Course Title: Engage respectfully with young people

Part B: Course Detail

Teaching Period: Term1 2017

Course Code: HWSS6016C

Course Title: Engage respectfully with young people

School: 365T Global, Urban and Social Studies

Campus: City Campus

Program: C4352 - Certificate IV in Youth Work

Course Contact: Dianne Mackay

Course Contact Phone: +61 (3) 9925 4454

Course Contact Email: dianne.mackay@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Dianne Mackay

dianne.mackay@rmit.edu.au

Nominal Hours: 60

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

None

Course Description

In this unit students will develop the skills and knowledge required to communicate effectively with young people (aged 12-25) in work roles with a specific focus on young people.

This unit is taught and assessed with CHCYTH002 Work effectively with young people in the youth work context.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCYTH001 Engage respectfully with young people

Element:

1. Communicate effectively with young people

Performance Criteria:

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

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

1.3       Process information about the young person’s 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

 

Element:

2. Reflect understanding of youth cultures and subcultures and young person’s own development

Performance Criteria:

2.1       Consider youth culture and subcultures of the young person in all actions and decisions

2.2       Consider the young person’s individual development in all actions and decisions

2.3       Evaluate issues in relation to young person’s culture and modify approaches appropriately

2.4       Select activities and resources to promote awareness, respect the young person and value 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

Element:

3. Work with the young person as the focus

Performance Criteria:

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       Explain worker rights and responsibilities to the young person as necessary

3.4       Establish a professional relationship and boundary expectations with the client

3.5       Identify and manage power inequities in the professional relationship

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

 

Element:

4. Reflect on own practice and values

Performance Criteria:

4.1       Identify opportunities to reflect on own interactions and practices with young people

4.2       Recognise areas where own biases, background and opinions may have impacted on work with the young person

4.3       Seek opportunities to address any concerns or areas for development

 


Learning Outcomes


On successful completion of this course you will have developed and applied the skills and knowledge required to demonstrate competency in the above elements.


Details of Learning Activities

This course’s learning activities will be supported and complimented by RMIT’s on line learning management tool Blackboard.  Other essential learning activities take place during the workshops, and you will also be required to undertake independent studies.  Some learning activities that you may be required to undertake are:

  • class exercises to review discussions/lectures
  • responses to case studies
  • workplace simulations and role plays of youth work practice
  • analysis/critique of relevant reading material
  • workshops
  • design activities or projects
  • group projects
  • peer learning
  • guest lecture/presentation
  • peer teaching and class presentations
  • group discussion
  • research
  • independent project based work
  • group activities/projects
  • ‘workshopping’ of student projects including peer/lecturer feedback
  • practical placement


Teaching Schedule

Please note: While your teacher will cover all the material in this schedule, the weekly order is subject to change depending on class needs and availability of speakers and resources.

Class

Topic

Content

Elements of Competency

 

1

 

Introduction,

Youth work context,

Subject and assessment outline

History of youth work

Understanding the youth sector

Understanding the youth context

CHCYTH002

1.4, 2.4, 1.2

 

 

2

 

Understanding the youth context, Working with personal and organisational values

Understanding youth culture and subcultures

Perceptions of young people

Understand the influence of values on youth work

Ethical considerations in youth work

CHCYTH001 – 1.1, 1.2, 1.4, 1.5, 1.2, 1.6, 3.1, 3.2, 3.5, 3.6, 4.1, 4.2, 4.3

 

CHCYTH002 – 1.5, 1.6, 2.1, 2.2, 2.4, 2.5, 2.6, 3.1, 3.2, 3.4, 3.5, 3.3, 3.6, 4.1

 

 

3

 

Theories of development and ethics in youth work

Understanding psychosocial development theories

Ethics in youth work

CHCYTH002

2.3, 3.1, 3.2, 3.3, 4.1

 

CHCYTH001 1.5, 1.6, 2.4, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6

 

4

 

Legal, ethical and political context for youth work.

Legal and ethical considerations

Policy context

CHCYTH001 – 1.2, 1.6, 2.5, 3.2

CHCYTH002 – 1.2, 1.3, 2.1, 2.2, 2.4,

 

 

 

5

 

Legal, ethical and political context for youth work.

Legal and ethical considerations

Policy context

CHCYTH001 – 1.2, 1.6, 2.5, 3.2

CHCYTH002 – 1.2, 1.3, 2.1, 2.2, 2.4,

 

 

 

6

 

Legal, ethical and political context for youth work.

Legal and ethical considerations

Policy context

CHCYTH001 – 1.2, 1.6, 2.5, 3.2

CHCYTH002 – 1.2, 1.3, 2.1, 2.2, 2.4,

 

 

 

7

 

Practice frameworks, Rights and responsibilities

Frameworks for practice

Building rapport

Reflective practice

Rights and responsibilities in the youth work context

CHCYTH002 – 2.3, 2.4, 3.2, 4.1, 4.3

CHCYTH001 – 1.1, 1.2, 1.3, 3.2, 3.3, 4.1, 4.2, 4.3

 

 

8

 

Practice frameworks, the youth work context

Frameworks for practice

Clarifying the role of the youth worker

CHCYTH002 – 2.3, 3.2, 4.1

 

 

9

 

Theories and application

Theories of development and application in youth work

CHCYTH002 – 2.3, 3.2, 4.1

 

 

10

 

Theories and application

Theories of development and application in youth work

CHCYTH002 – 2.3, 3.2, 4.1

 

 

11

 

Review of learning

Review key concepts, check for gaps in knowledge

Identifying own strengths and areas for development

 

 

 

 

 

 

 

 

 

          

 

 

 

 


Learning Resources

Prescribed Texts

None


References

None


Other Resources

RMIT will provide you with resources and tools for learning in this course through our online systems and access to specialised facilities and relevant software. You will also have access to the library resources.


Overview of Assessment

This course is assessed in accordance with competency-based assessment.

ASSESSMENT REQUIREMENTS ALIGNED TO WIL ACTIVITIES.  

To demonstrate competency in this course you will need to complete the following assessment tasks to a satisfactory standard. You will receive feedback from the teacher when you have completed the assessment tasks.

Assessment 1

Case study - written responses to questions and answers – respond the case study about working with a young person in a youth work agency

Assessment 2

Research & written report - develop an understanding of some developmental theories and practice frameworks to enable your work as a youth worker.

Assessment 3

Work place assessment including 120 hours of WIL placement, role play, demonstration of skills in a simulated work environment, written response to questions, work placement report, WI workplace supervisor report, and assessment by the RMIT supervisor in the workplace

Assessment 4

Observation in the workplace environment by the RMIT supervisor


You should refer to the assessment plan which is available on Blackboard for details of each assessment task and for detailed assessment criteria. 

Grades that apply to courses that are delivered and assessed in accordance with competency-based assessment are:

CA: Competency Achieved
NYC: Not Yet Competent
DNS: Did not Submit for Assessment

If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit if you would like to find out more. 

A student charter http://www.rmit.edu.au/about/studentcharter summarises your responsibilities as an RMIT student as well as those of your teachers.

Your course assessment conforms to RMIT assessment principles, regulations, policies, procedures and instructions which are available for review online:http://www1.rmit.edu.au/browse;ID=c15i3ciaq8ca

 


Assessment Tasks

Assessment 1

This assessment focuses on communicating strategically with young people in a youth work context

Case study - written responses to questions and answers – respond the case study about working with a young person in a youth work agency. Complete written questions on communicating and establishing rapport as a young person to work effectively with them.

Assessment 2

This assessment requires you to develop an understanding of some developmental theories and practice frameworks to enable your work as a youth worker.

Research & report – In groups of three (3) select a developmental theory or practice framework.  Conduct group research of a theory or framework.  Each student is to individually document the results of their research by answering question of the value of the theory in youth work practice. 

Assessment 3

Work place assessment details below:

  1. Work placement hours (120 hours to be completed)
  2. ‘Workplace simulation role play’ on demonstrating skills in working effectively with three young people (completed in class)
  3. Written response to questions about the role play
  4. Work placement report (800-1200 words) Written responses to questions on about your work placement including interpersonal communication skills, engaging and maintaining a professional relationship with young people, the legal and ethical considerations when working with young people, including reporting concerns to your workplace supervisor.
  5. WIL work placement supervisors report (completed by your WIL work placement supervisor
  6. Assessment by RMIT supervisor in the workplace

 

Assessment 4

Observation in workplace environment or a simulated workplace environment if the WIL work placement agency cannot provide the opportunity for the student to demonstrate skills.  For this part assessment task you will be observed either whilst on your practical placement by the RMIT or in a simulated environment (in class) by the RMIT assessor. You will be observed demonstrating the following points:

Applied youth-centred practices when working with young people, including:

  • using interpersonal skills to engage with at least three young people 
  • applying engagement skills with young people with diverse range of presenting issues and experiences
  • applying principles of ethical decision-making to ethical dilemmas when the young person is the primary client
  • establishing and maintaining a professional relationship with at least one group of young people.

 These are from the training.gov.au outline of the unit of competency in the assessment section.

 


Assessment Matrix

The assessment matrix demonstrates alignment of assessment tasks with the relevant unit of competency. These matrices are available through Program Administration.

Other Information

Please refer to the RMIT student page for extensive information about study support, assessment, extensions, appeals and a range of other matters: http://www1.rmit.edu.au/students

Cover Sheet for Submissions
You must complete a submission cover sheet for every piece of submitted work, including online submissions. This signed sheet acknowledges that you are aware of implications of plagiarism.

Attendance
It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.

Applying for an Extension

Extension of time for assessment tasks may be granted where circumstances beyond your control prevent submission by the published due date. Speak with your teacher or course coordinator regarding applying for an extension. 

Applying for Special Consideration

If you are seeking an extension of more than seven calendar days (from the original due date) you must lodge an Application for Special Consideration form, preferably prior to, but no later than two working days after the official due date. Late applications will only be accepted in exceptional circumstances. For information about Special Consideration and how to apply, see:

http://www1.rmit.edu.au/students/specialconsideration

Academic Integrity

Academic integrity means honesty and responsibility in scholarship through respecting the work of others whilst having the freedom to build new insights, new knowledge and ideas. RMIT University upholds the values of academic integrity as fundamental to the scholarship undertaken by all members of its community. Whenever you refer to another person’s research or ideas (either by directly quoting or paraphrasing them) you must acknowledge your source.

 If you are even in doubt about how to properly cite a reference, consult your lecturer or the academic integrity website: http://www.rmit.edu.au/academicintegrity

The RMIT library provides tools to assist with your referencing http://www1.rmit.edu.au/library/referencing

Plagiarism and Collusion

Plagiarism and collusion constitute extremely serious academic misconduct, and are forms of cheating. You are reminded that cheating, whether by fabrication, falsification of data, or plagiarism, is an offence subject to University disciplinary procedures. Plagiarism is the presentation of the work, idea or creation of another person as though it is your own. It is a form of cheating and is a very serious academic offence that may lead to expulsion from the University. Plagiarised material can be drawn from, and presented in, written, graphic and visual form, including electronic data, and oral presentations. Plagiarism occurs when the origin of the material used is not appropriately cited. Plagiarism is not acceptable.

 

Examples of plagiarism include:

  • Copying sentences or paragraphs word-for-word from one or more sources, whether published or unpublished, which could include but is not limited to books, journals, reports, theses, websites, conference papers, course notes, etc. without proper citation;
  • Closely paraphrasing sentences, paragraphs, ideas or themes without proper citation;
  • Piecing together text from one or more sources and adding only linking sentences;
  • Copying or submitting whole or parts of computer files without acknowledging their source;
  • Copying designs or works of art and submitting them as your original work;
  • Copying a whole or any part of another student's work; and
  • Submitting work as your own that someone else has done for you.
  • Enabling Plagiarism: the act of assisting or allowing another person to plagiarise or to copy your own work is also an offence.

 

For further information, please see the RMIT Plagiarism Policy –  http://www.rmit.edu.au/browse;ID=sg4yfqzod48g1 (unresolved) – and the RMIT Student Conduct Regulations – http://www1.rmit.edu.au/browse;ID=r7a7an6qug93

Plagiarism Software

The originality verification software Turnitin may be used in this course. For details, see: http://www.turnitin.com

Complaints Procedure:

RMIT University is committed to providing a harmonious study and work environment for all students and staff. The University recognises your right to raise concerns about academic, administrative or support services without recrimination and has policies and procedures to assist in the resolution of complaints.

 

Most issues are resolved at the local level and you are encouraged to take steps to resolve your issue locally. The student complaint procedure details steps to take if your problem is not resolved or you believe the response you received is unreasonable.

 

Student Complaints Policy: http://www1.rmit.edu.au/policies/studentcomplaintspolicy

Student complaints Procedure: http://www1.rmit.edu.au/browse;ID=i1lexipvjt22

Student Complaints Form: http://mams.rmit.edu.au/v4ujvmyojugxz.pdf

 

WIL REQUIREMENTS

Police Checks

Students must obtain their own police check by the due date and pay the associated costs. Students who do not obtain a required police clearance by the due date shall not be able to undertake a practical placement or work experience activity that requires a Police Check.

 

The University shall not be obligated to organise a placement for a student who does not wish to obtain a Police Check.

 

Where required by the workplace, students shall provide a copy of their police check on request.

 

If a student is rejected by a workplace on the basis of a Police Check, the following actions shall occur, as appropriate:

-               advise the student of the outcome; and

-               discuss placement options with the student; and/or

-               provide program and career counselling.

 

RMIT will not store Police Checks on student files.

Working with Children Check

Students must obtain a Working with Children card by the due date and pay the associated costs. Students who do not obtain clearance to work with children by the due date shall not be able to undertake a practical placement or work experience activity that requires a Working with Children card.

 

The University shall not be obligated to organise a placement for a student who does not wish to complete the prescribed form for a Working with Children card at the appropriate time.

 

Where required by the workplace, students shall provide evidence of their Working with Children Check on request.

 

If a student is rejected by a workplace on the basis of a Working with Children, the following actions shall occur, as appropriate:

-               advise the student of the outcome; and

-               discuss placement options with the student; and/or

-               provide program and career counselling.

 

Early Termination of Placement

Under section 6 of the WIL Procedure, a placement may be ended early by the host organisation or School due to the student’s conduct and/or performance during the placement.

Possible reasons for such decisions may include, but are not limited to-

  • failure to follow processes required for safety
  • breach of client or patient confidentiality
  • failure to comply with the instructions of supervisors
  • or other unprofessional behaviour

 

Where a placement ends early, a meeting will be convened to discuss the sequence of events that led to the termination. This meeting will precede any consideration of a student’s progress by the Progress Panel (if applicable) or Program Assessment Board.

 

Course Overview: Access Course Overview