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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Seek information from families, carers, significant others 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 the developmental history of child or young person Completed |
Evidence:
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Identify developmental issues
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Identify factors and incidents that may have influenced the child’s development and the impact on current behaviour patterns and characteristics, using knowledge of common developmental trends Completed |
Evidence:
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Recognise the variations in normal development Completed |
Evidence:
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Identify how developmental delays might impact on developmental progress 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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Access and accurately interpret available current information about possible indicators of trauma Completed |
Evidence:
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Assess vulnerability of child as a consequence of violence, abuse and neglect 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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Clarify extent and duration of trauma, and develop strategies to ensure that interventions do not exacerbate child’s trauma 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 age and 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, within requirements of own work role Completed |
Evidence:
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Implement actions to reduce the future likelihood of recurring trauma 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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