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?
Seek information from families, carers, significant people and professionals
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Identify appropriate sources of information about the child or young person Completed |
Evidence:
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Gather accurate information about child rearing practices and values of the cultural group to which the child or young person belongs Completed |
Evidence:
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Compile a detailed overview of information available about developmental context and issues from pregnancy/birth to clarify impact of culture, family, home and community on developmental history of child or young person Completed |
Evidence:
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Identify factors and incidentsthat may potentially have influenced child's development and impact on current behaviour patterns and characteristics Completed |
Evidence:
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Identify developmental issues
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Apply knowledge of common developmental trends, milestones and associated characteristics and behaviours for children and young people Completed |
Evidence:
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Make appropriate allowances for variations from what is considered normal development Completed |
Evidence:
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Identify potential for developmental delays to impact on progress to future developmental stages Completed |
Evidence:
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Clarify sequence of development for each individual child and identify range of influences on developmental process Completed |
Evidence:
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Recognise issues associated with young children primarily seeking attachment rather than safety Completed |
Evidence:
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Identify indicators of trauma in children and young people
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Use knowledge of child development and common variations for children and young people to identify indicators of developmental delay Completed |
Evidence:
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Access and accurately interpret available current information about possible indicators of trauma relevant to child's age and developmental status Completed |
Evidence:
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Work with understanding of potential impacts of trauma on the child or young person Completed |
Evidence:
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Clarify potential vulnerability of child through having witnessed and/or experienced violence, abuse and neglect at the hands of carers Completed |
Evidence:
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Identify extent of child's positive experiences of stable, sensitive, loving and stimulating relationships and environments Completed |
Evidence:
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Take into account the potential for prolonged exposure to frightening and overwhelming circumstances to result in 'toxic stress' Completed |
Evidence:
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Identify potential consequences of toxic stress and closely observe child for signs of it Completed |
Evidence:
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Provide support to families impacted by trauma and violence
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Encourage parents and carers to seek and accept appropriate support to manage their own shock and emotional responses Completed |
Evidence:
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Listen calmly to information provided by child or young person and their parents and/or carers and provide reassurance in line with the situation and child's stage of development Completed |
Evidence:
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Encourage child or young person to talk about all aspects of the traumatic experience and its aftermath, if appropriate, as an open, accepting and reassuring listener Completed |
Evidence:
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Monitor developmental and educational progress of child or young person in line with their developmental status and needs and within requirements of own work role Completed |
Evidence:
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Report situations of potential trauma in line with requirements of the organisation, legislation and work role Completed |
Evidence:
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