- interpersonal/ relationship In order to accurately complete the chart below, please involve the participant, and others who know the (e.g., communication, participant’s present skills well (other staff, family members), as appropriate. You will be most likely to use a assertiveness, conflict combination of observation and conversation when filling out the chart. resolution) - parenting (e.g., giving For each applicable skill, please rate the level (Basic, Intermediate, Advanced) BEFORE the participant started positive feedback to [program]. Use the comments column to elaborate further, if you wish. AFTER [program], please rate the participant communicating/ skills that they worked on during [program]. again with regard to (Use far right column to note that skills not addressed modeling positive even if deemed applicable at start of program.) – alternatives to negative child behaviours) (See on next page) - literacy skills (e.g., reading, writing) - refusal skills (e.g., communicating refusal to take part in crime, gang involvement, substance use) - engaging in positive alternatives to negative (risky) behaviours) - employment/career related (e.g., work readiness, business skills, continuing education) - leadership (e.g., planning or organizing actions, communicating in ways that inspire others’ positive
- interpersonal/ relationship (e.g., communication, assertiveness, conflict resolution) - parenting (e.g., giving positive feedback to communicating/ modeling positive alternatives to negative child behaviours) - literacy skills (e.g., reading, writing) - refusal skills (e.g., communicating refusal to take part in crime, gang involvement, substance use) - engaging in positive alternatives to negative (risky) behaviours) - employment/career related (e.g., work readiness, business skills, continuing education) - leadership (e.g., planning or organizing actions, communicating in ways that inspire others’ positive In order to accurately complete the chart below, please involve the participant, and others who know the participant’s present skills well (other staff, family members), as appropriate. You will be most likely to use a combination of observation and conversation when filling out the chart. For each applicable skill, please rate the level (Basic, Intermediate, Advanced) BEFORE the participant started [program]. Use the comments column to elaborate further, if you wish. AFTER [program], please rate the participant again with regard to skills that they worked on during [program]. (Use far right column to note that skills not addressed – even if deemed applicable at start of program.) (See on next page)
CommonToolsQuestions-AdultSupport.docx