Course Title: Support young people to create opportunities in their lives
Part B: Course Detail
Teaching Period: Term2 2016
Course Code: HWSS6018C
Course Title: Support young people to create opportunities in their lives
School: 365T Global, Urban and Social Studies
Campus: City Campus
Program: C4352 - Certificate IV in Youth Work
Course Contact: Dianne Mackay
Course Contact Phone: +61 (3) 9925 44540
Course Contact Email: dianne.mackay@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Sue Zojhaib
Trevor Bayley
Nominal Hours: 45
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 assist young people to identify the challenges and opportunities in their lives and to work towards their goals on an individual or group level. This applies to all youth work roles where the young person is the primary client.
This unit is delivered and assessment with CHCYTH010 Provide services to young people appropriate to their needs and circumstances
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCYTH003 Support young people to create opportunities in their lives |
Element: |
1. Create a relationship of trust and respect |
Performance Criteria: |
1.1 Apply principles of youth work practice to facilitate safe individual or group processes for interaction 1.2 Identify the conditions necessary for young people to change and grow 1.3 Listen to and observe the young person’s stories experiences, and behaviour to clarify concerns and needs 1.4 Encourage and support young people to identify relationships between their issues and social structures 1.5 Respect the young person’s culture/s and way of interacting |
Element: |
2. Work with young people to identify their needs, rights, strengths, hopes and opportunities |
Performance Criteria: |
2.1 Use a range of communication skills to identify and explore the young person’s challenges, strengths and resources 2.2 Encourage the client to reframe their current circumstances to support their own understanding 2.3 Identify and acknowledge circumstances outside the young person’s control 2.4 Support the young person to communicate their issues or problems in a way appropriate to their individual needs, background and culture 2.5 Take appropriate action to address immediate issues or concerns 2.6 Confirm own understanding of issues and opportunities with the young person |
Element: |
3. Identify goals with the young person |
Performance Criteria: |
3.1 Use creative methods, processes and questions to consider and create possibilities 3.2 Establish with the young person their desired outcomes 3.3 Assist young people to explore future possibilities and ways of being 3.4 Identify barriers that hinder the way young people would like changes to take place |
Element: |
4. Develop and implement action plans |
Performance Criteria: |
4.1 Use a range of youth work interventions to create future opportunities 4.2 Explore additional resources needed to achieve goals 4.3 Develop proposals and strategies for action plans 4.4 Measure and ensure change is noticed 4.5 Document intervention work as required |
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
Note: While your teacher will cover all the material in this schedule, the order is subject to change depending on class needs and availability of speakers and resources.
Class |
Topic |
Content |
Elements of Competency |
|
1
|
Create a relationship of trust and respect |
Assessment criteria |
1.1 1.2 |
Apply youth work principles | |||
Building a rapport quickly and effectively | |||
Facilitate safe individual and group settings and interactions | |||
Identify conditions needed for young people to change and grow | |||
|
2
|
Create a relationship of trust and respect
|
Listen to and observe the young person’s stories experiences, and behaviour to clarify concerns and needs |
1.3 1.5 2.4 |
Respect the young person’s culture/s and way of interacting | |||
Work with young people to identify their needs, rights, strengths, hopes and opportunities |
Support the young person to communicate their issues or problems in a way appropriate to their individual needs, background and culture |
||
|
3
|
Create a relationship of trust and respect |
Encourage and support young people to identify relationships between their issues and social structures |
1.4 2.1 2.2 |
Work with young people to identify their needs, rights, strengths, hopes and opportunities |
Use a range of communication skills to identify and explore the young person’s challenges, strengths and resources |
||
|
Encourage the client to reframe their current circumstances to support their own understanding
| |||
|
4
|
Work with young people to identify their needs, rights, strengths, hopes and opportunities
|
Identify and acknowledge circumstances outside the young person’s control |
2.3 2.5 2.6 3.1 |
Take appropriate action to address immediate issues or concerns | |||
Confirm own understanding of issues and opportunities with the young person | |||
Identify goals with the young person |
Use creative methods, processes and questions to consider and create possibilities |
||
|
5
|
Identify goals with the young person |
Assist young people to explore future possibilities and ways of being |
3.2 3.3 3.4 4.1 |
Identify barriers that hinder the way young people would like changes to take place | |||
Establish with the young person their desired outcomes | |||
Develop and implement action plans |
Use a range of youth work interventions to create future opportunities
|
||
Explore additional resources needed to achieve goals | |||
Develop proposals and strategies for action plans | |||
Measure and ensure change is noticed | |||
|
6
|
Develop and implement action plans |
Students submit their assignments via Turnitin Assignment debrief and questions |
4.2 4.3 4.4 |
|
7
|
Develop and implement action plans |
Document intervention work as required
|
4.5 |
Learning Resources
Prescribed Texts
References
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 pieces of assessment to a satisfactory standard. You will receive written feedback on all assessment (refer to MyRMIT for assessment criteria).
Assessments will include:
Assessment one
Develop two action plans for young people in response to case study scenarios
Assessment two
Role play to demonstrate communication skills needed when working with young people (Individual video required)
Assessment three
Written response to questions about advocacy
Assessment four
Work Integrated Learning (WIL) 120 hours of placement in a youth work agency, workplace assessment requirements and a written 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 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: http://www1.rmit.edu.au/browse;ID=c15i3ciaq8ca
Assessment Tasks
Assessment one: Action plan – define the goal of the action plan. From this point develop the steps, responsibilities, duration and due time, resources available and needed, barriers, interventions and achieved outcomes.
Assessment two: Action plan – this assessment is in two parts (in response to 3 case studies): (1) action planning in response to case studies and (2) reflection to be written after the action plan has been completed.
Assessment three: WIL work place supervisor third party report
Assessment Matrix
Students will be given an assessment marking guide for reference at the time that the assessment tasks are distributed
Other Information
Please refer to the RMIT student page for extensive information about study support, assessment, extensions, appeals and a range of other matters: rmit.edu.au/students
Cover Sheet for Submissions
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 implications of plagiarism.
Attendance
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 an Extension
Extension of time for assessment tasks may be granted where circumstances beyond your control prevent submission by the published due date. Speak with your teacher or course coordinator regarding applying for an extension.
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:
http://www1.rmit.edu.au/students/specialconsideration
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: http://www.rmit.edu.au/academicintegrity
The RMIT library provides tools to assist with your referencing http://www1.rmit.edu.au/library/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 – http://www.rmit.edu.au/browse;ID=sg4yfqzod48g1 (unresolved) – and the RMIT Student Conduct Regulations – http://www1.rmit.edu.au/browse;ID=r7a7an6qug93
Plagiarism Software
The originality verification software Turnitin may be used in this course. For details, see: http://www.turnitin.com
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: http://www1.rmit.edu.au/policies/studentcomplaintspolicy
Student complaints Procedure: http://www1.rmit.edu.au/browse;ID=i1lexipvjt22
Student Complaints Form: http://mams.rmit.edu.au/v4ujvmyojugxz.pdf
WIL REQUIREMENTS
Police Checks
Students must obtain their own police check by the due date and pay the associated costs. Students who do not obtain a required police clearance by the due date shall not be able to undertake a practical placement or work experience activity that requires a Police Check.
The University shall not be obligated to organise a placement for a student who does not wish to obtain a Police Check.
Where required by the workplace, students shall provide a copy of their police check on request.
If a student is rejected by a workplace on the basis of a Police Check, the following actions shall occur, as appropriate:
- advise the student of the outcome; and
- discuss placement options with the student; and/or
- provide program and career counselling.
RMIT will not store Police Checks on student files.
Working with Children Check
Students must obtain a Working with Children card by the due date and pay the associated costs. Students who do not obtain clearance to work with children by the due date shall not be able to undertake a practical placement or work experience activity that requires a Working with Children card.
The University shall not be obligated to organise a placement for a student who does not wish to complete the prescribed form for a Working with Children card at the appropriate time.
Where required by the workplace, students shall provide evidence of their Working with Children Check on request.
If a student is rejected by a workplace on the basis of a Working with Children, the following actions shall occur, as appropriate:
- advise the student of the outcome; and
- discuss placement options with the student; and/or
- provide program and career counselling.
Early Termination of Placement
Under section 6 of the WIL Procedure, a placement may be ended early by the host organisation or School due to the student’s conduct and/or performance during the placement.
Possible reasons for such decisions may include, but are not limited to:
- failure to follow processes required for safety
- breach of client or patient confidentiality
- failure to comply with the instructions of supervisors
- or other unprofessional behaviour
Where a placement ends early, a meeting will be convened to discuss the sequence of events that led to the termination. This meeting will precede any consideration of a student’s progress by the Progress Panel (if applicable) or Program Assessment Board.
Course Overview: Access Course Overview