[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"skill:01M70YTPR2NSDJ3WS5ACASYMQT":3,"skill-same:01M70YTPR2NSDJ3WS5ACASYMQT":70},{"skillNo":4,"name":5,"nameZh":6,"description":7,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":16,"categories":17,"keywords":18,"publishedAt":39,"linkOnly":40,"markdownContent":41,"markdownBody":42,"frontMatter":43,"refName":47,"commitSha":48,"skillDirectory":49,"forksCount":50,"repositoryHtmlUrl":51,"repositoryHomepageUrl":6,"ownerHtmlUrl":52,"ownerBlogUrl":53,"ownerDescription":54,"updatedAt":55,"install":56,"resources":69},"01M70YTPR2NSDJ3WS5ACASYMQT","disability-support-work-mentoring-training",null,"Train and mentor junior colleagues toward competent, safe disability support worker practice.\nTRIGGERS - Use when a disability support worker needs a mentoring & training junior staff for people with disabilities and their families in homes, day services and community settings.","lionelsimai\u002Fclaude-skills-collection","lionelsimai","https:\u002F\u002Favatars.githubusercontent.com\u002Fu\u002F260158848?v=4","01M6CHZPS8G9TSB113TT0BBM6E","Lionel ","01M6CHZPXGW2SPE3BHQTGJ0S8J",38,"MIT","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fdisability-support-work-mentoring-training\u002FSKILL.md",[],[19,20,21,22,23,24,25,26,27,28,29,30,31,32,33,34,35,36,37,38],"disability support work mentoring training","work","support","disability","training","train","mentor","safe","settings","services","junior","with","Staff","when","people","use","worker","triggers","for","community","2026-11-10 10:12:30",false,"---\nname: disability-support-work-mentoring-training\ndescription: |\n  Train and mentor junior colleagues toward competent, safe disability support worker practice.\n  TRIGGERS - Use when a disability support worker needs a mentoring & training junior staff for people with disabilities and their families in homes, day services and community settings.\ncategory: Disability Support Work\nlicense: MIT\nversion: 1.0\n---\n# Mentoring & Training Junior Staff — Disability Support Work\n\nTrain and mentor junior colleagues toward competent, safe disability support worker practice. The deliverable is a training plan with competencies, supervised milestones and sign-off criteria.\nThis skill is written for a disability support worker working with people with disabilities and their families in homes, day services and community settings.\n\n## When to use\n- You are a disability support worker preparing, delivering or reviewing this part of your work in homes, day services and community settings.\n- You need a defensible, repeatable approach that produces a training plan with competencies, supervised milestones and sign-off criteria.\n- A colleague, auditor or client asks how this was done and what evidence supports it.\n\n## Key Concepts\n| Term | Meaning |\n|------|---------|\n| Person-centred | support designed around the individual's wishes |\n| Communication passport | a document explaining how a person communicates |\n| Positive behaviour support | understanding behaviour to reduce distress and restriction |\n\n## Workflow\n1. **Step 1** - Assess the trainee's current level honestly against the competencies required in homes, day services and community settings\n2. **Step 2** - Sequence learning from observation to supervised practice to independent work, using assistive technology under supervision first\n3. **Step 3** - Set explicit sign-off criteria for high-risk tasks — especially anything touching personal care done unsafely — and never sign off early\n4. **Step 4** - Give feedback from direct observation and from support plans, specific and timely, with strengths named too\n5. **Step 5** - Record progress, keep the training file current, and escalate persistent gaps through supervision, not gossip\n\n## Profession-Specific Components\n| Component | Details for Disability Support Work |\n|-----------|-------------------------------|\n| Core documentation | support plans; daily records; communication passports; incident reports |\n| Core tools & equipment | assistive technology; hoists and mobility equipment; communication aids; recording apps |\n| People involved | people with disabilities and their families; the disability support worker; colleagues and other services in homes, day services and community settings |\n| Primary record | support plans — keep it current, dated and attributable |\n\n## Output Format\n**Context:** [Situation in homes, day services and community settings] | **Objective:** [What this must achieve] | **Audience:** [people with disabilities and their families and other stakeholders]\n\nThe finished output is a training plan with competencies, supervised milestones and sign-off criteria, structured as:\n1. Summary of position and evidence\n2. Detail, following the workflow above\n3. Decisions, actions, owners and dates\n4. Review point and escalation route\n\n### Action Plan\n1. **Immediate:** Confirm scope, consent and the evidence available in support plans.\n2. **Short-term:** Complete the workflow steps and record outcomes against goal progress.\n3. **Medium-term:** Review results, close actions, and update local procedures in homes, day services and community settings.\n\n## Success Metrics\n| Metric | Target | Method |\n|--------|--------|--------|\n| goal progress | Agree a local target and track the trend | Measured from support plans and reviewed on a set cycle |\n| incident rates | Agree a local target and track the trend | Measured from support plans and reviewed on a set cycle |\n| person satisfaction | Agree a local target and track the trend | Measured from support plans and reviewed on a set cycle |\n| plan review completion | Agree a local target and track the trend | Measured from support plans and reviewed on a set cycle |\n\n## Guardrails & Quality Checks\n- Never let this happen: personal care done unsafely.\n- Never let this happen: communication needs ignored.\n- Never let this happen: restrictive practices misused.\n- Work only within the competence and authority of a disability support worker; escalate or refer anything beyond it.\n- Record facts and observations, not speculation, and keep records confidential to homes, day services and community settings's rules.\n- Verify names, dates, figures and measurements twice before anything is issued or signed off.\n- Use only real, verified information from the case in hand — never invent results, credentials or evidence.\n\n## Example (illustrative)\nA disability support worker in homes, day services and community settings applies this workflow for people with disabilities and their families: they open\nsupport plans, work through the five steps using assistive technology, and close by recording\nthe outcome against goal progress and agreeing the next review date. (Illustrative example only —\nreplace with the real details of the case in hand.)\n","# Mentoring & Training Junior Staff — Disability Support Work\n\nTrain and mentor junior colleagues toward competent, safe disability support worker practice. The deliverable is a training plan with competencies, supervised milestones and sign-off criteria.\nThis skill is written for a disability support worker working with people with disabilities and their families in homes, day services and community settings.\n\n## When to use\n- You are a disability support worker preparing, delivering or reviewing this part of your work in homes, day services and community settings.\n- You need a defensible, repeatable approach that produces a training plan with competencies, supervised milestones and sign-off criteria.\n- A colleague, auditor or client asks how this was done and what evidence supports it.\n\n## Key Concepts\n| Term | Meaning |\n|------|---------|\n| Person-centred | support designed around the individual's wishes |\n| Communication passport | a document explaining how a person communicates |\n| Positive behaviour support | understanding behaviour to reduce distress and restriction |\n\n## Workflow\n1. **Step 1** - Assess the trainee's current level honestly against the competencies required in homes, day services and community settings\n2. **Step 2** - Sequence learning from observation to supervised practice to independent work, using assistive technology under supervision first\n3. **Step 3** - Set explicit sign-off criteria for high-risk tasks — especially anything touching personal care done unsafely — and never sign off early\n4. **Step 4** - Give feedback from direct observation and from support plans, specific and timely, with strengths named too\n5. **Step 5** - Record progress, keep the training file current, and escalate persistent gaps through supervision, not gossip\n\n## Profession-Specific Components\n| Component | Details for Disability Support Work |\n|-----------|-------------------------------|\n| Core documentation | support plans; daily records; communication passports; incident reports |\n| Core tools & equipment | assistive technology; hoists and mobility equipment; communication aids; recording apps |\n| People involved | people with disabilities and their families; the disability support worker; colleagues and other services in homes, day services and community settings |\n| Primary record | support plans — keep it current, dated and attributable |\n\n## Output Format\n**Context:** [Situation in homes, day services and community settings] | **Objective:** [What this must achieve] | **Audience:** [people with disabilities and their families and other stakeholders]\n\nThe finished output is a training plan with competencies, supervised milestones and sign-off criteria, structured as:\n1. Summary of position and evidence\n2. Detail, following the workflow above\n3. Decisions, actions, owners and dates\n4. Review point and escalation route\n\n### Action Plan\n1. **Immediate:** Confirm scope, consent and the evidence available in support plans.\n2. **Short-term:** Complete the workflow steps and record outcomes against goal progress.\n3. **Medium-term:** Review results, close actions, and update local procedures in homes, day services and community settings.\n\n## Success Metrics\n| Metric | Target | Method |\n|--------|--------|--------|\n| goal progress | Agree a local target and track the trend | Measured from support plans and reviewed on a set cycle |\n| incident rates | Agree a local target and track the trend | Measured from support plans and reviewed on a set cycle |\n| person satisfaction | Agree a local target and track the trend | Measured from support plans and reviewed on a set cycle |\n| plan review completion | Agree a local target and track the trend | Measured from support plans and reviewed on a set cycle |\n\n## Guardrails & Quality Checks\n- Never let this happen: personal care done unsafely.\n- Never let this happen: communication needs ignored.\n- Never let this happen: restrictive practices misused.\n- Work only within the competence and authority of a disability support worker; escalate or refer anything beyond it.\n- Record facts and observations, not speculation, and keep records confidential to homes, day services and community settings's rules.\n- Verify names, dates, figures and measurements twice before anything is issued or signed off.\n- Use only real, verified information from the case in hand — never invent results, credentials or evidence.\n\n## Example (illustrative)\nA disability support worker in homes, day services and community settings applies this workflow for people with disabilities and their families: they open\nsupport plans, work through the five steps using assistive technology, and close by recording\nthe outcome against goal progress and agreeing the next review date. (Illustrative example only —\nreplace with the real details of the case in hand.)\n",{"name":5,"license":15,"version":44,"category":45,"description":46},1,"Disability Support Work","Train and mentor junior colleagues toward competent, safe disability support worker practice.\nTRIGGERS - Use when a disability support worker needs a mentoring & training junior staff for people with disabilities and their families in homes, day services and community settings.\n","main","c605eae5729892d78c0b76dfdd58d3533bb26a91","skills\u002Fdisability-support-work-mentoring-training",5,"https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection","https:\u002F\u002Fgithub.com\u002Flionelsimai","www.theaicapitol.com","Founder at The AI Capitol | I help founders turn AI into 10X revenue through systems, not tools. Ex-Apple • Ex-TikTok 👉 http:\u002F\u002Flionelsim.substack.com","2026-11-09 07:48:48",{"source":8,"skillName":5,"commands":57,"prompt":67,"zipAvailable":68},[58,61,64],{"tool":59,"command":60},"npx","npx skills add lionelsimai\u002Fclaude-skills-collection --skill disability-support-work-mentoring-training",{"tool":62,"command":63},"bunx","bunx skills add lionelsimai\u002Fclaude-skills-collection --skill disability-support-work-mentoring-training",{"tool":65,"command":66},"pnpm","pnpm dlx skills add lionelsimai\u002Fclaude-skills-collection --skill disability-support-work-mentoring-training","安装技能，技能地址：https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fdisability-support-work-mentoring-training\u002FSKILL.md",true,[],[71,88,101,114,131,145],{"skillNo":72,"name":73,"nameZh":6,"description":74,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":75,"categories":76,"keywords":77,"publishedAt":39},"01M71E7TB5HAR0K6EXB80YXBT7","youth-work-troubleshooting-guide","Diagnose and resolve common problems a youth worker meets in youth centres, schools and outreach settings.\nTRIGGERS - Use when a youth worker needs a troubleshooting & problem solving for young people and their communities in youth centres, schools and outreach settings.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fyouth-work-troubleshooting-guide\u002FSKILL.md",[],[78,20,79,80,81,82,37,83,27,84,32,33,34,35,36,85,86,87],"youth work troubleshooting guide","troubleshooting","troubleshooting guide","guide","problem solving","outreach","common","diagnose","problem","communities",{"skillNo":89,"name":90,"nameZh":6,"description":91,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":92,"categories":93,"keywords":94,"publishedAt":39},"01M71E7R3YHK4RAQVCRPB4CTXN","youth-work-tools-equipment-checklist","Select, check and maintain the tools and equipment a youth worker relies on.\nTRIGGERS - Use when a youth worker needs a tools & equipment checklist for young people and their communities in youth centres, schools and outreach settings.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fyouth-work-tools-equipment-checklist\u002FSKILL.md",[],[95,20,96,97,32,33,34,98,35,36,99,37,87,100,83,27],"youth work tools equipment checklist","checklist","Tools","maintain","select","check",{"skillNo":102,"name":103,"nameZh":6,"description":104,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":105,"categories":106,"keywords":107,"publishedAt":39},"01M71E7NX1BMFEFBH01KCRJDEP","youth-work-supplies-procurement","Specify, source and manage the supplies and materials used in youth centres, schools and outreach settings.\nTRIGGERS - Use when a youth worker needs a supplies & procurement for young people and their communities in youth centres, schools and outreach settings.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fyouth-work-supplies-procurement\u002FSKILL.md",[],[108,109,20,110,111,83,27,33,34,35,36,112,113,37,87,32],"procurement","youth work supplies procurement","materials","source","specify","manage",{"skillNo":115,"name":116,"nameZh":6,"description":117,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":118,"categories":119,"keywords":125,"publishedAt":39},"01M71E7JVFP6P96GAT2VT9JY0D","youth-work-stakeholder-presentation","Present youth worker findings and proposals to decision-makers and stakeholders.\nTRIGGERS - Use when a youth worker needs a stakeholder presentation for young people and their communities in youth centres, schools and outreach settings.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fyouth-work-stakeholder-presentation\u002FSKILL.md",[120],{"categoryNo":121,"categoryName":122,"taxonomyType":123,"taxonomyTypeDesc":124},"01JBSEEDCAT000000000000003","演示文稿","SCENARIO","使用场景",[126,20,127,128,37,129,87,36,130,83,27,32,33,34,35],"youth work stakeholder presentation","presentation","decision","proposals","present",{"skillNo":132,"name":133,"nameZh":6,"description":134,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":135,"categories":136,"keywords":137,"publishedAt":39},"01M71E7GE5VA1RG4XEM2GAZRFY","youth-work-session-delivery","Prepare for and deliver a professional session or appointment for young people and their communities in youth centres, schools and outreach settings.\nTRIGGERS - Use when a youth worker needs a session delivery guide for young people and their communities in youth centres, schools and outreach settings.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fyouth-work-session-delivery\u002FSKILL.md",[],[138,139,140,20,141,27,81,142,83,32,33,34,35,36,37,143,144,87],"delivery","work session","session","youth work session delivery","prepare","professional","deliver",{"skillNo":146,"name":147,"nameZh":6,"description":148,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":149,"categories":150,"keywords":154,"publishedAt":39},"01M71E7DQSMY2ZW1BF3A1Z0VJM","youth-work-service-plan","Design a realistic, measurable service plan for young people and their communities as a youth worker.\nTRIGGERS - Use when a youth worker needs a service plan design for young people and their communities in youth centres, schools and outreach settings.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fyouth-work-service-plan\u002FSKILL.md",[151],{"categoryNo":152,"categoryName":153,"taxonomyType":123,"taxonomyTypeDesc":124},"01JBSEEDCAT000000000000015","视觉设计",[20,155,156,157,37,36,35,158,159,87,27,83,33,34,32],"service","plan","youth work service plan","design","as"]