Engage respectfully with young people

Formats and tools

Unit Description
Reconstruct the unit from the xml and display it as an HTML page.
Assessment Tool
an assessor resource that builds a framework for writing an assessment tool
Assessment Template
generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
Assessment Matrix
a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
Wiki Markup
mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
Evidence Guide
create an evidence guide for workplace assessment and RPL applicants
Competency Mapping Template
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
Observation Checklist
create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)

Self Assessment Survey
A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
Moodle Outcomes
Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
Registered Training Organisations
Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CHCYTH401B, 'Engage respectfully with young people'.
Google Links
links to google searches, with filtering in place to maximise the usefulness of the returned results
Books
Reference books for 'Engage respectfully with young people' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)


Elements and Performance Criteria

ELEMENT

PERFORMANCE CRITERIA

1. Communicate effectively with a diversity of young people

1.1 Listen to the young person to gain understanding of their experiences

1.2 Foster communication exchanges that supports the development of trust and rapport

1.3 Process information about the young persons situation from their perspective

1.4 Use a range of appropriate communication strategies to engage with young people

1.5 Consider cultural sensitivities in communication techniques and adapt style and language to accommodate different cultural values and practices

1.6 Maintain young person's confidentiality in the context that the young person is the primary stakeholder

2. Reflect understanding of youth cultures, sub cultures and development

2.1 Take into account youth culture, sub cultures and development of the young person in all actions and decisions

2.2 Evaluate issues in relation to young person's culture and modify approaches appropriately

2.4 Select activities and resources to promote awareness, respect and value of diversity

2.5 Establish guidelines that are relevant to the culture and background of the young person

2.6 Assess the impact of own cultural values, cultural lens and ethnocentrism in youth work

3. Work with the young person as the focus

3.1 Apply youth centred practices when working with young people

3.2 Respect the rights needs and responsibilities of the young person

3.3 Convey worker rights and responsibilities as necessary

3.4 Establish a professional relationship and boundary expectations with the young person

3.5 Recognise, and manage power inequities in theprofessional relationship

3.6 Apply principles of ethical decision-making in working with young people


Qualifications and Skillsets

CHCYTH401B appears in the following qualifications:

  • CHC30108 - Certificate III in Community Services Work
  • CHC41408 - Certificate IV in Child, Youth and Family Intervention (Residential and out of home care)
  • CHC41608 - Certificate IV in Child, Youth and Family Intervention (Family support)
  • CHC41808 - Certificate IV in Youth Work
  • CHC52208 - Diploma of Community Services Coordination
  • CHC41708 - Certificate IV in Education Support
  • CHC41508 - Certificate IV in Child, Youth and Family Intervention (Child protection)
  • CHC51708 - Diploma of Counselling
  • CHC51308 - Diploma of Education Support
  • CHC30308 - Certificate III in Home and Community Care
  • CHC41712 - Certificate IV in Education Support
  • CHC41512 - Certificate IV in Child, Youth and Family Intervention (Child Protection)
  • CHC41412 - Certificate IV in Child, Youth and Family Intervention (residential and out of home care)
  • CHC51712 - Diploma of Counselling
  • CHC41812 - Certificate IV in Youth Work
  • CHC30112 - Certificate III in Community Services Work
  • CHC52212 - Diploma of Community Services Coordination
  • CHC41612 - Certificate IV in Child, Youth and Family Intervention (Family Support)
  • CHC30312 - Certificate III in Home and Community Care