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Evidence Guide: CHCYJ402A - Support Aboriginal and/or Torres Strait Islander young people in youth justice system

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCYJ402A - Support Aboriginal and/or Torres Strait Islander young people in youth justice system

What evidence can you provide to prove your understanding of each of the following citeria?

Engage with Aboriginal and/or Torres Strait Islander young people and their families

  1. Communicate appropriately with Aboriginal and/or Torres Strait Islander young people and their families to develop trust and professional relationships
  2. Apply knowledge of the issues affecting Aboriginal and/or Torres Strait Islander young people in the youth justice system to identify particular needs
  3. Discuss with the young person and family specific cultural and community characteristics and/or expectations that may assist with supporting the young person
  4. Use a variety of sources to obtain information about the cultural needs of the young person
  5. Provide opportunities for the young person and their family to obtain further information
Communicate appropriately with Aboriginal and/or Torres Strait Islander young people and their families to develop trust and professional relationships

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply knowledge of the issues affecting Aboriginal and/or Torres Strait Islander young people in the youth justice system to identify particular needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss with the young person and family specific cultural and community characteristics and/or expectations that may assist with supporting the young person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use a variety of sources to obtain information about the cultural needs of the young person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide opportunities for the young person and their family to obtain further information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate and manage information about the young person

  1. Demonstrate consideration and understanding of ethical practices and cultural protocols for obtaining and sharing information about the young person
  2. Follow relevant organisation policies and procedures for communication strategies to be used with diverse groups and individuals
  3. Provide interpreter and/or translator services for families where this will assist communication
  4. Identify issues requiring mandatory notification and report to supervisor and/or an appropriate authority
  5. Use information obtained about the young person's cultural identity to inform case plans and activities
Demonstrate consideration and understanding of ethical practices and cultural protocols for obtaining and sharing information about the young person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow relevant organisation policies and procedures for communication strategies to be used with diverse groups and individuals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide interpreter and/or translator services for families where this will assist communication

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify issues requiring mandatory notification and report to supervisor and/or an appropriate authority

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use information obtained about the young person's cultural identity to inform case plans and activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support families and kinship networks to remain in contact with young people

  1. Consult with the family and kinship networks of young people to identify practical assistance needed to maintain contact with young person
  2. Access resources to support family contact with young person in custody
  3. Determine any potential barriers to communication for young people and their families and support the maintenance of communication
  4. Recognise the importance of whole of community in supporting and caring for Aboriginal and/or Torres Strait Islander young people
  5. Encourage family participation in case planning
Consult with the family and kinship networks of young people to identify practical assistance needed to maintain contact with young person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access resources to support family contact with young person in custody

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine any potential barriers to communication for young people and their families and support the maintenance of communication

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise the importance of whole of community in supporting and caring for Aboriginal and/or Torres Strait Islander young people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage family participation in case planning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Represent the needs of Aboriginal and/or Torres Strait Islander young people to others in the organisation

  1. Identify and convey the cultural needs of the young person to other staff and agencies
  2. Encourage families to convey any specific needs of the young person to relevant staff
  3. Seek cultural expertise for suggestions on how to make the environment sensitive to cultural needs
  4. Observe and report any risk factors for self-harm
  5. Source and provide information on other services that can support the family and young person
Identify and convey the cultural needs of the young person to other staff and agencies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage families to convey any specific needs of the young person to relevant staff

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek cultural expertise for suggestions on how to make the environment sensitive to cultural needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe and report any risk factors for self-harm

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Source and provide information on other services that can support the family and young person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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 most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions

Assessment must demonstrate consistency of application of skills and knowledge described in this unit of competency

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

Resources required for assessment include access to relevant workplace or simulated realistic workplace setting where assessment may take place

Method of assessment:

Assessment may include observation, questioning and evidence gathered from a workplace environment

Required Skills and Knowledge

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:

Youth justice system and relevant legislation as applies to work jurisdiction

Effects on young Aboriginal and/or Torres Strait Islander people in the youth justice system

Contemporary issues of Aboriginal and/or Torres Strait Islander people in custody

Principles of good practice in the youth justice work with diverse client groups

Codes of ethics, legislation and organisation policy and procedures for liaison and communication of families of young people in custody

Sources of information and protocols to obtain specific cultural and community information

Types of approaches and models within the youth justices system

Factors which may influence or contribute to offending behaviour

Physical, social, psychological and emotional development of young people and the ways in which such development can be affected; the nature of adolescence and how it affects behaviour and feelings

Standards of practice pertaining to specific job role and workplace

Risk analysis processes in the youth justice setting

Importance and differences of security awareness in custodial and community youth justice work

Rights and responsibilities of young people and their families/carers in youth justice system

Rights and responsibilities of own work performance in youth justices system

Tensions that may arise between rights and responsibilities and how to resolve these tensions

Principles and processes of effective communication with diverse groups of young people and colleagues

Processes for young people and their families/carers to be able to lodge complaints

Agency systems for recording and reporting a range of information about young people, the youth justice system and related work functions

Importance of anti-discrimination and inclusivity principles applied to work practices

Diverse values and beliefs which individuals may hold and how to respond accordingly

Culture, gender, beliefs can affect attitudes and behaviour and how these may be perceived by others

continued ...

Essential knowledge (contd):

Importance of challenging own perceptions and attitudes in relation to work performance and decision-making

Own work role and from whom assistance and advice should be sought

Impact of broader social and economic environment on young people

Essential skills:

It is critical that the candidate demonstrate the ability to:

Apply an understanding of the legislation requirements of the job

Apply work practices that respect the rights of the young person and cultural protocols

Reflect upon own practices and seek feedback from supervisors and colleagues on own work performance

Sensitively and respectfully communicate with Aboriginal and/or Torres Strait Islander people

Implement culturally respectful practices

Locate and apply relevant policies and procedures of the youth justice workplace

Incorporate theoretical understandings of adolescent development and offending behaviour into work practice

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:

Raise awareness in others of the cultural needs and rights of young people

Communicate effectively with young people in a range of situations

Risk analysis of immediate work environment and young person's status

Promote anti-discriminatory practices

Observe and report matters to relevant personnel as required with the job role

Implement security procedures for safety of young person, self and others in the work environment as required by the youth justice organisation

Liaise with family and community members to ensure relationship maintenance whilst the young person is in custodial environment

Range Statement

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.

Communication strategies may include:

Use of interpreters

Use of translators

Accessing communication protocols

Liaison with Elders

Verbal/non-verbal

Printed and photo language

Audio or video conferencing

Respectful use of body language and proximity

Identification and respect for roles of gender, age and community status in communication

Issues affecting young Aboriginal and/or Torres Strait Islander people in the youth justice system may include:

Risk of self-harm

Cultural oppression

Isolation from community, family, spiritual and well being supports

Over representation in custody

Recidivist offending

Geographical and economic barriers for family visitation and contact

Alcohol and other drug issues

Social and emotional well being

Health risks

Increased presentations of young offenders with complex issues

Specific cultural and community characteristics may include:

Respect and participation in 'sorry business'

Community expectations and understandings of culturally appropriate restorative justice processes

Social and emotional well being of individual and young person

Historical impacts of stolen generation and institutionalisation - 'black deaths in custody'

Trust/ respect issues and fear of institutional racism

Concept and impact of 'shame' in Aboriginal and/or Torres Strait Islander culture and communities

Issues of grief and loss

Sources of information may include:

Community elders

Kinship networks

Birth parents

Others in the community as appropriate

Serviced providers with which the young person has a history

Teachers

Siblings

Cultural protocols may include those relating to:

Access and sharing information

Attendance at community ceremonies and events

Communication timeframes

Reintegration into the community and family

Issues requiring mandatory notification may include:

Abuse and neglect

Notifiable diseases

Risk of self-harm

Practical assistance may include:

Financial

Transportation and accommodation for visits

Telecommunication supports

Assistance with social and emotional well being

Legal representation

Interpreter

Providing and explaining information

Access resources may include:

Aboriginal and/or Torres Strait Islander legal aid

Housing services

Advocacy services

Interpreter services

Community justice services

Aboriginal and/or Torres Strait Islander health service

Other justice services internal to the organisation

Potential barriers to communication may include:

Perceived ad real power imbalances

Language differences

Literacy levels

Discriminatory processes and actions

Issues affecting Aboriginal and/or Torres Strait Islander young people:

Deprivation and isolation from family and community contact

Over representation in custody

Self-harm issues

Cultural 'shock' in custodial setting

Advocacy issues within the justice system

Socioeconomics

Education and language barriers

Risks may include:

Physical security

Personal safety

Safety of young person or others

Property

Breaches of orders

Self-harm