Course Title: Work effectively with young people and their families

Part B: Course Detail

Teaching Period: Term2 2017

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

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




Elements of Competency



Roles and Responsibilities and Client Information and Confidentiality


Introduction to Case Management


Introduction to Advocacy

Introduce the four units in this cluster.

Recap on content that overlaps with previous units eg: duty of care and mandatory reporting, roles and responsibilities, rapport and relationship building, client information and privacy and confidentiality.

Legal status of young people and families of young people, power of attorney, guardianship etc

Nature and structure of the community services and health industries

Processes and structures relevant to organisation goals and objectives or work role

Negotiating privacy and confidentiality, rights and responsibilities and complaints.

Define boundaries and establish rapport and trust

Introduction to Case Management

Introduction to Advocacy

CHCYTH011: 1.1, 1.5, 4.4 & 4.7

CHCCCS016: 2.3 & 3.4

CHCADV002: 1.1

CHCCSM005: 1.4, 2.2, 2.3, 3.6 & 4.4



Rapport and Relationship building

Building trust in Case Management context

Defining boundaries

Working with appropriate communication techniques and methods

Providing information

Considerations, protocols, history and special needs of diverse client populations eg: culturally and linguistically diverse, LGBTIQ, people with disabilities.

Contemporary behaviour change models, practices and interventions

Active listening, empathy, body language, eye contact.

Interpreting hidden and complex messages

Principles of group dynamics.

CHCYTH011: 1.2, 1.4, 1.6, 2.1, 2.2, 2.3, 4.1, 4.2, 4.3, 4.5 & 4.8

CHCCCS016: 1.1 & 4.2

CHCCSM005: 1.3 & 2.1


Advocacy Essentials

Collaboration and team work

Support and assistance

Types of advocacy:

– Self advocacy

– Individual advocacy

– Systems Advocacy

– Citizen and parent advocacy

– Raising awareness

– Action advocacy

– Written advocacy

Community consultation and decision making processes.

Processes and systems to support advocacy

Collaboration and planning

Identifying partner and referral organisations

Planning and structuring interventions


Approaches to service delivery:

      – Strengths based

      – Rights based

      – Person centred

      – Needs based

CHCYTH011: 3.3, 3.4, 3.5

CHCCCS016: 1.3, 2.2, 3.1, 4.1 & 4.3

CHCADV002: 1.2, 3.2 & 3.4


Case Management Essentials

Harm, neglect, abuse

Client and family assessments

Family structure, dynamics, communication and decision-making

Goal setting and appraisal processes with clients

Process of case management meetings

Content of case management plans

Monitor and review case management plans

Identifying issues of concern

Code of conduct

Statutory requirements

Patterns of behaviour, strengths

Dignity of rights,

Human rights

Responding to indicators of actual or potential abuse

CHCYTH011: 1.3, 1.7 & 4.6

CHCCCS016: 1.2, 2.1 & 3.3

CHCCSM005: 1.1, 1.2, 2.1, 2.2, 2.3, 3.2, 3.3, 3.4, 3.5, 3.7, &4.1



Client and family goal setting

Organisational capacity, exiting and closing clients

Identifying interests and concerns

Responding to opportunities

Identifying organisational capacity

Supporting and encouraging goal setting for client and family

Case management planning and development

Closing and exiting clients

Transitioning clients away from service

CHCYTH011: 3.2

CHCCCS016: 3.2 & 4.4

CHCADV002: 2.1, 2.2, 2.3 & 3.1

CHCCSM005: 1.1, 1.2, 3.1, 3.2, 3.3, 3.7 & 4.5

6. & 7

Monitoring and Evaluation processes

Reporting and accountability

Monitoring outcomes and making changes as appropriate

Negotiating changes

Adjusting strategies to changing needs

Measuring success

Change management processes

CHCADV002: 1.3, 2.4, 2.5, 3.3, 4.1 & 4.2

CHCCSM005: 3.4, 4.1, 4.2 & 4.3


Catch up and revision of assessments in class

Complete any due assessments

Revision of units completed for semester


Learning Resources

Prescribed Texts


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

These tasks are based on case study videos of five different young people with different needs and experiences.

Four of the five assessments for this cluster will be based on these young people and your interactions with them so you should become familiar with all five videos and take plenty of notes.

Assessment Task 1) Client case management recommendation for all five case studies.

Using the case studies and case management proformas:

1)make a recommendation for case management for each client,

2) include details of legislative and statutory requirements,

3) explain the intersection of the issues the client is experiencing and

$) complete a client assessment checklist and a client referral checklist.

The case studies will be presented in five videos detailing client experiences. Ensure you have utilised a holistic approach to client response in this task.

Assessment Task 2) Case management plan and activities for three clients from the provided case studies.

Create a detailed case management plan for three clients.  You will be provided with templates including an action plan and a care plan to document the case management and activities plan for the clients.

1) Choose three clients from the pool of five case management recommendations in assessment one.

2)  Consider the needs of the client and goals the client work can work towards

3) consider and decide on a service delivery approach (strengths based, rights based etc).

Refer to the marking guide for this assessment to ensure you have completed your case management plan extensively enough.

You will also need to complete a family intervention plan outlining how you will engage the family with the young people’s case management plan.

Assessment Task 3) Advocacy activity.

Choose two clients to undertake advocacy activities for, these may be the same as the clients you worked for in assessment task 2 or different. The cleints  must have different advocacy needs

1) Use 2 different advocacy approach for each client (eg: systems advocacy, individual advocacy, awareness raising etc).

2) Complete an advocacy action plan with clear goals and objectives for each client,

3) use real life possibilities (eg: if one of your advocacy activities is to write a letter to the young person’s local member of parliament you must list who this would be and what their contact details are).

Assessment Task 4) Question and Answer.

Assessment 4 consists of short answer questions which must be completed satisfactorily.

You must provide answers of 150-300 words which clearly demonstrate your understanding of the subject matter from this cluster.

Assessment Task 5) Work Integrated Learning (WIL)

WIL work placement (240 hours) in a youth work agency, WIL work placement report, Work place simulation, Work place observation, Third party report.

 -       assessment requirements aligned to WIL activities.


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

Work Integrated Learning

This is a Work Integrated Learning course in which you will complete a 240 hour placement in an organisation, undertaking the kinds of professional tasks you could expect in your work after graduation.

Police Check

You must obtain evidence of a satisfactory National Police Records Check before undertaking work placements and will need to pay the associated costs.


You may be required to obtain a satisfactory National Police Records Check at the request of their placement agency.

Working with Children

You must provide evidence of a satisfactory Working with Children check before undertaking work placements and will need to pay the associated costs.


You may be required to obtain a satisfactory Working with Children Check at the request of their placement agency.


You may be required to provide evidence of immunisation for certain diseases before undertaking work placement. You will need to discuss the specific requirements of your placement with the course coordinator and/or WIL practitioner and will need to pay the associated costs for immunisation.

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 work submitted in hardcopy. For every piece of work submitted online you will complete an e-Declaration. The signed cover sheet or e-Declaration acknowledges that you are aware of the plagiarism implications.


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 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:

Assessment Appeals

If you believe your assessment result or final result is wrong please contact the course coordinator and provide the reason why you think your result is incorrect. Valid reasons for seeking a review of results include:

  1. a) You believe an error has occurred in the calculation of the grade; or,
  2. b) You believe the assessment did not comply with criteria published in the Course Guide; or,
  3. c) You believe the assessment did not comply with University Policies on Assessment (i.e. an error in process has occurred).

Full details of the procedure (including appeals procedure) can be located at this RMIT site:

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:

Course Overview: Access Course Overview