CHCYTH502A - Work with young people to establish support networks
Assessor Resource
CHCYTH502A Work with young people to establish support networks
Assessment tool
Version 1.0 Issue Date: May 2024
This unit applies to a broad context of youth work where the young person is the primary client
This unit describes the knowledge and skills required by youth workers to empower young people to develop sustainable supports beyond intervention
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Prerequisites
Not Applicable
Employability Skills
This unit contains Employability Skills
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
This unit of competence must be assessed in the workplace and under the normal range of workplace conditions
Consistency in performance should consider the complexity of casework in which workers are expected to participate
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resource requirements for assessment include access to:
an appropriate workplace or an environment capable of accurately simulating the workplace for assessment purposes
Method of assessment:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
This describes the essential skills and knowledge and their level required for this unit.
Essential knowledge:
The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role
These include knowledge of:
Organisation's codes of ethics
Rights and responsibilities of young people accessing the service
Convention on the rights of the child
Youth worker duty of care requirements and any relevant legislation pertaining to the rights and safety of children and young people
Confidentiality policies and procedures applicable to work practices where the young person is the primary client
Range of specialist support services available to young people, families and other stakeholders as parties to the relationships with young people
Mediation processes
Relationship dynamics including the identification of risk factors relating to abuse of power and power differentials
Principles of client self determination
Processes for individual advocacy
Strategies for engaging young people to explore relationships and relationship issues
Essential skills:
It is critical that the candidate demonstrate the ability to:
Check for any risk factors in the young person's presenting relationship issues or concerns
Communicate effectively with young people to assist in the self determination of their own need for developing and assessing relationships and support networks
Advocate for the rights of young people where issues of exploitation, disempowerment and violation of rights in relationships are present
Facilitate purposeful discussions between parties to establish effective communications for relationship building
In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role
These include the ability to:
Demonstrate application of skills in:
assessment
referral
negotiation
effective use of relevant technology
critical thinking
political analysis
reflective practice
Maintain non-judgemental attitude and approaches to youth work practice
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.
Young person's goals include:
Young person's self identified goals forming part of a purposeful plan of action
Networks in the community may include:
Peers
Family
Recreational
Cultural
Lifestyle
Educational
Vocational
Individual rights may include :
Social justice
Fairness
Honesty
Respect
Participation
Information
Informed decision-making
Lifestyle choice
Safety
Supportive relationships may include those with:
Family
Friends
Service providers
Decision-making, coping and resiliency skills may include:
Accessing information
Communication and interpersonal skills
Accessing support networks
Analytical skills and problem solving
Positive and safe relationships
Increased personal power through knowledge of individual rights and responsibilities
Life skills
Awareness of opportunities and lifestyle choices
'Young person' directed practice involves:
Enabling the young person to identify and determine their individual goals and needs
Providing services and supports as directed and indicated by the young person
Practice frameworks include:
Rights based
Empowerment
Community development
Client-centred
Client self determined
Stakeholders may include:
Family
Friends
Service providers
Relevant support and specialist staff and agencies may include:
Family support services
Counselling
Mediation
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice
Yes
No
Comments/feedback
Listen to understand young people's stories and experiences in relation to the family, friends, and others
Work with young person to explore desires, possibilities and goals in relation to their support networks, particularly to assess safety, benefits or other of those relationships
Encourage and assist young people to develop and maintain relationships with family, friends, support networks and service agencies according to the young person's goals and the safety, benefits or other of those relationships
Assist contact between young people and networks in the community according to the young person's needs and interests
Provide support to young people in a manner which maintains the integrity of individual rights, self-determination and personal dignity
Enable young people to develop effective communication skills to build supportive relationships where possible
Where possible support young people to explore new ways of seeing relationships and situations with family and others
Assist young people to develop decision-making, coping and resiliency skills in ongoing negative situations
Manage your communication with the young person's family and friends / supporters, particularly confidentiality, in accordance with the interests of the young person and organisation practice
Where possible, seek the young person's permission prior to contact with other key stakeholders
Keep young people informed about your contact with other key stakeholders as fits 'young person' directed practice
Clarify your role with family members
Maintain the young person's confidentiality
Provide specific and general information about your values, practice frameworks and work processes
Listen without judgement to the experiences and concerns of family members
Gather and provide information that is relevant, timely and assists to address concerns
Analyse your values for their impact on your attitudes, interactions and other work practices, and to detect and avoid personalising issues, discrimination and stereotyping
Encourage active participation and effective communication between all stakeholders
Monitor behaviour and mood of clients, particularly young person
Support and validate young people's experiences and emotional responses
Identify issues and concerns for the young person and their family and possible areas of change to behaviour and relationships
Use interaction with family members to encourage personal reflection on relationships, expectations and personal responsibility
Identify areas of commonality and conflict in relation to hopes and goals
Look for exceptions and possibilities
Prioritise competing agendas of key stakeholders whereby the rights and interests of young people are the primary concern
Set goals and plan action, allocate resources, implement plan, monitor and evaluate progress, celebrate achievements
Maintain clear, ethical and honest relationships with young people and their families
Refer family problems to relevant support and specialist staff and agencies
Refer young people and their families to suitable specialists according to the nature and urgency of their needs
Forms
Assessment Cover Sheet
CHCYTH502A - Work with young people to establish support networks
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
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Result: Competent Not yet competent
Feedback to student
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Date:
Assessment Record Sheet
CHCYTH502A - Work with young people to establish support networks
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
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Feedback to student:
Overall assessment result: Competent Not yet competent