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?
Establish relationship with the young person's nominated carer/family members
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Use a range of communication strategies to gather necessary information about the background and circumstances of young people and their families with respect for privacy and confidentiality Completed |
Evidence:
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Ensure information provided to young people and their families is conveyed with regard to each party's right to confidentiality in a factual, clear and ethical manner to promote positive responses Completed |
Evidence:
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Identify issues arising from the circumstances of young people and their families and the need for changes to behaviour and relationships Completed |
Evidence:
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Maintain clear, ethical and honest relationships with young person as the primary client, and their families/carers as secondary clients Completed |
Evidence:
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Use interaction with family members to encourage their personal reflection on relationships, expectations and personal responsibility Completed |
Evidence:
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Identify obstacles to professional relationships with families/carers, check personal values and issues with others and record concerns according to the code of conduct and ethics Completed |
Evidence:
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Exchange information with family/carers about young person's needs and/or risks within the requirements of privacy and confidentiality
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Encourage active participation and appropriate responses and model positive behaviour through the selection of effective communication techniques Completed |
Evidence:
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Monitor and anticipate behaviour and mood of clients for signals and respond appropriately Completed |
Evidence:
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Provide clients with clear, relevant information at a suitable language and comprehension level within the parameters of confidentiality and privacy of individual client Completed |
Evidence:
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Analyse your values for their impact on your attitudes and interactions and to detect and avoid personalising issues, discrimination and stereotyping Completed |
Evidence:
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Determine in consultation with the young person a mutual approach to addressing their needs
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Check current commitments in time and resources for flexibility and capacity to meet client young person's needs and expectations Completed |
Evidence:
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Check that objectives, outcomes and processes of young person's responses are consistent with organisation's policies and objectives and service outcomes Completed |
Evidence:
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Negotiate with the young person their goals and indicators of achievement and include other persons where nominated by the young person Completed |
Evidence:
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Plan a structured sequence of activities and timetable to achieve client objective within available resources Completed |
Evidence:
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Consult team members for feedback on the planned program and indications of support Completed |
Evidence:
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Identify resources needed for continuing work with clients and allocate according to priorities and availability Completed |
Evidence:
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Respond to families' concerns about young person
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Use a range of communication strategies to develop trust and mutual agreements with family members about terms and conditions of addressing their concerns including limitations on confidentiality and power differentials between individuals Completed |
Evidence:
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Identify and prioritise short and long term implications of family concerns Completed |
Evidence:
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Validate family concerns using a range of checking sources including consultation with the young person as primary client Completed |
Evidence:
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Provide information to family members on a need to know basis with respect for young person's privacy in a language and style they will understand Completed |
Evidence:
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Negotiate conditions and confirm agreement with families to encourage commitment, cooperation and mutual action Completed |
Evidence:
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Check information about family members for indicators of concerns, patterns of behaviour, strengths and barriers and consider this information in the approach taken Completed |
Evidence:
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Encourage family members to take responsibility for agreement on objectives, targets and outcomes Completed |
Evidence:
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Ensure location of client meetings promotes, neutrality, individual empowerment, comfort, trust, privacy, energy and focus for all clients Completed |
Evidence:
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Guide strengths and energy of clients to maintain positive direction, cooperation, achievements, respect Completed |
Evidence:
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