Course Title: Identify and respond to children and young people at risk

Part B: Course Detail

Teaching Period: Term1 2020

Course Code: HWSS6015C

Course Title: Identify and respond to children and young people at risk

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: 40

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 unit students will develop the skills and knowledge required to support and protect children and young people who are at risk of harm.  This work occurs within legislative and policy frameworks and carries a duty of care responsibility. 

This unit is delivered and assessed with:

CHCYTH004 Respond to critical situations

CHCYTH001 Engage respectfully with young people

CHCYTH002 Work effectively with young people in the youth work context

CHCYTH003 Support young people to create opportunities in their lives

CHCYTH010 Provide services for young people appropriate to their needs and circumstances

 

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:	CHCPRT001 Identify and respond to children and young people at risk
Element:	1. Implement work practices which support the protection of children and young people
Performance Criteria:	1.1 Identify children and young people at risk of abuse or neglect by observing signs and symptoms, asking open and non-leading questions, being aware of protective issues and using child protection procedures where appropriate 1.2 Respond to disclosure, information or signs and symptoms in accordance with state legislative responsibilities and the service policies and procedures 1.3 Routinely employ child-focused work practices to uphold the rights of the child and encourage them to participate in age-appropriate decision-making 1.4 Employ communication and information-gathering techniques with children and young people in accordance with current recognised good practice 1.5 Ensure decisions and actions taken are within own level of responsibility, work role, state legislation and service policies and procedures
Element:	2. Report indications of possible risk of harm
Performance Criteria:	2. Report indications of possible risk of harm 2.1 Accurately record relevant specific and general circumstances surrounding risk of harm in accordance with state legislation, service policies and procedures and ethics 2.2 Promptly record and report risk-of-harm indicators, including the circumstances surrounding the risk of harm according to service policies and procedures 2.3 Ensure writing in reports is non-judgemental 2.4 Work collaboratively with relevant agencies to ensure maximum effectiveness of report
Element:	3. Apply ethical and nurturing practices in work with children and young people
Performance Criteria:	3.1 Protect the rights of children and young people in the provision of services 3.2 Identify and seek supervision support for issues of ethical concern in practice with children and young people 3.3 Employ ethical and nurturing practices and observe professional boundaries when working with children and young people 3.4 Recognise and report indicators for potential ethical concerns when working with children and young people

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                                                       Semester 1 & 2 : 2020
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

Learning Resources

Prescribed Texts

References

Other Resources

The University Library has extensive resources and provides subject specialist expertise, research advice, help with referencing and support through:
The learning Lab
www.rmit.edu.au/students/study-support/learning-lab
The Study Support Hub
https://www.rmit.edu.au/students/study-support/study-support-hub
English for uni workshops
https://www.rmit.edu.au/students/study-support/workshops/english-uni-workshops

Overview of Assessment

Students must complete 80 hours of work placement supported by RMIT to achieve competency in these units.  These units support students learning and assessment in the workplace.

 

 Assessment Task 1

 This assessment requires you to answer a series of questions about working with young people in the youth work context.

 Assessment Task 2

 This assessment requires you to participate in two separate role plays about ethics and a critical incident experienced in the youth work context.

 Assessment Task  3

 This assessment requires you to conduct a workplace investigation locating policies and procedures and interviewing an experienced youth worker.

 Assessment Task 4

 This assessment requires you to be observed working with a group of young people and verbally answering a series of questions.

 Assessment Task 5

 This assessment requires you to be observed working with a number of individual young people and verbally answering a series of questions.

 Assessment Task 6

This assessment requires you to be observed working with a number of individual young people and verbally answering a series of questions.

This assessment requires you to be observed working with a number of individual young people and verbally answering a series of questions.

 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 Unit 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

 

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

Assessment Tasks

Students enrolled in Vocational Education and Training qualifications are assessed for Competency.  To be assessed competent means you have consistently demonstrated the required knowledge and skills at a standard expected in the workplace. To be assessed as Competent in this course, you will need to complete each assessment task to a satisfactory standard. You will receive feedback from the teacher at the conclusion of each assessment task.

Assessment Matrix

Course Overview: Access Course Overview