The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts. |
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Methods to assess may include: | Interview with client, care workers, parents/family Review of care/plan documentation Observation in activity sessions Use of standard proformas |
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Holistic approach includes consideration of: | Physical health Emotional health Mental health Social health Spiritual health Cognitive health |
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Individual programs include: | Activities designed to address needs of individuals Activities designed to meet needs identified in research Activities to extend the participation numbers in existing programs Passive and/or active activities Physical, mental, emotional, social and/or spiritual activities Strategies to address barriers to participation Those directed t individual peope and their needs Those directed at the general community Those initiated by the organisation, by community groups, by other organisations, or by community leaders and decision-makers Those designed to respond to social, economic and demographic changes |
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Ideas and suggestions for programming may be gathered from: | Client assessment Colleagues Networks resource workers Workers in other services Newsletters, magazines, articles Publications Professional body |
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A variety of experiences for use in programs may include: | Excursion/at usual location Familiar experiences/special events Unstructured/structured Indoor/outdoor Busy/quiet experiences Surprising/predictable and planned Challenging/confirming |
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Client's life, development and social context may include: | Geographic context, e.g. remoteness, buildings, lack of space, isolation Community groupings, alliances and conflicts Historical context of community, e.g. significant events, future plans Social context, e.g. social isolation, crowding and noise Cultural context |
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All those involved with program design may include: | Individual Staff/care providers Parents/family member Management |
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Information about an individual's development and social cultural context may be gained by: | Recorded observations Conservation Consulting family/community representatives Written report/records |
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Philosophy and goals of the service include: | Culturally specific services philosophies Philosophies about people, their development and learning Philosophies and values about society and communities |
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Goals of the service may be oriented to an emphasis on: | Leisure Creativity Recreation Holistic care and development Personal attention and flexibility Learning and education Social interaction and development Language development Psychomotor development Cultural identity and knowledge Environmental understanding Confidence with technology Multicultural understanding Education/learning/training Personal development and support (e.g. coping skills) Therapeutic Maintaining and improving cognitive functioning Maintaining and improving physical abilities Promoting social interaction and friendship development Providing an avenue for motional and psychological support Enabling participants to meet their spiritual and religious needs |
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Identities of individuals may include: | Racial Gender Cultural Social Peer group |
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Concerns about the current program plans may include: | Gaps Resourcing issues Repetition Aspects where an individual's participation is low |
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Mobile service may need to design programs particularly targeted to those who are isolated: | Geographically Socially |
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Resources required may include: | Transport Equipment Venue Equipment and materials Games Leisure activities Curriculum/learning materials Staffing Food and drink Support staff and resource staff Skills of staff |
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Specialist resources may include: | Professionals with expertise about particular needs Written information Special equipment Information and education videos Resource Networks Family member Bilingual workers Interpreter services Resource units Extra staffing |
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Additional resources may include: | Worker training Resource centres |
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Review of the individual program plan may include: | Review of individual with additional needs Review of strategies for meeting needs of individuals within context of whole group |
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Criteria to assess programs may be in relation to: | Short term and long term goals of program Progress of individual Progress of the group Philosophy and goals of the service Cost effectiveness Appropriate practice Daily programs, weekly programs |