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Evidence Guide: HLTAADV004 - Advocate on behalf of groups or the community

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

 

HLTAADV004 - Advocate on behalf of groups or the community

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

Identify issues of concern.

  1. Identify key people within the group or community to consult about issues of group or community concern.
  2. Facilitate discussion among key people to identify and clarify any group or community concerns.
  3. Summarise key information and document priority concerns according to organisational policies and procedures.
Identify key people within the group or community to consult about issues of group or community concern.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate discussion among key people to identify and clarify any group or community concerns.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Summarise key information and document priority concerns according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop an advocacy plan to address issues of concern.

  1. Develop options for responding to identified group or community views, concerns and priorities using knowledge of existing and potential local service frameworks.
  2. Explain options to key group or community representatives and identify their preferred option.
  3. Develop and document an advocacy action plan in consultation with group or community representatives.
  4. Identify and collate evidence-based information into appropriate format to support advocacy actions.
  5. Obtain group or community approval to advocate on their behalf.
Develop options for responding to identified group or community views, concerns and priorities using knowledge of existing and potential local service frameworks.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain options to key group or community representatives and identify their preferred option.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and document an advocacy action plan in consultation with group or community representatives.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and collate evidence-based information into appropriate format to support advocacy actions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain group or community approval to advocate on their behalf.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate issues of concern to agencies.

  1. Identify and establish contact with agencies and specific individuals based on the nature of the concern.
  2. Select a communication method best suited to the nature of the concern and the requirements and philosophy of the individual agency.
  3. Present the group or community’s point of view according to the agreed action plan using collated information.
  4. Maintain individual and group or community confidentiality according to organisational policies and procedures.
  5. Use communication skills to maintain positive interactions and build mutual understanding of the group or community issues of concern.
  6. Acknowledge and show respect for different opinions and perspectives.
  7. Identify and support opportunities for group or community members to participate in the advocacy process.
  8. Maintain focus on the key issues to be resolved.
  9. Monitor progress and continue follow-up activities until a resolution or decision is reached.
  10. Provide regular progress information to the group or community.
  11. Reflect on and evaluate successes, failures and the advocacy process to improve future advocacy activities.
Identify and establish contact with agencies and specific individuals based on the nature of the concern.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select a communication method best suited to the nature of the concern and the requirements and philosophy of the individual agency.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present the group or community’s point of view according to the agreed action plan using collated information.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain individual and group or community confidentiality according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use communication skills to maintain positive interactions and build mutual understanding of the group or community issues of concern.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge and show respect for different opinions and perspectives.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and support opportunities for group or community members to participate in the advocacy process.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain focus on the key issues to be resolved.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor progress and continue follow-up activities until a resolution or decision is reached.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide regular progress information to the group or community.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect on and evaluate successes, failures and the advocacy process to improve future advocacy activities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote group/community rights, needs and interests.

  1. Promote group or community rights, needs and interests inside and outside of the organisation within the scope of own authority.
  2. Identify and use appropriate forums to discuss and promote group or community rights, needs and interests with colleagues and other health service providers.
  3. Share information with colleagues and other health service providers about changing group or community needs.
  4. Identify and make suggestions about ways to improve services to groups and the community.
  5. Follow-up suggestions through internal processes and external forums.
  6. Reflect group or community values, beliefs and approaches to healing in communications with others.
Promote group or community rights, needs and interests inside and outside of the organisation within the scope of own authority.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and use appropriate forums to discuss and promote group or community rights, needs and interests with colleagues and other health service providers.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Share information with colleagues and other health service providers about changing group or community needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and make suggestions about ways to improve services to groups and the community.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow-up suggestions through internal processes and external forums.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect group or community values, beliefs and approaches to healing in communications with others.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Required Skills and Knowledge