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Evidence Guide: HLTAHW050 - Develop a healing framework for social and emotional wellbeing work

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

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

 

HLTAHW050 - Develop a healing framework for social and emotional wellbeing work

What evidence can you provide to prove your understanding of each of the following citeria?

Elements define the essential outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe local cultural traditions and practice

  1. Acknowledge traditional ownership of the land and seek permission to allow the healing process to take place on the land
  2. Recognise the presence of traditional land owners in the healing process, including their role in the spiritual aspects of the healing process
  3. Clarify local kinship structures, roles and obligations through discussion with Elders
  4. Acknowledge the importance of the support processes of extended families in preparation for healing and in undergoing a healing process
Acknowledge traditional ownership of the land and seek permission to allow the healing process to take place on the land

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise the presence of traditional land owners in the healing process, including their role in the spiritual aspects of the healing process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify local kinship structures, roles and obligations through discussion with Elders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge the importance of the support processes of extended families in preparation for healing and in undergoing a healing process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct and support a facilitated group healing process

  1. Discuss cultural grieving processes
  2. Develop and agree to rules for participation in a healing group as part of a group, ensuring safety, confidentiality and cultural security during and after the process
  3. Use verbal and non-verbal communication skills to support the healing process
  4. Support self-expression and healing through art, dancing, storytelling, singing and/or painting
  5. Disclose self-selected past emotional influences with the group involved in the healing process and relate to the present situation and potential future
  6. Use appropriate techniques to examine transgenerational trauma with the group
Discuss cultural grieving processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and agree to rules for participation in a healing group as part of a group, ensuring safety, confidentiality and cultural security during and after the process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use verbal and non-verbal communication skills to support the healing process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support self-expression and healing through art, dancing, storytelling, singing and/or painting

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Disclose self-selected past emotional influences with the group involved in the healing process and relate to the present situation and potential future

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate techniques to examine transgenerational trauma with the group

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect on healing process

  1. Document outcomes according to organisation procedures
  2. Discuss with appropriate staff, colleagues, peers or mentors own reaction to the process
  3. Engage in ongoing reflective practice
Document outcomes according to organisation procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss with appropriate staff, colleagues, peers or mentors own reaction to the process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Engage in ongoing reflective practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Observe local cultural traditions and practice

1.1 Acknowledge traditional ownership of the land and seek permission to allow the healing process to take place on the land

1.2 Recognise the presence of traditional land owners in the healing process, including their role in the spiritual aspects of the healing process

1.3 Clarify local kinship structures, roles and obligations through discussion with Elders

1.4 Acknowledge the importance of the support processes of extended families in preparation for healing and in undergoing a healing process

2. Conduct and support a facilitated group healing process

2.1 Discuss cultural grieving processes

2.2 Develop and agree to rules for participation in a healing group as part of a group, ensuring safety, confidentiality and cultural security during and after the process

2.3 Use verbal and non-verbal communication skills to support the healing process

2.4 Support self-expression and healing through art, dancing, storytelling, singing and/or painting

2.5 Disclose self-selected past emotional influences with the group involved in the healing process and relate to the present situation and potential future

2.6 Use appropriate techniques to examine transgenerational trauma with the group

3. Reflect on healing process

3.1 Document outcomes according to organisation procedures

3.2 Discuss with appropriate staff, colleagues, peers or mentors own reaction to the process

3.3 Engage in ongoing reflective practice

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Observe local cultural traditions and practice

1.1 Acknowledge traditional ownership of the land and seek permission to allow the healing process to take place on the land

1.2 Recognise the presence of traditional land owners in the healing process, including their role in the spiritual aspects of the healing process

1.3 Clarify local kinship structures, roles and obligations through discussion with Elders

1.4 Acknowledge the importance of the support processes of extended families in preparation for healing and in undergoing a healing process

2. Conduct and support a facilitated group healing process

2.1 Discuss cultural grieving processes

2.2 Develop and agree to rules for participation in a healing group as part of a group, ensuring safety, confidentiality and cultural security during and after the process

2.3 Use verbal and non-verbal communication skills to support the healing process

2.4 Support self-expression and healing through art, dancing, storytelling, singing and/or painting

2.5 Disclose self-selected past emotional influences with the group involved in the healing process and relate to the present situation and potential future

2.6 Use appropriate techniques to examine transgenerational trauma with the group

3. Reflect on healing process

3.1 Document outcomes according to organisation procedures

3.2 Discuss with appropriate staff, colleagues, peers or mentors own reaction to the process

3.3 Engage in ongoing reflective practice