NTISthis.com

Evidence Guide: CHCYTH023 - Work effectively with young people and their nominated carer or families

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

 

CHCYTH023 - Work effectively with young people and their nominated carer or families

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

With young person’s consent, establish relationship with nominated carer or family members.

  1. Obtain consent of young person to interact with their nominated carer or family.
  2. Gather necessary information about the background and circumstances of young person and their nominated carer or family with respect for privacy and confidentiality.
  3. Provide information to young person and their nominated carer or family in a factual, clear and ethical manner to promote positive responses.
  4. Identify issues and changes needed to behaviour and relationships of young people and their nominated carer or family.
  5. Maintain clear, ethical and honest relationships with young person, their nominated carer or family.
  6. Encourage nominated carer or family members to reflect on their relationships with the young person, expectations and personal responsibilities.
  7. Identify obstacles and opportunities for professional relationships with nominated carer or family.
  8. Record concerns according to the code of conduct and ethics.
Obtain consent of young person to interact with their nominated carer or family.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gather necessary information about the background and circumstances of young person and their nominated carer or family with respect for privacy and confidentiality.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information to young person and their nominated carer or family in a factual, clear and ethical manner to promote positive responses.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify issues and changes needed to behaviour and relationships of young people and their nominated carer or family.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain clear, ethical and honest relationships with young person, their nominated carer or family.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage nominated carer or family members to reflect on their relationships with the young person, expectations and personal responsibilities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify obstacles and opportunities for professional relationships with nominated carer or family.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record concerns according to the code of conduct and ethics.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish relationship with young person regarding their ongoing needs.

  1. Use effective communication and model positive behaviour techniques to encourage active participation and responses.
  2. Monitor, anticipate and respond to behaviour and mood of young person.
  3. Provide young people with clear and relevant information at a suitable language and comprehension level within the parameters of confidentiality and privacy.
  4. Analyse own values for impact on attitudes and interactions, and to detect and avoid personalising issues, discrimination and stereotyping.
Use effective communication and model positive behaviour techniques to encourage active participation and responses.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor, anticipate and respond to behaviour and mood of young person.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide young people with clear and relevant information at a suitable language and comprehension level within the parameters of confidentiality and privacy.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse own values for impact on attitudes and interactions, and to detect and avoid personalising issues, discrimination and stereotyping.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine a mutual approach to addressing the young person’s needs.

  1. Negotiate with the young person their goals and indicators of achievement and include other persons as nominated by the young person.
  2. Plan a structured sequence of activities and timetable to achieve the young people objectives within available resources.
  3. Consult team members for feedback on the planned program.
  4. Identify resources needed for continuing work with young people and allocate according to priorities and availability.
Negotiate with the young person their goals and indicators of achievement and include other persons as nominated by the young person.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan a structured sequence of activities and timetable to achieve the young people objectives within available resources.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult team members for feedback on the planned program.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify resources needed for continuing work with young people and allocate according to priorities and availability.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to nominated carer or family’s concerns about young person.

  1. Develop trust and address concerns of nominated carer or family members, including limitations on confidentiality and power differentials between individuals.
  2. Identify and prioritise short- and long-term implications of nominated carer or family concerns, including unreasonable hopes and diversions and avoidance.
  3. Validate nominated carer or family concerns using checking sources including consultation with the young person as primary stakeholder.
  4. Provide information to nominated carer or family members on a need-to-know basis to respect young person’s privacy.
  5. Negotiate conditions and confirm agreement with nominated carer or family to encourage commitment, cooperation and mutual action.
  6. Identify intervention indicators of concerns, patterns of behaviour, strengths and barriers to family involvement and use to inform approach taken.
  7. Encourage nominated carer or family members to take responsibility for agreement on objectives, targets and outcomes.
  8. Ensure location of meetings promotes neutrality, individual empowerment, comfort, trust, privacy, energy and focus for all participants.
  9. Guide meeting participants to maintain positive direction, cooperation, achievements and respect.
Develop trust and address concerns of nominated carer or family members, including limitations on confidentiality and power differentials between individuals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and prioritise short- and long-term implications of nominated carer or family concerns, including unreasonable hopes and diversions and avoidance.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Validate nominated carer or family concerns using checking sources including consultation with the young person as primary stakeholder.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information to nominated carer or family members on a need-to-know basis to respect young person’s privacy.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate conditions and confirm agreement with nominated carer or family to encourage commitment, cooperation and mutual action.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify intervention indicators of concerns, patterns of behaviour, strengths and barriers to family involvement and use to inform approach taken.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage nominated carer or family members to take responsibility for agreement on objectives, targets and outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure location of meetings promotes neutrality, individual empowerment, comfort, trust, privacy, energy and focus for all participants.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Guide meeting participants to maintain positive direction, cooperation, achievements and respect.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Required Skills and Knowledge