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?
Elements define the essential outcomes |
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Completed |
Evidence:
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Engage child/young person in the counselling process
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Set an appropriate physical environment to engage children and young people in counselling Completed |
Evidence:
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Use age appropriate engagement techniques to gain child’s and/or young person’s trust Completed |
Evidence:
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Use communication strategies that are appropriate for the children/young people’s developmental stage, culture and emotional needs Completed |
Evidence:
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Maintain an ethical relationship with children/young people according to practice standards and legislative requirements Completed |
Evidence:
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Enable children to identify problem areas and effectively participate in the counselling process Completed |
Evidence:
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Assess parental family/influences and engage with parents appropriately Completed |
Evidence:
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Respond appropriately to allegations and disclosures of abuse
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Respond to disclosures and allegations according to legislative requirements and organisation procedures Completed |
Evidence:
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Document factual information and observations as required by the organisation and any statutory child protection legislation Completed |
Evidence:
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Identify and assess risk for clients in relation to family domestic violence and other child protection concerns Completed |
Evidence:
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Conceptualise the presenting problem
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Identify the factors impacting on the child or young person Completed |
Evidence:
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Develop hypotheses to explain child/young person’s presenting problems Completed |
Evidence:
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Implement case work processes
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Develop a clear plan of how sessions will be conducted in collaboration with children and young people Completed |
Evidence:
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Develop measurable outcomes, treatment goals, treatment plans and after session plans with children and young people’s input using perspectives relevant to working with children and young people Completed |
Evidence:
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Work collaboratively with other stakeholders, including family members, other significant persons and professionals not present Completed |
Evidence:
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Record plans and complete other case documentation according to practice setting policies, professional standards and legislative obligations Completed |
Evidence:
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Use therapeutic interventions to engage and work with children and young people Completed |
Evidence:
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Monitor and review progress of sessions towards child/young persons goals Completed |
Evidence:
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Terminate counselling sessions
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Recognise when the counselling is no longer serving the interests or needs of the client an family Completed |
Evidence:
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Discuss with the client/s when counselling no longer appears to serve the clients interest or needs and either renegotiate the professional relationship or terminate the service Completed |
Evidence:
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Engage client/s in determining any further external interventions as identified and arrange appropriate referrals Completed |
Evidence:
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Seek feedback from the client/s about the counselling service provided
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Review counselling progress and provision regularly with the client in a developmentally appropriately way Completed |
Evidence:
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Obtain feedback from the client at the conclusion of the counselling service Completed |
Evidence:
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Use a range of developmentally appropriate feedback strategies to encourage client contribution to improved counselling practice Completed |
Evidence:
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Review and reflect on client feedback and incorporate this information as part of supervision for the purpose of practice improvement Completed |
Evidence:
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