Course Title: Work with young people to establish support networks

Part B: Course Detail

Teaching Period: Term2 2014

Course Code: HWSS5645C

Course Title: Work with young people to establish support networks

School: 360T Education

Campus: Brunswick Campus

Program: C5290 - Diploma of Education Support

Course Contact : Robyn Blaikie

Course Contact Phone: +61 3 9925 4838

Course Contact Email:robyn.blaikie@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Fiona Dean: Teacher
fiona.dean@rmit.edu.au
99254650

Nominal Hours: 50

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

No specific pre-requisite and co-requisite.

Course Description

This course describes the knowledge and skills required to communicate effectively with young people (aged 12– 25) in work roles with a specific focus on young people.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCYTH502A Work with young people to establish support networks

Element:

3. Establish relationships and exchange information with family members with the young person's permission

Performance Criteria:

3.1Manage your communication with the young person's family and friends / supporters, particularly confidentiality, in accordance with the interests of the young person and organisation practice
3.2Where possible, seek the young person's permission prior to contact with other key stakeholders
3.3Keep young people informed about your contact with other key stakeholders as fits 'young person' directed practice
3.4Clarify your role with family members
3.5Maintain the young person's confidentiality
3.6Provide specific and general information about your values, practice frameworks and work processes
3.7Listen without judgement to the experiences and concerns of family members
3.8Gather and provide information that is relevant, timely and assists to address concerns
3.9Analyse your values for their impact on your attitudes, interactions and other work practices, and to detect and avoid personalising issues, discrimination and stereotyping

Element:

4. Determine a mutual approach between the young person, their family and yourself to address the needs and rights of young people

Performance Criteria:

4.1Encourage active participation and effective communication between all stakeholders
4.2Monitor behaviour and mood of clients, particularly young person
4.3Support and validate young people's experiences and emotional responses
4.4Identify issues and concerns for the young person and their family and possible areas of change to behaviour and relationships
4.5Use interaction with family members to encourage personal reflection on relationships, expectations and personal responsibility
4.6Identify areas of commonality and conflict in relation to hopes and goals
4.7Look for exceptions and possibilities
4.8Prioritise competing agendas of key stakeholders whereby the rights and interests of young people are the primary concern
4.9Set goals and plan action, allocate resources, implement plan, monitor and evaluate progress, celebrate achievements

Element:

1. Support young people to develop and use personal resources

Performance Criteria:

1.1Listen to understand young people's stories and experiences in relation to the family, friends, and others
1.2Work with young person to explore desires, possibilities and goals in relation to their support networks, particularly to assess safety, benefits or other of those relationships
1.3Encourage and assist young people to develop and maintain relationships with family, friends, support networks and service agencies according to the young person's goals and the safety, benefits or other of those relationships
1.4Assist contact between young people and networks in the community according to the young person's needs and interests

Element:

2. Assist young people to develop the personal skills to manage their personal relationships

Performance Criteria:

2.1Provide support to young people in a manner which maintains the integrity of individual rights, self-determination and personal dignity
2.2.Enable young people to develop effective communication skills to build supportive relationships where possible
2.3Where possible support young people to explore new ways of seeing relationships and situations with family and others
2.4Assist young people to develop decision-making, coping and resiliency skills in ongoing negative situations

Element:

5. Respond to the ongoing concerns of the young person's support network within confidentiality, duty of care and requirements negotiated with the young person

Performance Criteria:

5.1Maintain clear, ethical and honest relationships with young people and their families
5.2Refer family problems to relevant support and specialist staff and agencies
5.3Refer young people and their families to suitable specialists according to the nature and urgency of their needs


Learning Outcomes


Develop the knowledge and skills required to communicate effectively with young people (aged 12– 25) in work roles with a specific focus on young people.


Details of Learning Activities

The student learning experience will be facilitated through participation in a range of activities:
Group discussion
Research assignments
Guest speakers
Oral and/or written questions on "What if?" scenarios
Individual and group projects - Completion of Projects will include negotiated independent study time and practical work relevant to the unit of competency.
Realistic simulations and role play
Practical demonstrations and direct observation of actual work and simulated work practice
Oral Presentations

Your program consists of a combination of learning activities through a range of delivery methods including: face to face teaching, online activities and Directed Study and you are expected to participate in professional placement. You work independently to complete Directed Study, however you are expected to complete all work given and will at times be required to show evidence that the work has been completed in this unit.


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

Semester 1

Week 1
Convention on the rights of the child
E1

Week 2
Legislation supporting the rights and safety of children
and young people
E1

Week 3
Duty of care
E1

Week 4
Culture and diversity & working with young people
E1
Assessment Task 1: Evidence Guide

Week 5
Confidentiality policies and procedures applicable to work practices where the young person is the primary client
E1

Week 6
Principles of client self determination
E1

Week 7
Rights and responsibilities of young people accessing the service
E1

Week 8
Maintaining non-judgemental attitude and approaches to youth work practice
E1

Week 9
Processes for individual advocacy
E1, E2
Assessment Task 2: Project 1 – Research/Q&A

Week 10
Specialist support services available to young people, families and other stakeholders
E1, E2, E3

Week 11
Mediation processes
E4

Week 12
Identifying risk factors relating to abuse of power and power differentials
E3, E4, E5

Week 13
Relationship dynamics
E4, E5

Week 14
Strategies for working with the variety of relationship dynamics
Applying strategies when working with a variety of relationship dynamics
E2, E3, E4

Week 15
Strategies for engaging young people to explore relationships and relationship issues
E2, E3, E4

Week 16
Communicating effectively with young people to assist in self determination
E2, Ee3,  E4

Week 17-18
Challenges of working with young people to establish support networks
Reflecting on own experiences of working with young people to establish support networks
Progress interview – Evidence guide, Project 1, Evidence of practical experience working with young people to establish support networks e.g Observation/Demonstration, Third party

Semester 2

Week 1
Developing young people’s personal skills to manage their personal relationships
E2, E3, E4

Week 2
Maintaining individual rights, self-determination and personal dignity
E2, E4, E5

Week 3
Developing young people’s effective communication skills to build supportive relationships
E4, E5

Week 4
Identity and self-esteem
E4, E5

Week 5
Organisation’s codes of ethics
E4, E5
Week 6
Advocating for the rights of young people
E4, E5

Week 7
Issues of exploitation, disempowerment and violation of rights in relationships
E4, E5

Week 8
Identifying issues and concerns for the young person and their family
E4, E5

Week 9
Facilitating purposeful discussions between parties
Establishing effective communications for relationship building
E4, E5
Assessment Task 3: Project 2 –Q&A/Oral Presentation

Week 10
Prioritising competing agendas of key stakeholders
Keeping young person as prime concern
E4, E5

Week 11
Negotiation skills
E4, E5

Week 12
Setting goals and planning action
E4, E5
 
Week 13
Applying and evaluating goals set and plan of action
E4, E5

Assessment Task 4: Oral Presentation

Week 14
Maintaining clear, ethical and honest relationships with young people and their families
E4, E5
Week 15
Responding to the ongoing concerns of the young person’s support network
E4, E5

Week 16
Monitoring, maintaining and evaluating support network
E4, E5

Week 17-18
Issues and challenges relating to establishing support networks for young people
Reviewing and reflecting experiences working with young people to establish support networks
Assessment interview – review folio of final assessments e.g : Evidence Guide, Project 1 and 2, Oral Presentation, Evidence of practical experience working with young people to establish support networks; e.g. Observation/Demonstration, Third party














































 


Learning Resources

Prescribed Texts


References


Other Resources

TEXTS AND EQUIPMENT
There are no set texts in this unit. RMIT will provide you with resources and tools for learning in this course through handouts, our online systems and access to facilities and relevant software. You will also have access to the library resources. It is recommended that you bring:
• Display folder with plastic sleeves
• Highlighter pens
• Notebook or loose leaf paper
• Headphones (use your own or they can be purchased from the City/Brunswick Library)
• USB (Memory stick)


Overview of Assessment

You must demonstrate an understanding of all elements of the competencies in order to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by:
• Direct observation of actual and simulated work practice
• Oral or written questioning
• Assignments and projects
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Review of work produced through work-based or course activities
• Third-party feedback from a work supervisor/employer
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.
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.
An assessment charter (http://mams.rmit.edu.au/kh6a3ly2wi2h1.pdf) summarises your responsibilities as an RMIT student as well as those of your teachers.
Your courses assessment conforms to RMIT assessment principles, regulations, policies and procedures which are described and referenced in a single document: http://www.rmit.edu.au/browse;ID=ln1kd66y87rc


Assessment Tasks

Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks.
Assessment Task 1: Evidence Guide
Assessment Task 2: Project 1 – Research/Q&A
Assessment Task 3: Project 2 – Q&A/Oral Presentation – Community programs - Working with Young People
Assessment Task 4: Oral Presentation – Experiences in establishing support networks with young people
Evidence of practical experience identifying and responding to student development needs; e.g. Observation/Demonstration, Third party
Assessment tasks in this course are either formative or summative.  Formative tasks provide the basis for ongoing feedback and can be considered essential building blocks for the more substantial summative assessment tasks.  Summative assessment tasks in this unit are assessed using the following competency based results:
CA – Competency achieved
NYC – Not Yet Competent

 


Assessment Matrix

The assessment matrix demonstrates alignment of assessment tasks with the relevant Unit of Competency.
These are available from the course contact person (stated above).
 

Other Information

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 the plagiarism implications.
 

Attendance - The major learning experience involves participating in face to face classes. 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. www.rmit.edu.au/policies/academicprogress
 

Feedback - Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential. Students will be asked to attend mid semester interviews with relevant teachers and Program Coordinator.
 

Special Consideration - All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension. Please see the RMIT website for further information. www.rmit.edu.au/students/assessment/extension
 

Academic Integrity and Plagiarism - RMIT University has a strict policy on plagarism and and academic integrity. Please refer to the website for more information on this policy.http://www.rmit.edu.au/students/academic-integrity
 

Course Overview: Access Course Overview