Unit Description - Support behaviour of children and young people
This unit focuses on the elements, performance criteria, performance evidence, and knowledge evidence needed to show competency in supporting children and young people. In this unit, the essential outcomes are:
Contribute to a safe and supportive environment
Use positive support techniques
Observe data and collect data to assist with development of appropriate strategies for support
Implement strategies to support children or young people who require additional support.
Monitor and review strategies.
Learning Program
As you progress through this unit of study you will develop skills in locating and understanding an organisation's policies and procedures. You will build up a sound knowledge of the industry standards within which organisations must operate. You will become more aware of the effect that your own skills in dealing with people has on your success or otherwise in the workplace. Knowledge of your skills and capabilities will help you make informed choices about your further study and career options.
Additional Learning Support
To obtain additional support you may:
search for other resources in the Student Centre. You may find books, journals, videos and other materials which provide additional information about topics in this unit.
search for other resources in your local library. Most libraries keep information about government departments and other organisations, services and programs. The librarian should be able to help you locate such resources.
contact information services such as Info link, Equal Opportunity Commission, Commissioner of Workplace Agreements, Union organisations, and public relations and information services provided by various government departments. Many of these services are listed in the telephone directory.
contact your facilitator
Facilitation
Your training organisation will provide you with a flexible learning facilitator. Your facilitator will play an active role in supporting your learning. Your facilitator will help you any time during working hours to assist with:
how and when to make contact,
what you need to do to complete this unit of study, and
what support will be provided.
Here are some of the things your facilitator may do to make your study easier:
Give you a clear visual timetable of events for the semester or term in which you are enrolled, including any deadlines for assessments.
Provide you with online webinar times and availability.
Use 'action sheets' to remind you about tasks you need to complete, and updates on websites.
Make themselves available by telephone for support discussion and provide you with industry updates by e-mail where applicable.
Keep in touch with you by e-mail or portal message during your studies.
Forums.
To make the process easy, the following outlines the steps needed to organise portfolio data into more manageable groups of information sources:
Step 1: Obtain portfolio document or object.
Step 2: Write down any information that you obtained that could fit under the Physical Developmental Domain. Make sure to note the developmental stage and an approximation of the developmental age for that piece of information.
Step 3: Write down any information that you obtained that could fit under the Cognitive Developmental Domain. Make sure to note the developmental stage and an approximation of the developmental age for that piece of information.
Step 4: Write down any information that you obtained that could fit under the Language Developmental Domain. Make sure to note the developmental stage and an approximation of the developmental age for that piece of information.
Step 5: Write down any information that you obtained that could fit under the Social Developmental Domain. Make sure to note the developmental stage and an approximation of the developmental age for that piece of information.
Step 6: Write down any information that you obtained that could fit under the Emotional Developmental Domain. Make sure to note the developmental stage and an approximation of the developmental age for that piece of information.
Student Profile Portfolio Matrix
To make data-gathering easier, a portfolio matrix that is assigned to different developmental domains will be useful. Such a matrix will allow you to note down the following information for each developmental domain:
Type of Document - the type of portfolio document that you have gathered information from
Description from Documentation - the developmental domain-specific information you have gathered as a result of browsing or interacting with the portfolio document or object.
Interpretation - Your initial interpretation of the information you have gathered.
Approximate Developmental Age - The approximate developmental age of the information you have gathered.
Strategies used to develop Social Cues
You can use different drawings or social stories that show different social situations then have the student identify the social cues for it. You can do this as a separation session especially for those students who need the drill. You can also ask the student to describe how they will react given the situation.
You can also ask the students to play a variation of Charades where they are asked to act out a particular social cue to a group then asking the other students what emotion he or she is acting out.
Strategies used to develop Emotional Expression
You can use flashcards that the student can show you whenever they observe that emotion being shown in an actual situation or in an illustration. For example, the student can show you an emotion that he had seen in a billboard. You may ask the student to show you at least three different kinds of emotions a day.
For one-on-one sessions you can ask the student draw different faces or postures of people based on the emotion you ask them to draw.
Strategies used to develop Emotion Regulation
One of the best ways to teach emotion regulation is still to teach students first about taking turns. You can develop activities that involve passing a ball to a student, having her play with it for about 2 mins, then have her throw the ball to another student.
Tell stories about social situations they are familiar and have characters that act differently from the social norm. Then, ask students to describe ways they would react to the situation.
Strategies used to develop Empathy
Using videos or drawings of people showing emotional reactions, ask the student to identify the emotion in each then ask them what may be the proper reaction after seeing that emotion.
Discovering diversity
Can you find out about the diversity in your organisation?
Try thinking of other ways you can support diversity in your organisation.
Reflecting Activity
Are you familiar with your school or organisation's standards, policies, and procedures?
What are some policies and procedures observed in your school or organisation?
Attachment:- Certificate III in Education Support.rar