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. |
|
Completed |
Evidence:
|
Communicate effectively with young people
|
|
Listen to the young person to gain understanding of their experiences Completed |
Evidence:
|
Foster communication exchanges that support the development of trust and rapport Completed |
Evidence:
|
Process information about the young person’s situation from their perspective Completed |
Evidence:
|
Use a range of appropriate communication strategies to engage with young people Completed |
Evidence:
|
Consider cultural sensitivities in communication techniques and adapt style and language to accommodate different cultural values and practices Completed |
Evidence:
|
Maintain young person’s confidentiality in the context that the young person is the primary stakeholder Completed |
Evidence:
|
Reflect understanding of youth cultures and subcultures and young person’s own development
|
|
Consider youth culture and subcultures of the young person in all actions and decisions Completed |
Evidence:
|
Consider the young person’s individual development in all actions and decisions Completed |
Evidence:
|
Evaluate issues in relation to young person’s culture and modify approaches appropriately Completed |
Evidence:
|
Select activities and resources to promote awareness, respect the young person and value diversity Completed |
Evidence:
|
Establish guidelines that are relevant to the culture and background of the young person Completed |
Evidence:
|
Assess the impact of own cultural values, cultural lens and ethnocentrism in youth work Completed |
Evidence:
|
Work with the young person as the focus
|
|
Apply youth-centred practices when working with young people Completed |
Evidence:
|
Respect the rights, needs and responsibilities of the young person Completed |
Evidence:
|
Explain worker rights and responsibilities to the young person as necessary Completed |
Evidence:
|
Establish a professional relationship and boundary expectations with the client Completed |
Evidence:
|
Identify and manage power inequities in the professional relationship Completed |
Evidence:
|
Apply principles of ethical decision-making in working with young people Completed |
Evidence:
|
Reflect on own practice and values
|
|
Identify opportunities to reflect on own interactions and practices with young people Completed |
Evidence:
|
Recognise areas where own biases, background and opinions may have impacted on work with the young person Completed |
Evidence:
|
Seek opportunities to address any concerns or areas for development Completed |
Evidence:
|
Reflect understanding of youth cultures and subcultures and young person’s own development
|
|
Consider youth culture and subcultures of the young person in all actions and decisions Completed |
Evidence:
|
Consider the young person’s individual development in all actions and decisions Completed |
Evidence:
|
Evaluate issues in relation to young person’s culture and modify approaches appropriately Completed |
Evidence:
|
Select activities and resources to promote awareness, respect the young person and value diversity Completed |
Evidence:
|
Establish guidelines that are relevant to the culture and background of the young person Completed |
Evidence:
|
Assess the impact of own cultural values, cultural lens and ethnocentrism in youth work Completed |
Evidence:
|