- CHCYTH402B - Work effectively with young people in the youth work context
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CHCYTH402B Mapping and Delivery Guide
Work effectively with young people in the youth work context
Version 1.0
Issue Date: June 2024
Qualification | - |
Unit of Competency | CHCYTH402B - Work effectively with young people in the youth work context |
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Description | This unit describes the knowledge and skills required to work in the youth work contextThe unit focuses on the historical and contemporary youth sector practice and understanding of the current status of young people | ||
Employability Skills | This unit contains Employability Skills | ||
Learning Outcomes and Application | This unit applies to work undertaken in all youth work roles where the young person is the primary client | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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Prerequisites/co-requisites | Not Applicable | ||
Competency Field |
Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Apply understanding of the social, historical, economic, legal and political contexts of young people |
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Element: Apply understanding of the context of youth work |
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Element: Work within the core values and practice frameworks of youth work |
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Element: Work with understanding of the impact of values in determining the approach to working with young people |
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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 is best assessed in the workplace or in a simulated workplace under the normal range of conditions Consistency in performance should consider the organisation and individual context within which work takes place |
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 of this unit include access to: a workplace or an accurately simulated environment where assessment may take place |
Method of assessment: | Knowledge testing and simulation exercises conducted in a training program Observation of performance in routine workplace activities Documentation and products produced as part of routine work activities Observation and documentation from specially conducted assignments based on routine work requirements Observations from supervisors, colleagues, clients, youth, health and welfare support agencies, specialist staff |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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: Cultural practices which will have an impact on decisions made about what allowances are made and what rights are given and responsibilities expected Current status of young people in context: social and cultural context of youth historical, economic, political and social contexts of young people rights, needs and responsibilities of young people risk taking and social behaviour in young people young people as primary client changing contexts of young people Processes for getting advice and assistance when there are ethical or professional issues Relevance of the work role and functions to maintaining sustainability of the workplace, including environmental, economic, workforce and social sustainability The impact of popular beliefs on values, attitudes and behaviour The organisation's codes of conduct or code of ethics/duty of care The range of specialist support services and programs available to young people The social, political, historical and economic context of the service response to the needs and interests of young people |
Essential skills: It is critical that the candidate demonstrate the ability to: Check and analyse information for assessment of risks, special needs, significant changes and personal and social developmental levels for young people Make decisions based on knowledge of the impact of cultural and personal values on behaviour and expectations Provide effective support and/or services for young people in at least one youth work context, such as: centre based work drop in centres, recreational facilities housing and residential services outreach and home visits, street, parks schools on line youth work, web based, emails, discussion rooms telephone contact Provide supervision and care based on assessed risk and justifiable degree of care and concern Respond to risks and incidents of varying degrees of severity Use clear and reassuring communication relevant to the culture of young people 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 information technology in line with occupational health and safety (OHS) guidelines critical thinking political analysis reflective practice Recognise and act upon opportunities to enhance sustainability in the workplace |
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. | |
Contexts of young people | Historical, economic, political and social contexts of young people Rights needs and responsibilities of young people Social and cultural construct of youth Socioeconomic status of young people Stereotyping of young people Young people as the primary client Young people in the media |
Research, analyse and apply understanding of youth policyincludes: | A basic understanding of formal ideologies Changing contexts of young people Changing social policy contexts impacting on young people and their environment today and in the future Current issues in youth policy and young people's experiences of all social policy e.g. health Economic context - disadvantage, poverty, income, employment, government economic policy, distribution of resources and opportunities Historical and social contexts of youth work Political context - youth social policy Statutory frameworks of youth work |
Youth work practice may include: | Case management Classification and review Community development Community work Group work Individual work Need and risk assessment Programmed intervention Protective care Reporting and referring systems Residential care, such as in a family group home |
The context of youth work may include: | Centre based - appointment based Drop in centres, recreational facilities Housing and residential services On line youth work, web based, emails, discussion rooms Outreach and home visits, street, parks Schools Telephone |
Models and frameworks of youth work may include: | Basic understanding of the theories of youth development and youth work Client self determination Client-centred approaches Community Development Education Empowerment Rights based |
Youth sector includes: | Funding bodies Government services Non government services Relevant levels of accountability Young people Youth sector peaks Youth workers |
Youth work practice valuesmay include: | Be non-judgemental Consider the whole context Engage with diversity and difference Focus on strengths and capacities Integrity, acceptance, equity and equality Notice change and achievement Recognise the person first not just their issues Self agency/ young person directed practice Social justice, fairness, honesty and respect The values of: youth workers young people and their peers key stakeholders in young people's lives workplaces colleagues other workers and services community others Transparency and transparent boundaries Valuing the person Work collaboratively Work towards 'power with' not 'power over' Work with young people in partnership |
Young person's rights include: | Young people's rights as documented in the UN convention on the rights of the child |
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 |
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Assess and respond to the needs of young people within the context of their experiences | |||
Research, analyse and maintain up to date knowledge and awareness of the social, political , economic and legal contexts of young people | |||
Research, analyse and apply understanding of youth policy in practices of youth work | |||
Apply understanding of the historical and cultural constructs of youth and the changing context of young people | |||
Apply knowledge of youth contexts to youth work practice | |||
Identify legal frameworks which impact on context of youth work | |||
Research, maintain and apply models and frameworks of youth work in a variety of youth work contexts | |||
Develop a comprehensive understanding of the youth sector | |||
Assess core youth work practice values to ensure supports and interventions are young person-centred | |||
Apply practice frameworks to maximise support for the young person as a unique individual | |||
Demonstrate support for the young person's rights and safety including access and equity of services | |||
Identify, and reflect on own values and experiences which may impact on approaches to youth work | |||
Work with awareness of organisation values | |||
Match interventions and supports appropriate to the young persons own values |
Forms
Assessment Cover Sheet
CHCYTH402B - Work effectively with young people in the youth work context
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
CHCYTH402B - Work effectively with young people in the youth work context
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: