Course Title: Reflect on and improve own professional practice

Part B: Course Detail

Teaching Period: Term1 2021

Course Code: EMPL7098C

Course Title: Reflect on and improve own professional practice

School: 375T Vocational Design and Social Context

Campus: City Campus

Program: C4352 - Certificate IV in Youth Work

Course Contact: Dianne Mackay

Course Contact Phone: +61 3 9925 4454

Course Contact Email: dianne.mackay@rmit.edu.au

Name and Contact Details of All Other Relevant Staff

Nominal Hours: 120

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

This unit describes the skills and knowledge required to evaluate and enhance own practice through a process of reflection and ongoing professional development.

This unit applies to workers in all industry sectors who take pro-active responsibility for their own professional development.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:	CHCPRP003 Reflect on and improve own professional practice
Element:	1. Reflect on own practice
Performance Criteria:	1. Reflect on own practice 1.1 Undertake self-evaluation in conjunction with supervisors and/or peers 1.2 Reflect on and recognise the effect of values, beliefs and behaviour in practice 1.3 Share two-way, open and evaluative feedback with co-workers or peers 1.4 Actively seek and reflect on feedback from clients, organisations or other relevant sources
Element:	3. Facilitate ongoing professional development
Performance Criteria:	3. Facilitate ongoing professional development 3.1 Access and review information on current and emerging industry developments and use these to improve practice 3.2 Assess and confirm own practice against ethical and legal requirements and opportunities 3.3 Identify and engage with opportunities to extend and expand own expertise 3.4 Regularly participate in review processes as a commitment to upgrading skills and knowledge
Element:	2. Enhance own practice
Performance Criteria:	2. Enhance own practice 2.1 Determine improvements needed based on own evaluation and feedback from others 2.2 Identify potential support networks both internal and external to the organisation 2.3 Seek specialist advice or further training where need is identified 2.4 Recognise requirements for self-care and identify requirements for additional support 2.5 Devise, document and implement a self development plan that sets realistic goals and targets 2.1 Determine improvements needed based on own evaluation and feedback from others 2.2 Identify potential support networks both internal and external to the organisation 2.3 Seek specialist advice or further training where need is identified 2.4 Recognise requirements for self-care and identify requirements for additional support 2.5 Devise, document and implement a self development plan that sets realistic goals and targets

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 learning activities will be support and complimented by RMIT's online learning management tool Canvas. Other essential learning activities take place during the workshops, and you will also be required to undertake independent studies. Some learning activities that you will undertake in the workshops are:

• Class discussion
• Documentary viewing and discussion
• Guest speaker
• Group work projects
• Questioning

Teaching Schedule

Course Schedule:     W.I.L - Engage with Young People   & Reflect and Improve on Own Prof Prac.                                                   Semester 1 & 2 : 2021
Week	Topic	Content	Assessment	Unit(s) of Competency Elements and Performance Criteria
Week 1 & 2	Welcome,introductions, unit introduction	Welcome to Country Introductions WIL Cluster Student Expectations and Student Conduct Policy Student /Staff communication (Email) 3 domains of learning throughout course: Classroom, Canvas: Online learning management system, and practical hands-on learning on placement. Canvas introduction ; Review Cluster in Canvas. Campus Tour/ Library Tour/ RMIT Connect. RMIT WIL requirements (Police check,WWCC, WIL Student Toolkit . RMIT WIL Online Module
Week 3 & 4	History of youth work & “the youth work context” Models of youth work practice	History of youth culture and subcultures Harmful and helpful stereotypes about young people Where does the concept of “youth” come from? Why do we need youth workers What role do youth workers play in society? Professionalisation of youth work Youth culture in Australia Current topics of debate about young people in Australia Develop comprehensive understanding of youth sector		CHCYTH001: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.4, 3.6, 4.1, 4.2, 4.3 CHCYTH002: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 4.1 CHCYTH003: 1.1, 1.2, 1.3, 1.4, 1.5
Week 5	Mutual respect and autonomy in youth work. Common misconceptions/myths. Youth centred practice. Ethics in Youth Work	Communicating with young people Confidentiality with young poeple Working with the young person as the focus Rights, responsibilities and needs of young people Professional relationship boundaries Power inequities in professional relationships Social and media myths about young people Myths about the ways youth workers work		CHCYTH001: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3. CHCYTH002: 1.2, 1.3, 1.4, 2.1. 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3 CHCYTH003: 1.1, 1.2, 1.3 , 1.4, 1.5, 2.4, 3.1, 3.2, 3.3, 3.4 CHCYTH010: 2.1, 2.3, 2.5, 2.6
Week 6	Recognising individual needs and circumstances. Physical, moral and psychosocial development and behaviour of young people	Situating young people within their context. Maintaining up to date knowledge and awareness of social, political, economic and legal contexts of young people Apply knowledge and understanding of historical and cultural contexts to individual young people. Psychological Theories of Development		CHCYTH001 – 1.2, 1.6, 2.5, 3.2 CHCYTH002 – 1.2, 1.3, 2.1, 2.2, 2.4,
Week 7	Legal, ethical and political context for youth work. Develop an understanding of cultural diversity in Youth Work Practice	Engaging with young people – how to build and maintain rapport. Legal frameworks and duty of care requirements. Cultural diversity Good practice in youth work		CHCYTH001: 1.1,1.2, 1.3, 1.4, 1.5, 1.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3, CHCYTH002: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2,4.3 CHCYTH003: 1.1, 1.2, 1.3, 1.4,
Week      8	Creating opportunities. Goal setting and planning. Recognising and responding to strengths and assets Working with diversity.	Identify goals with the young person Develop and implement action plans Work with young people to identify their needs, rights, strengths, hopes and opportunities Documentation of work. Reflect understanding of youth culture and subculture and individual experiences and development Recognise the role cultural diversity plays in young people’s development Recognise the ways other diversities play roles in young people’s development eg: sexuality, gender, disability, family structure etc.	Assessment Task 1: Question and Answer You will be provided time during this class to complete this assessment.	CHCYTH001 – 1.2, 1.6, 2.5, 3.2 CHCYTH002 – 1.2, 1.3, 2.1, 2.2, 2.4,
Week 9	Being informed – research in youth work Preparing for placement	Research, analyse and maintain up-to-date knowledge and awareness of the social, political, economic and legal contexts of young people. Reputable and disreputable sources of information about young people. Analysing data on young people. Translating data into meaningful information	Assessment Task 1: Question and Answer You will be provided time during this class to complete this assessment.	CHCYTH002: 1.2, 1.3, 4.1
Week 10	Excursion to Melbourne Magistrates Court (Morning Session) Organisational context Working for a youth organisation Representing your workplace (Afternoon Session)	10:30am arrival at Melbourne Magistrates Court for observation Details and protocols for visit discussed prior in class Core values and practice frameworks of youth work as a profession Core values and practice frameworks of different youth work organisations Identifying organisations that align with your personal values and beliefs.	Assessment Task 1: Question and Answer You will be provided time during this class to complete this assessment.	CHCYTH001: 4.1, 4.2, 4.3 CHCYTH002: 3.1, 3.3, 4.1, 4.2, 4.3
Week 11	Providing services to young people. Goal and agenda setting. Targeted assistance and referrals. Advocacy	Identifying immediate vs long term needs Explore issues facing young people Explore nature of support services required/sought Facilitate goal setting Ensure true nature of needs is investigated within comfort of young person Facilitate appropriate and achievable action planning Provide targeted assistance Investigate and negotiate other people/organisation’s involvement Provide appropriate referrals Document actions Play advocacy role as requested/required		CHCYTH010: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 3.1, 3.2, 3.3, 3.4, 3..5, 3.6, 3.7, 3.8, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 5.1, 5.2, 5.3, 5.4, 5.5
Week 12	Recognising and responding to risks experienced by young people Responding to critical situations Responding to crises with young people and their families	Implementing risk-minimisation strategies Maintaining a safe environment before, during and after critical situations Handling violent behaviour Prevent escalation of violent behaviour Securing the safety of clients, families, staff and bystanders Strategies to minimise risk and handle aggressive behaviour	Working with young people: Assessment Task 2 - Workplace Investigation	CHCYTH004: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6 CHCPRT001: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4 CHCYTH004: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 37, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, CHCPRT001: 1.2, 1.3, 1.4, 1.5, 2.1, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4
Week 13	Child protection Child Safe Standards Mandatory reporting Abuse and neglect Ethical concerns	Implementing work practices which support the protection of children and young people Identify and report indications of possible risk of harm Apply ethical and nurturing practices when working with young people Identifying signs of abuse and neglect Report writing for indicators of harm or risk of harm	Assessment Task 2: Working with Young People: Workplace Investigation	CHCPRT001: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4
Week 14	Working with Young People Workplace Investigation	Placement preparation and allocations	Assessment Task 2: Working with Young People: Workplace Investigation
Week 15	Working with Young People Workplace Investigation	Placement preparation and allocations	Assessment Task 2: Working with Young People: Workplace Investigation
Week 16	Working with Young People Workplace Investigation	Placement preparation and allocations	Assessment Task 2: Working with Young People: Workplace Investigation
Week 17	Placement Updates Semester 1  Wrap Up/Assessments	Placement preparation and allocations	Assessment Task 2: Working with Young People: Workplace Investigation
	Semester Break

 

 

Semester 1

1		Introduction & welcome	Introduction Activities (get to know the class activities/ice-breakers) Overview of The Reflect and Improve own Professional Practice Unit Overview of Assessments for semester 1: Focus on Reflective Journal Entries What is Reflective Writing? Getting to know RMIT services
2		Peer helper training	Peer Helper Training (gain basic counselling skills which you can use in your student placements) Reflect on Values beliefs and behaviours.
3		Peer helper training	Peer Helper Training (gain basic counselling skills which you can use in your student placements) Self care
4		Exploring Youth Sector	Federal/State/ Local/ and NGO sectors. Building the Scaffolding Report Disciplines – Child Protection/Juvenile Justice/Mental Health YAC VIC ACTIVITY: Students brainstorm- “What are the top 5 issues affecting young people today?” Understanding of issues affecting vulnerable youth including homeless young people: Show Oasis videos x 2 on youth homelessness & explore Vulnerable Youth Framework Report Self Evaluation of current skills and knowledge.
5		Political and policy context	Show video – (RSA Animate Changing Education Paradigms)- In small groups: Students then describe what they learnt from video, & how learnings from the video could be used in youth work practice Show students a 2nd video- ‘Build a School in the cloud” -Large group reflection on the video- What does that mean for young people? Analyse an article: Young people breaking cups in the refuge. Brainstorm then leads into info on Restorative Practice- benefits to using this with disadvantaged young people Ted Talk Video on Vulnerability Analysis of Oasis Videos on Youth Homelessness
6		Youth Justice Performance and feedback	Exploring Children’s Court Exploring Juvenile Justice system sentencing and post sentencing options How the teenage brain works – impulsiveness Advocacy and young people Performance reviews & gaining feedback on your work performance as a youth worker
7		Resilience and youth led social justice movements	Youth Journals to be aware of in Australia Young Victorian’s Resilience and Well-Being Survey How to become more resilient information and activities The importance of Emotional intelligence in our lives Practicing Pooch problem solving model (basic counselling skills) The Longitudinal Survey of Australian Youth Youth social justice movements and the reinterpretation of the youth perspective

Learning Resources

Prescribed Texts

References

Other Resources

RMIT Work Integrated Learning Student Essentials (Links to an external site.)

Overview of Assessment

This course is assessed in accordance with competency-based assessment.

To demonstrate competency in this course you will need to complete the following assessment tasks to a satisfactory standard. You will receive feedback from the teacher when you have completed the assessment tasks.

 

ASSESSMENT TASKS

TASK 1: Personal Development Plan

TASK 2A: Online Quiz

TASK 2B: Online Quiz

TASK 2C: Online Quiz

TASK 3: Self and Peer Evaluation

TASK 4: Portfolio

 

You should refer to the assessment plan which is available on Canvas for details of each assessment task and for detailed assessment criteria.

 Grades that apply to courses that are delivered and assessed in accordance with competency-based assessment are:

CA: Competency Achieved

NYC: Not Yet Competent

DNS: Did not Submit for Assessment

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 Equitable Learning Services if you would like to find out more: https://www.rmit.edu.au/students/support-and-facilities/student-support/equitable-learning-services

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: https://www.rmit.edu.au/students/student-essentials/assessment-and-exams

 

Assessment Tasks

Assessment Task 1: Personal Development Plan

Assessment Task 2A: Online quiz

Assessment Task 2B: Online quiz

Assessment Task 3: Self and Peer Evaluation

Assessment Task 4: Reflective Learning Portfolio

Assessment Task 2C: Online quiz

Assessment Matrix

Personal development plan - Marking rubric

Personal development plan - Marking rubric

CriteriaRatingsPts

This criterion is linked to a learning outcomeThe student created a personal development plan that reflected areas of improvement identified in self and peer evaluations

5 Pts Full marks

0 Pts No marks

5 pts
This criterion is linked to a learning outcomeThe student created and documented a personal development plan that included two (2) realistic goals

5 Pts Full marks

0 Pts No marks

5 pts
This criterion is linked to a learning outcomeThe student created a personal development plan that includes realistic timeframes to achieve set out goals and ways to see if goals have been met

5 Pts Full marks

0 Pts No marks

5 pts
Total points: 15 Portfolio - Marking rubric

Self + peer evaluation - Marking rubric Self + peer evaluation - Marking rubric

CriteriaRatingsPts

This criterion is linked to a learning outcomeThe student consulted with supervisor and others to complete the self and peer evaluations Student completed a self-evaluation and per evaluation in conjunction with a classmate. The student was able to identify how they;
- communicate with clients and co-workers
- work safely
- practice self-care
- Follow policies and procedures
- work with diversity

5 Pts Full marks

0 Pts No marks

5 pts
This criterion is linked to a learning outcomeThe student reflected on their own values and beliefs and identified the impact this has on their behaviour as a worker Student clearly identified their own values and beliefs and was able to describe the impact these have on own professional practice such as;
- cultural biases potentially impact working with diverse clients

5 Pts Full marks

0 Pts No marks

5 pts
This criterion is linked to a learning outcomeThe student was able to evaluate the feedback provided to them and identify areas for improvement of their own practice as a worker Student was able to identify areas in their practice that needed improvements such as;
- communication techniques when working with clients
- practice self-care more regularly
- maintain clear professional boundaries

5 Pts Full marks

0 Pts No marks

5 pts
This criterion is linked to a learning outcomeThe student was able to identify both internal and external supports available in improving their practice as a worker Student was able to identify the supports they could access if they needed to assist them in improving their professional practice such as;
- professional development opportunities
- regular supervision with manager

5 Pts Full marks

0 Pts No marks

5 pts
This criterion is linked to a learning outcomeThe student was able to recognise when self-care is needed and identify suitable techniques Student was able to identify the need for self-care and suggest self-care techniques to use such as;
- Yoga
- Exercise
- Listening to a podcast
- Reading a book

5 Pts Full marks

0 Pts No marks

5 pts
This criterion is linked to a learning outcomeThe student was able to describe legal and ethical requirements relevant to their role as a youth worker Student was able to confirm their understanding of legal and ethical requirements along with areas for improvement including;
- Identifying and reporting hazards
- Maintaining privacy and confidentiality
- Reporting any suspected risk of harm

5 Pts Full marks

0 Pts No marks

5 pts
This criterion is linked to a learning outcomeThe student was able to identify work role boundaries and limitations as a youth worker Student was able to identify work role and limits, this includes;
- Ensuring there are no conflicts of interest
- Engaging in professional relationships with clients and co-workers
- Identifying when a client may need to be referred to another service provider

5 Pts Full marks

0 Pts No marks

5 pts
This criterion is linked to a learning outcomeThe student consulted with supervisor and others to complete the self and peer evaluations Student completed a self-evaluation and per evaluation in conjunction with a classmate. The student was able to identify how they;
- communicate with clients and co-workers
- work safely
- practice self-care
- Follow policies and procedures
- work with diversity

5 Pts Full marks

0 Pts No marks

5 pts
This criterion is linked to a learning outcomeThe student shared two-way feedback with another classmate Student was able to provide and receive feedback with another person including both positive points and areas to be worked on. Feedback may include;
- time management
- communication techniques
- record keeping

5 Pts Full marks

0 Pts No marks

5 pts
This criterion is linked to a learning outcomeThe student was able to seek feedback and identify areas for improvement of their own practice/ knowledge as a youth worker Student was able to identify areas in their practice/ knowledge that needed improvements such as;
- communication techniques when working with clients
- practice self-care more regularly
- maintain clear professional boundaries

5 Pts Full marks

0 Pts No marks

5 pts
This criterion is linked to a learning outcomeThe student was able to identify areas where further training is required or where the student will benefit from further study Student was able to identify areas where they could use additional training to support their professional practice this may include;
- Informative webinars
- Professional development workshops
- Higher level qualification

5 Pts Full marks

0 Pts No marks

5 pts
Total points: 55
Portfolio - Marking rubric

CriteriaRatingsPts

This criterion is linked to a learning outcomeThe student identified and engaged with opportunities to extend and expand own expertise Student was able to identify areas where they could use additional training to support their professional practice this may include;
- Informative webinars
- Professional development workshops
- Higher level qualification

5 Pts Full marks

0 Pts No marks

5 pts
This criterion is linked to a learning outcomeDemonstrated attendance at a PD session relevant to the industry - proof of participation certificate attached to assessment

5 Pts Full marks

0 Pts No marks

5 pts
This criterion is linked to a learning outcomeThe student discussed their learnings while on training with their peers before identifying one option for further training and development

5 Pts Full marks

0 Pts No marks

5 pts

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