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Create and maintain a child and young person friendly environment Completed |
Evidence:
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Identify and monitor family relationship dynamics and issues Completed |
Evidence:
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