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Evidence Guide: CHCYTH504A - Support young people to take collective action

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

 

CHCYTH504A - Support young people to take collective action

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

Work within a community development framework

  1. Articulate key principles, process and goals of community development practice
  2. Use effective community development processes
  3. Work effectively with diversity in the community
  4. Address individual issues arising within community development work and respond within duty of care requirements
  5. Work with young people in formal and informal groups
Articulate key principles, process and goals of community development practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use effective community development processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work effectively with diversity in the community

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Address individual issues arising within community development work and respond within duty of care requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with young people in formal and informal groups

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage and support young people to develop and use networks

  1. Identify and note young people's issues, needs or interests in community issues
  2. Encourage and support young people to identify the commonality of their issues, needs and interests
  3. Discuss possibilities for responding to those needs and interests
  4. Provide structured or unstructured opportunities for young people with similar interests or needs
  5. Encourage and support young people to identify relationships between their issues / interests and social structures
  6. Encourage young people to work together to take joint action
Identify and note young people's issues, needs or interests in community issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage and support young people to identify the commonality of their issues, needs and interests

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss possibilities for responding to those needs and interests

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide structured or unstructured opportunities for young people with similar interests or needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage and support young people to identify relationships between their issues / interests and social structures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage young people to work together to take joint action

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support young people to come together to plan collective action

  1. Ensure young people have the relevant skills and knowledge to operate in a collective way, e.g. knowledge shortfalls, meeting skills, auditing skills and knowledge
  2. Map and monitor youth participation processes, particularly decision-making and inclusion processes of groups
  3. Support, encouragement and opportunities are provided to young people to enable them to:
Ensure young people have the relevant skills and knowledge to operate in a collective way, e.g. knowledge shortfalls, meeting skills, auditing skills and knowledge

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Map and monitor youth participation processes, particularly decision-making and inclusion processes of groups

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support, encouragement and opportunities are provided to young people to enable them to:

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

meet and work effectively together in common interest groups

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

promote / publicise groups to enable broader youth participation where appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

express and explore their views and identify issues of common concern

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

explore options for addressing issues and needs collectively within existing structures and in revised structures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

use group processes to generate ideas, evaluate and select strategies for taking collective action

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

plan the selected strategies, including actions, resources, timelines and responsibilities required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

identify the information, skills and resources that are already available and required to take action

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

access or provide available resources and support on an ongoing basis

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support young people to identify and form alliances with key stakeholders

  1. Identify other stakeholders interested in the issue or strategy
  2. Identify the interest, resources and possible roles of stakeholders
  3. Support young people in contacting, informing and negotiating alliances with stakeholders
  4. Assist young people and stakeholders are to maintain appropriate contact and information flow
  5. Encourage young people to acknowledge key stakeholder support
Identify other stakeholders interested in the issue or strategy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the interest, resources and possible roles of stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support young people in contacting, informing and negotiating alliances with stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist young people and stakeholders are to maintain appropriate contact and information flow

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage young people to acknowledge key stakeholder support

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support young people to implement their strategies or action plans

  1. Provide relevant information as required to individuals and the group to facilitate better operation of collective networks
  2. Provide individual or group support on an ongoing basis
  3. Use group processes to monitor progress and adapt or further develop plans
Provide relevant information as required to individuals and the group to facilitate better operation of collective networks

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide individual or group support on an ongoing basis

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use group processes to monitor progress and adapt or further develop plans

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist young people to monitor and evaluate strategies

  1. Support groups to monitor and record progress
  2. Assist groups to identify outcomes and consequences (intended or unintended) of their actions on an on-going basis
  3. Evaluate strategies and group processes
  4. Provide reports of outcomes as appropriate to stakeholders and within the organisation
  5. Celebrate achievements, including personal development, skills development and social change
Support groups to monitor and record progress

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist groups to identify outcomes and consequences (intended or unintended) of their actions on an on-going basis

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate strategies and group processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide reports of outcomes as appropriate to stakeholders and within the organisation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Celebrate achievements, including personal development, skills development and social change

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 of competence must be assessed in the workplace and under the normal range of workplace conditions

Consistency in performance should consider the complexity of work 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

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:

Issues/concerns expressed by young people in the community or engaged with the service

Attitudes and interest of all stakeholders and the impact these may have on the outcomes of collective action projects

Work role as it applies to supporting young people's collective action

Power imbalances in the professional relationship

Relevant policies and procedures of the organisation including values and ideologies and how this impacts on the collective action

Ethical responsibilities when working with young people to take collective action

Models and tools of advocacy, community development, self help, youth participation, and peer education

Theories of interpersonal communication, dispute resolutions and principles of negotiation

Principles and theories of group work and structured and unstructured groups

Documentation processes and evaluation methods

Essential skills:

It is critical that the candidate demonstrate the ability to:

Enable youth participation

Implement community development initiatives

Undertake social analysis

Actively engage young people using communication skills appropriate to specific youth context and culture

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:

Apply skills in:

awareness raising with young people

skills building with young people

community change

Measure outcomes in community development work - particularly process based outcomes

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.

Community includes:

Geographic locations

Communities of interest - including on line communities

Young people's issues may include:

Income concerns

Unemployment

Confidence and self-esteem

Participation

Accommodation

Education

Health

Acceptance\isolation

Spiritual

Rights and social justice

Structured or unstructured opportunities refer to:

Structured - formal training courses, conferences, seminars, provision of readings, and/or audio visual media

Unstructured - gatherings, discussions

Young people include:

Individual young people who are users of the service s of the organisation

Individual young people referred to the organisation

Young people who are voluntary or involuntary users of the services of the organisation

Young people who fall in the specific target group of the organisation

Group processes may include:

Workshop techniques

Brainstorming

Meetings

Community development models, frameworks and practice methods include:

Youth participation

Empowerment

Approaches to social change

Community building and community capacity building

Social capital

Asset based community development

Cooperatives

Microfinance

Social or community enterprise schemes

Community cultural development

Group work

Youth participation

Identify key decision-makers

Enable social change

Work with committees and local power groups

Project management

Social analysis

Social change activism

Systems advocacy

Developing and implementing social policy relating to young people

Social policy in government

Popular education

Community development in youth work includes:

Youth development

Youth participation

Youth leadership

Youth arts practice

Young people and community spaces

Youth enterprise

Youth work at local governments

Youth policy

Developing community resources for young people e.g. street outreach

Community education with or about young people

Education with young people e.g. health promotion, popular education

Peer based education and support programs

Youth work and community projects, such as environmental projects

Collective action