- CHCYTH403B - Support young people to create opportunities in their lives
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CHCYTH403B Mapping and Delivery Guide
Support young people to create opportunities in their lives
Version 1.0
Issue Date: May 2024
Qualification | - |
Unit of Competency | CHCYTH403B - Support young people to create opportunities in their lives |
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Description | This unit describes the knowledge and skills required to assist young people to identify the challenges and opportunities in their lives and to work towards their goals on an individual or group level | ||
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 clientWork with young people maybe individual or group with a participatory approach | ||
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: Build respectful and trusting working relationships with young people |
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Element: Work with young people to identify their needs, rights, strengths, hopes and opportunities |
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Element: Define identified goals |
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Element: Develop and implement action plans |
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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 Performance can be demonstrated through assessment of evidence generated from work practice |
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 Knowledge tested or inferred from explanations and performance in workplace applications 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 and clients |
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: Aspects of human behaviour and development related to young people, their personal and social development and relationships Dynamics and principles of group work Identification of personal values and their impact on performance Knowledge of statutory requirements and application of the concept of duty of care and child protection Organisation reporting procedures and practice Principles of case planning practices Principles of effective communication Principles/relevant cultural practices and customs of the community and the young people in the service Relevant organisation procedures and policies related to program, service and personal support for young people, referral, reporting of young people's issues and experiences Strengths-based practices Support services and specialists and their guidelines for access and service provision |
Essential skills: It is critical that the candidate demonstrate the ability to: Demonstrate knowledge and application of relevant organisation procedures and policies related to individual and group support/interventions with young people Identify personal values and their impact on performance Interact with young people from different cultural backgrounds in individual and group settings Support vulnerable young people and those with special needs and risks to participate in the decision-making and planning of actions and opportunities Support young people according to their circumstances and the objectives of the young persons desired goals, individual needs, risks and circumstances, including education and employment 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: case planning skills general counselling strategies/techniques group facilitation skills listening and assessing information presented by young people in individual or group setting negotiation and conflict management skills referral and advocacy Maintain documentation as required, including effective use of relevant information technology in line with occupational health and safety (OHS) guidelines |
The Range Statement relates to the unit of competency as a whole. This Range Statement reflects the very diverse nature of young people and family needs and circumstances and different services provided in and for community services. Selection from the Range Statement will reflect the specific requirements of the work site and the defined work role. The variables of performance will depend on whether the context of assessment is institutional or community based | |
Safe group work practices include: | Advocating for groups of young people Basic conflict management skills Basic group dynamics Basic negotiation skills Basic stages of group development Different types of groups Empowering young people in groups Facilitation skills How different people learn Responding top the dynamics between young people Situational analysis skills |
Principles of youth work practice include: | Being non-judgemental Considering the whole context of the young person Engaging with diversity and difference Focusing on the strength and capacities Integrity, acceptance, equity and equality Noticing change and achievement Recognising the person first not just the issues Self agency/young person directed practice Social justice, rights, access, equity and youth participation, fairness, honesty and respect Transparency and transparent boundaries Valuing the person Working collaboratively Working towards 'power with' rather than 'power over' young people Working with young people in partnership |
Creative methods and processes may include: | Creative use of questioning, hypothetical and 'what if' questions Creative visualisation, future imagining, Identify the young person's relationship with hope and use processes that ensure safety and respect Other creative processes and activities to validate young people's experiences and explore other possible perspectives for the same event, experience or story Story telling, writing, drawing, arts, music, and other forms of creative expression |
Barriers may include, but are not limited to: | Age Behaviours and attitudes of others Cultural Financial and other resource constraints Geographical Health Intellectual Limited opportunities Linguistic Political Self belief Situational Social Societal stereotypes Young person's behaviours and choices |
Youth work interventions include: | Brief interventions Community development Facilitating change Group work Individual work Problem solving |
Additional resources may include | Aboriginal, Torres Strait Islander liaison Counsellors Drug and alcohol services Education/training/skills development Employment/career development Intervention and behaviour management programs Medical Physical, mental, social and emotional developmental programs and strategies Program coordinator Recreation/sporting groups Religious/spiritual adviser Resources in the client's natural networks Special support needs Specialist cultural liaison and support Welfare organisations |
Document intervention may include: | Assists good practice Assists, compliments and demystifies the change process Enable the young person or groups story to emerge Enable young people and groups to own the records Enable young people or the group to write, participate in and keep records Ensure the young person or group knows about the records Keep records open and available to young people Maintain youth work accountability to the young person or group Record in a manner that benefits the young person, the youth workers and the organisation |
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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Facilitate safe individual or group processes with young people and apply principles of youth work practice | |||
Identify the conditions necessary for young people to change and grow | |||
Actively listen to the young person's stories and experiences to clarify issues | |||
Identify and explore strengths and exceptions | |||
Encourage and support young people to identify relationships between their issues and social structures | |||
Identify and avoid colonising practices | |||
Clarify the young person's expressed, demonstrated, or felt needs and concerns | |||
Explore exceptions, identify strengths and resources | |||
Problem solve immediate issues or concerns | |||
Work with client to create their own reframe of current circumstances | |||
Work to externalise the young person's issue or problem | |||
Acknowledge circumstances outside of the young person's control | |||
Ensure the young person has been heard and problems acknowledged before moving to future planning | |||
Assist young people to explore future possibilities and ways of being | |||
Use creative methods, processes and questions to consider and create possibilities | |||
Identify barriers that hinder the way young people would like changes to take place | |||
Establish with the young person their desired outcomes | |||
Utilise a range of youth work interventions to create future opportunities | |||
Explore additional resources needed to achieve goals | |||
Develop proposals and strategies for action plans | |||
Measure and ensure change is noticed | |||
Document intervention work as required |
Forms
Assessment Cover Sheet
CHCYTH403B - Support young people to create opportunities in their lives
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
CHCYTH403B - Support young people to create opportunities in their lives
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: