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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Support young people to develop and use personal resources
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Listen to young people’s stories and experiences in relation to family, friends and others Completed |
Evidence:
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Work with young people to explore desires, possibilities and goals in relation to their support networks, particularly to assess safety, benefits or other, of those relationships Completed |
Evidence:
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Encourage and assist young people to develop and maintain relationships with family, friends, support networks and service agencies according to each young person’s goals and the safety, benefits, or other, of those relationships Completed |
Evidence:
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Enable contact between young people and networks in the community according to young people’s needs and interests Completed |
Evidence:
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Assist young people to develop the personal skills to manage their personal relationships
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Provide support to young people in a manner which maintains the integrity of individual rights, self-determination and personal dignity Completed |
Evidence:
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. Enable young people to develop effective communication skills to build supportive relationships where possible Completed |
Evidence:
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Support young people to explore new ways of seeing relationships and situations with family and others where possible Completed |
Evidence:
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Assist young people to develop decision-making, coping and resiliency skills in ongoing situations Completed |
Evidence:
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Establish relationships and exchange information with family members, with the young person’s permission
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Communicate with the young person’s family, friends and/or support people, in accordance with the interests of the young person and organisation practice Completed |
Evidence:
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Where possible, seek the young person’s permission prior to contact with other key stakeholders Completed |
Evidence:
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Keep young people informed about contact with others Completed |
Evidence:
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Clarify own role with family members by providing specific and general information about your values, practice frameworks and work processes Completed |
Evidence:
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Maintain the young person’s confidentiality Completed |
Evidence:
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Listen without judgement to the experiences and concerns of family, friends and/or support people Completed |
Evidence:
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Gather and provide information that is relevant, timely and assists to address concerns Completed |
Evidence:
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Analyse own values and their impact on attitudes, interactions and other work practices, as well as to detect and avoid personalising issues, discrimination and stereotyping Completed |
Evidence:
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Determine a mutual approach between the young person, their family and yourself to address the needs and rights of young people
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Encourage active participation and effective communication between all stakeholders Completed |
Evidence:
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Monitor behaviour and mood of clients, particularly young person Completed |
Evidence:
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Support and validate the young person’s experiences and emotional responses Completed |
Evidence:
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Identify issues and concerns for the young person and their family and possible areas of change to behaviour and relationships Completed |
Evidence:
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Use interaction with family members to encourage personal reflection on relationships, expectations and personal responsibility Completed |
Evidence:
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Develop and implement action plan to support young person
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Prioritise competing agendas of key stakeholders whereby the rights and interests of the young person is the primary concern Completed |
Evidence:
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Set goals in line with young person’s and family’s values, opinions and expectations Completed |
Evidence:
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Develop plan that outlines actions to be taken and allocates resources Completed |
Evidence:
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Implement, monitor and evaluate progress made by young person and family Completed |
Evidence:
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Refer family problems to relevant support and specialist staff and agencies, where necessary Completed |
Evidence:
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Refer young people and their families to suitable specialists according to the nature and urgency of their needs, where necessary Completed |
Evidence:
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Establish relationships and exchange information with family members, with the young person’s permission
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Communicate with the young person’s family, friends and/or support people, in accordance with the interests of the young person and organisation practice Completed |
Evidence:
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Where possible, seek the young person’s permission prior to contact with other key stakeholders Completed |
Evidence:
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Keep young people informed about contact with others Completed |
Evidence:
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Clarify own role with family members by providing specific and general information about your values, practice frameworks and work processes Completed |
Evidence:
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Maintain the young person’s confidentiality Completed |
Evidence:
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Listen without judgement to the experiences and concerns of family, friends and/or support people Completed |
Evidence:
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Gather and provide information that is relevant, timely and assists to address concerns Completed |
Evidence:
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Analyse own values and their impact on attitudes, interactions and other work practices, as well as to detect and avoid personalising issues, discrimination and stereotyping Completed |
Evidence:
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