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: dianne.mackay@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Marijo Pozega
marijo.pozega@rmit.edu.au
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
None
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 |
Element: |
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 |
Element: |
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 |
Element: |
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 |
Element: |
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.
Class |
Topic |
Content |
Elements of Competency |
|
Establishing meaningful relationships with young people and their families. |
- Negotiating privacy and confidentiality with young people and their families - Ethical considerations - Identifying the impact of own attitudes and values. |
CHCCCS016: 1.1, 1.2, 1.3 |
|
|
- Develop effective communication skills to respond to both young person and their families |
CHCCCS016: 2.1, 2.2, 2.3, 3.1, |
|
|
- Responding to risk |
CHCCCS016: 3.2, 3.3, 3.4 |
|
|
Assessment |
- Using the family to support young people create change. - Strengthening family relationships
|
CHCCCS016: 4.1 4.2, 4.3, 4.4 |
|
|
- Reflective practice |
|
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 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 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 – 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: 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