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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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Assessment may include: | Interview with client, careworkers, parents/family Review of care/plan documentation Observation in activity sessions Use of standard proformas Development and use of agency specific assessment tools |
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Holistic approach includes consideration of: | Physical health Emotional health Mental health Social health Spiritual health |
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Programs include: | Routines Transitions Organisation of time and space Experiences Interactions |
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Ideas and suggestions for programming may be gathered from: | Colleagues Networks resource workers Workers in other services Newsletters, magazines, articles Publications Internet |
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Programs may include a variety of experiences: | 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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Contexts of the individual's lives 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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Service philosophies 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: | Creativity Leisure 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 Promoting social interaction and friendship development Provide an avenue for emotional and psychological support Enable 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 could 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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Required resources may include: | Transport Equipment Games Leisure activities Venue Equipment and materials 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 Profession specific publications |
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Additional resources may include: | Worker training Resource centres |
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Review of program could 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 evaluate 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 |
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