Course Title: Provide services for young people appropriate to their needs and circumstances

Part B: Course Detail

Teaching Period: Term2 2016

Course Code: HWSS6020C

Course Title: Provide services for young people appropriate to their needs and circumstances

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

Marijo Pozega

marijo.pozega@rmit.edu.au 

Trevor Bayley

trevor.bayley@rmit.edu.au 

Nominal Hours: 90

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 provide guidance and role models to young people and their families.  This will include the skills necessary to maintain positive and supportive relationships, identifying problems and establishing goals for change based on maintaining support from family and the general community.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCYTH010 Provide services for young people appropriate to their needs and circumstances

Element:

1. Identify and address immediate needs and circumstances of young people

Performance Criteria:

1.1       Identify and respond to immediate needs of young people according to nature and degree of urgency

1.2       Provide young people and their families with information tailored to their capacity of understanding and designed to calm and reassure

1.3       Observe and note any signs of distress, anxiety, aggression and apathy

1.4  Look for and note signs of impairment of functioning in individuals and relationships

Element:

2. Explore and clarify issues facing the young person and the nature of support sought

Performance Criteria:

 

2.1         Offer the young person adequate opportunity to explore and clarify the issues facing her/him

2.2       Negotiate involvement of other parties as required by young person and worker

2.3       Listen actively and positively to young person’s issues, needs, views and feelings about their issues and accepting support

2.4       Make renewed attempts through appropriately modified approaches or responses where there are communication difficulties

2.5       Describe and analyse the nature and scope of the issues and check with the young person for completeness and accuracy

2.6       Clearly explain to the young person the role and capacity of the worker to provide assistance and support

2.7  Where appropriate, obtain relevant available information from others about the young person’s potential need for support, consistent with the young person’s right to access information and to approve or disapprove of the worker’s actions

Element:

3. Facilitate goal setting and action planning

Performance Criteria:

3.1       Encourage and support the young person to work out their own goals and priorities and to assess feasibility

3.2       Identify and explain in a supportive manner any risks arising from the young person’s choices

3.3       Offer further options to the young person without imposition or pressure where appropriate

3.4       Emphasise and negotiate clients’ responsibility for determining and achieving their goals

3.5       Encourage clients to identify and prioritise long- and short-term goals based on individual responsibility and personal choice

3.6       Support the young person to develop strategies to act on goals set

3.7       Encourage clients to identify and analyse factors that have contributed to past behaviour and obstacles to achieving individual and family goals

3.8  Identify unrealistic expectations, challenge negative attitudes and unacceptable objectives and re-negotiate plans when required

Element:

4. Provide targeted assistance and referral

Performance Criteria:

4.1       Discuss availability, type and nature of services and resources in a manner appropriate to the young person’s right of choices

4.2       Encourage young person to use services and resources appropriate to their needs in line with legal, statutory and organisational requirements

4.3       Advise the young person about legal and statutory provisions which might affect their situation and confirm young person’s understanding of information provided

4.4       Establish systems to ensure information and referral sources within organisation are up-to-date, comprehensive, accurate, accessible and relevant to clients

4.5       Continually monitor effectiveness of service delivery and resolve problems of access, services or resources as appropriate

4.6  Ensure all documentation and reporting is in accordance with organisation procedures

Element:

5. Act as an advocate on request

Performance Criteria:

5.1       Where the young person requests the worker to act as an advocate, identify the scope and goals of the possible role and outline and negotiate these with the young person

5.2       When requested and where possible, support the young person and accompany them during first stages of access to services to enable them to gain confidence to go alone

5.3       Represent the young person’s interests clearly and accurately in a manner consistent with the identified agreement between them and the worker

5.4       Explain to the young person all representations made on their behalf in a manner and language appropriate to their information needs and circumstances and confirm their understanding

5.5  Ensure decisions and/or actions taken on behalf of the young person are consistent with their expressed or implied preferences and interests


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

 

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


Learning Resources

Prescribed Texts

None


References

You are advised to look at the course at myRMIT for ongoing updated information.


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

 

To demonstrate competency in this course you will need to complete all of the following pieces of assessment to a satisfactory standard. You will receive written feedback on all assessment (refer to MyRMIT for assessment criteria).

 

Assessments will include:

 

Assessment

Assessment Type

Word limit or equivalent

Assessment one

Case study – written response to questions and/or role play (part A)

800 – 1200

Assessment two

Case study – written response to questions and/or role play (part B)

800 – 1200

Assessment three

WIL work place supervisor third party report

 

n/a

 

-       assessment requirements aligned to WIL activities.

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 one: Case study – written response to questions and/or role play (part A) – working with at least two young people and their families from a diverse background with key descriptive questions and written responses addressing young people’s needs and disclosure.

Assessment two: Case study – written response to questions and/or role play (part B) – Identify needs according to goals and strategies around advocacy in the case study around two young people. 

Assessment three: WIL work place supervisor third party report – demonstrate appropriate communication with young people from diverse backgrounds and with diverse experiences.  Demonstrate having worked to achieve goals of the program and young people.  


Assessment Matrix

 

Students will be given an assessment marking guide for reference at the time that the assessment tasks are distributed

Other Information

 

Please refer to the RMIT student page for extensive information about study support, assessment, extensions, appeals and a range of other matters: 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 REQUIREMENT

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