Course Title: Work effectively with young people and their families

Part B: Course Detail

Teaching Period: Term2 2016

Course Code: HWSS6109C

Course Title: Work effectively with young people and their families

School: 365T Global, Urban and Social Studies

Campus: City Campus

Program: C5331 - Diploma of Youth Work

Course Contact: Dianne Mackay

Course Contact Phone: 9925 4454

Course Contact Email:

Name and Contact Details of All Other Relevant Staff

Marijo Pozega

Nominal Hours: 55

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


Course Description

 In this course you will gain the skills and knowledge required to cooperate in mutual agreement on the activities, outcomes and processes of young people’s family members/nominated carers, for the purpose of achieving goals identified in consultation with the young person to address their concerns and/or risks.  

This unit is delivered and assessed with 

CHCCCS016 Respond to client needs

CHCADV002 Provide advocacy and representation services

CHCCSM005 Develop, facilitate and review all aspects of case management

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCYTH011 Work effectively with young people and their families


1. Establish relationship with the young person's nominated carer/family members

Performance Criteria:

1.1       Gather necessary information about the background and circumstances of young person and their family/carers with respect for privacy and confidentiality

1.2       Provide information to young person and their family/carers in a factual, clear and ethical manner to promote positive responses

1.3       Identify issues and changes needed to behaviour and relationships of young people and their families/carers

1.4       Maintain clear, ethical and honest relationships with young person as the primary client, and their family/carers as secondary clients

1.5       Encourage family members to reflect on their relationships, expectations and personal responsibilities

1.6       Identify obstacles to professional relationships with families/carers

1.7     Record concerns according to the code of conduct and ethics


2. Exchange information with family/carers about young person's needs and/or risks

Performance Criteria:

2.1       Use effective communication and model positive behaviour techniques to encourage active participation and appropriate responses

2.2       Monitor and anticipate behaviour and mood of clients and respond appropriately

2.3       Provide clients with clear and relevant information at a suitable language and comprehension level within the parameters of confidentiality and privacy

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


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

Performance Criteria:

3.1       Check that objectives, outcomes and processes of young person’s responses are consistent with organisation’s policies and objectives and service outcomes

3.2       Negotiate with the young person their goals and indicators of achievement and include other persons where nominated by the young person

3.3       Plan a structured sequence of activities and timetable to achieve client objective within available resources

3.4       Consult team members for feedback on the planned program

3.5  Identify resources needed for continuing work with clients and allocate according to priorities and availability


4. Respond to families'/nominated carers concerns about young person

Performance Criteria:

4.1       Develop trust and address family members’/carers’ concerns, including limitations on confidentiality and power differentials between individuals

4.2       Identify and prioritise short- and long-term implications of family/ carer concerns

4.3       Validate family/ carer concerns using a range of checking sources including consultation with the young person as primary client

4.4       Provide information to family members/ carers on a need-to-know basis with respect for young person’s privacy

4.5       Negotiate conditions and confirm agreement with families/ carers to encourage commitment, cooperation and mutual action

4.6       Identify indicators of concerns, patterns of behaviour, strengths and barriers to family involvement and consider this information in the approach taken

4.7       Encourage family members/ carers to take responsibility for agreement on objectives, targets and outcomes

4.8       Ensure location of client meetings promotes neutrality, individual empowerment, comfort, trust, privacy, energy and focus for all clients

4.9  Guide clients to maintain positive direction, cooperation, achievements and respect 

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.





Elements of Competency


Establishing meaningful relationships with young people and their families.

- Introducing models of adolescent focused family work

- Negotiating privacy and confidentiality with young people and their families

- Ethical considerations

- Identifying the impact of own attitudes and values.

- Establishing rapport and trust

CHCYTH011: 1.1, 1.2, 1.4, 1.5, 1.6, 1.7, 2.4, 4.1, 4.8

CHCCCS016: 1.1, 1.2, 1.3

Identifying needs and concerns of young people and their families.

- Encouraging participation

- Develop effective communication skills to respond to both young person and their families

- Identifying risk, concerns and patterns of interactions and behaviour within family context

- Identifying further support needs

CHCYTH011: 1.3, 2.1, 2.2, 2.3, 4.2

CHCCCS016: 2.1, 2.2, 2.3, 3.1,

Responding to needs and concerns of young people and their families

- Negotiating with young people and families about what improvements they would like to make.

- Defining your role with young person and their family.

- Responding to risk

- Identify and manage practice issues as well as linking in further supports if needed.

CHCYTH011: 3.1, 3.2, 3.4, 3.5, 4.3, 4.4

CHCCCS016: 3.2, 3.3, 3.4

Supporting young people and their family to create change.


 - Supporting young people and families to follow through with their goals.

- Using the family to support young people create change.

- Strengthening family relationships

- Referrals

- Roles plays


CHCYTH011: 4.5, 4.6, 4.7, 4.9

CHCCCS016: 4.1 4.2, 4.3, 4.4

Assessment and review

- Role plays

- Reflective practice

- Review of unit/s.



Learning Resources

Prescribed Texts



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 assessment tasks to a satisfactory standard. You will receive written feedback on all assessments via a rubric in Blackboard. (refer to MyRMIT for assessment criteria).

Assessments will include:

 Assessment one

Write case notes for case management recommendations for five young people presented in case studies. 500 - 800 words

Assessment two

Develop a case management plan including activities undertaken in the community for three clients from the case studies provided. 500 - 800 words

Assessment three

Advocacy activity - chose two clients with different advocacy needs and develop an advocacy action plan that include two approaches to advocacy. 500 - 800 words

Assessment four

Short answers to questions on the units of competency to demonstrate knowledge. 150-300 words per question

Assessment five

Work Integrated Learning (WIL), work placement and work place assessments, 240 hours WIL, 1200 word written report, third party report  

-       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 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:;ID=c15i3ciaq8ca

Assessment Tasks


Assessment one: Case study - written response to questions – communicating to families and young people risk factors and behaviour and support services to identify their needs. 

Assessment two: Workplace simulation – role play – involves students interviewing a young person and their family to identify needs and support them to take action (using the family to support young people to create change, strengthening family relationships and referrals).

Assessment three:  Written reflection (based on role play) –

Assessment four: Workplace simulation – role play – use a range of strategies to empower young people their families/carers to maintain motivation and purpose and achieve agreed outcomes.  Evaluate impact on own work role and revise approach based on evaluation with the client. 


WIL Assessment

Assessment five: WIL work placement third party report verifying the student requested the assistance from others when needed and monitored and reviewed the services provided to young people while on placement at a youth work service.

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:

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.

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:


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:

The RMIT library provides tools to assist with your 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 –;ID=sg4yfqzod48g1 (unresolved) – and the RMIT Student Conduct Regulations –;ID=r7a7an6qug93


Plagiarism Software

The originality verification software Turnitin may be used in this course. For details, see:


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:

Student complaints Procedure:;ID=i1lexipvjt22

Student Complaints Form:


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