Course Title: Work with young people to establish support networks
Part B: Course Detail
Teaching Period: Term1 2012
Course Code: HWSS5648C
Course Title: Work with young people to establish support networks
School: 360T Education
Campus: City 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: |
1. Communicate effectively with a diversity of young people |
Performance Criteria: |
1.1 Listen to understand young people's stories and experiences in relation to the family, friends, and others 1.2 Work with young person to explore desires, possibilities and goals in relation to their support 1.3 Encourage and assist young people to develop and maintain relationships with family, friends, support 1.4 Assist contact between young people and networks in the community according to the young |
Element: |
2. Reflect understanding of youth cultures, sub cultures and development |
Performance Criteria: |
2.1 Provide support to young people in a manner which maintains the integrity of individual rights, 2.2. Enable young people to develop effective communication skills to build supportive relationships 2.3 Where possible support young people to explore new ways of seeing relationships and situations with 2.4 Assist young people to develop decision-making, coping and resiliency skills in ongoing negative situations |
Element: |
3. Work with the young person as the focus |
Performance Criteria: |
3.1 Manage your communication with the young person's family and friends / supporters, particularly 3.2 Where possible, seek the young person's permission prior to contact with other key stakeholders 3.3 Keep young people informed about your contact with other key stakeholders as fits 'young person' directed 3.4 Clarify your role with family members 3.5 Maintain the young person's confidentiality 3.6 Provide specific and general information about your values, practice frameworks and work processes 3.7 Listen without judgement to the experiences and concerns of family members 3.8 Gather and provide information that is relevant, timely and assists to address concerns 3.9 Analyse your values for their impact on your attitudes, interactions and other work practices, and to detect and avoid personalising issues, discrimination and stereotyping |
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
Teaching Schedule
Semester 1
Week 1-4
Theory – Convention on the rights of the child
Duty of care requirements and relevant legislation supporting the rights and safety of children
and young people
Culture and diversity
Discussion, Q&A activities, Evidence Guide
Week 5-9
Theory – Confidentiality policies and procedures applicable to work practices where the young person is
the primary client
Principles of client self determination
Rights and responsibilities of young people accessing the service
Discussion, Q&A activities,
Project 1 – Research/Q&A
Week 10-14
Theory– Maintaining non-judgemental attitude and approaches to youth work practice
Processes for individual advocacy
Specialist support services available to young people, families and other stakeholders
Mediation processes
Discussion, Q&A activities
Week 15-18
Theory – Identifying risk factors relating to abuse of power and power differentials; relationship
dynamics
Strategies for engaging young people to explore relationships and relationship issues
Communicating effectively with young people to assist in self determination
Discussion, Q&A activities
Progress interview – Evidence guide, Q&A activities, Project 1, Evidence of practical experience working with young people to establish support networks e.g Observation/Demonstration, Third party
Semester 2
Week 1-4
Theory – Developing young people’s personal skills to manage their personal relationships
Supporting young people, maintaining the integrity of individual rights, self-determination and
personal dignity
Developing young people’s effective communication skills to build supportive relationships
where possible
Discussion, Q&A activities
Week 5-9
Theory – Organisation’s codes of ethics
Advocating for the rights of young people where issues of exploitation, disempowerment
and violation of rights in relationships are present
Identifying issues and concerns for the young person and their family
Facilitating purposeful discussions between parties to establish effective communications
for relationship building
Discussion, Q&A activities
Assignment 2 – Research/Scenarios
Week 10-14
Theory– Prioritising competing agendas of key stakeholders with young person as prime concern
Setting goals and planning action
Maintaining clear, ethical and honest relationships with young people and their families
Discussion, Q&A activities
Folio - Presentation of folio (oral and written)
Week 15-18
Theory – Responding to the ongoing concerns of the young person’s support network
Review and reflect experiences working with young people to establish support networks
Issues and challenges relating to establishing support networks for young people
Discussion, Q&A activities
Assessment interview – review folio of final assessments e.g :
Evidence Guide, Q&A activities, Project 1 and 2, Evidence of practical experience working with young people to establish support networks; e.g. Observation/Demonstration, Third party, Folio – Presentation (oral and written)
Learning Resources
Prescribed Texts
References
Other Resources
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. 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 products 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.
Assessment Matrix
In Assessment matrix Booklet given to students at commencement of program.
Course Overview: Access Course Overview