Course Title: Provide services for young people appropriate to their needs and circumstances

Part B: Course Detail

Teaching Period: Term1 2020

Course Code: HWSS6020C

Course Title: Provide services for young people appropriate to their needs and circumstances

Important Information:

Students typically complete 80 hours of WIL.

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: 90

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 provide guidance and role models to young people and their families.  This will include the skills necessary to maintain positive and supportive relationships, identifying problems and establishing goals for change based on maintaining support from family and the general community.

This unit is delivered and assessed with:

CHCPRT001 Identify and respond to children and young people at risk  


 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

 


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

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

Element:

1. Identify and address immediate needs and circumstances of young people

Performance Criteria:

1.1 Identify and respond to immediate needs of young people according to nature and degree of urgency

1.2 Provide young people and their families with information tailored to their capacity of understanding and designed to calm and reassure

1.3 Observe and note any signs of distress, anxiety, aggression and apathy

1.4 Look for and note signs of impairment of functioning in individuals and relationships

Element:

2. Explore and clarify issues facing the young person and the nature of support sought

Performance Criteria:

2.1 Offer the young person adequate opportunity to explore and clarify the issues facing her/him

2.2 Negotiate involvement of other parties as required by young person and worker

2.3 Listen actively and positively to young person’s issues, needs, views and feelings about their issues and accepting support

2.4 Make renewed attempts through appropriately modified approaches or responses where there are communication difficulties

2.5 Describe and analyse the nature and scope of the issues and check with the young person for completeness and accuracy

2.6 Clearly explain to the young person the role and capacity of the worker to provide assistance and support

2.7 Where appropriate, obtain relevant available information from others about the young person’s potential need for support, consistent with the young person’s right to access information and to approve or disapprove of the worker’s actions

Element:

3. Facilitate goal setting and action planning

Performance Criteria:

3.1 Encourage and support the young person to work out their own goals and priorities and to assess feasibility

3.2 Identify and explain in a supportive manner any risks arising from the young person’s choices

3.3 Offer further options to the young person without imposition or pressure where appropriate

3.4 Emphasise and negotiate clients’ responsibility for determining and achieving their goals

3.5 Encourage clients to identify and prioritise long- and short-term goals based on individual responsibility and personal choice

3.6 Support the young person to develop strategies to act on goals set

3.7 Encourage clients to identify and analyse factors that have contributed to past behaviour and obstacles to achieving individual and family goals

3.8 Identify unrealistic expectations, challenge negative attitudes and unacceptable objectives and re-negotiate plans when required

Element:

4. Provide targeted assistance and referral

Performance Criteria:

4.1 Discuss availability, type and nature of services and resources in a manner appropriate to the young person’s right of choices

4.2 Encourage young person to use services and resources appropriate to their needs in line with legal, statutory and organisational requirements

4.3 Advise the young person about legal and statutory provisions which might affect their situation and confirm young person’s understanding of information provided

4.4 Establish systems to ensure information and referral sources within organisation are up-to-date, comprehensive, accurate, accessible and relevant to clients

4.5 Continually monitor effectiveness of service delivery and resolve problems of access, services or resources as appropriate

4.6 Ensure all documentation and reporting is in accordance with organisation procedures

Element:

5. Act as an advocate on request

Performance Criteria:

5.1 Where the young person requests the worker to act as an advocate, identify the scope and goals of the possible role and outline and negotiate these with the young person

5.2 When requested and where possible, support the young person and accompany them during first stages of access to services to enable them to gain confidence to go alone

5.3 Represent the young person’s interests clearly and accurately in a manner consistent with the identified agreement between them and the worker

5.4 Explain to the young person all representations made on their behalf in a manner and language appropriate to their information needs and circumstances and confirm their understanding

5.5 Ensure decisions and/or actions taken on behalf of the young person are consistent with their expressed or implied preferences and interests

Learning Outcomes


On successful completion of this course you will have developed and applied the skills and knowledge required to demonstrate competency in the below elements.

1. Identify and address immediate needs and circumstances of young people

1.1 Identify and respond to immediate needs of young people according to nature and degree of urgency

1.2 Provide young people and their families with information tailored to their capacity of understanding and designed to calm and reassure

1.3 Observe and note any signs of distress, anxiety, aggression and apathy

1.4 Look for and note signs of impairment of functioning in individuals and relationships

 

 

2. Explore and clarify issues facing the young person and the nature of support sought

2.1 Offer the young person adequate opportunity to explore and clarify the issues facing her/him

2.2 Negotiate involvement of other parties as required by young person and worker

2.3 Listen actively and positively to young person’s issues, needs, views and feelings about their issues and accepting support

2.4 Make renewed attempts through appropriately modified approaches or responses where there are communication difficulties

2.5 Describe and analyse the nature and scope of the issues and check with the young person for completeness and accuracy

2.6 Clearly explain to the young person the role and capacity of the worker to provide assistance and support

2.7 Where appropriate, obtain relevant available information from others about the young person’s potential need for support, consistent with the young person’s right to access information and to approve or disapprove of the worker’s actions

 

 

3. Facilitate goal setting and action planning

3.1 Encourage and support the young person to work out their own goals and priorities and to assess feasibility

3.2 Identify and explain in a supportive manner any risks arising from the young person’s choices

3.3 Offer further options to the young person without imposition or pressure where appropriate

3.4 Emphasise and negotiate clients’ responsibility for determining and achieving their goals

3.5 Encourage clients to identify and prioritise long- and short-term goals based on individual responsibility and personal choice

3.6 Support the young person to develop strategies to act on goals set

3.7 Encourage clients to identify and analyse factors that have contributed to past behaviour and obstacles to achieving individual and family goals

3.8 Identify unrealistic expectations, challenge negative attitudes and unacceptable objectives and re-negotiate plans when required

 

 

4. Provide targeted assistance and referral

4.1 Discuss availability, type and nature of services and resources in a manner appropriate to the young person’s right of choices

4.2 Encourage young person to use services and resources appropriate to their needs in line with legal, statutory and organisational requirements

4.3 Advise the young person about legal and statutory provisions which might affect their situation and confirm young person’s understanding of information provided

4.4 Establish systems to ensure information and referral sources within organisation are up-to-date, comprehensive, accurate, accessible and relevant to clients

4.5 Continually monitor effectiveness of service delivery and resolve problems of access, services or resources as appropriate

4.6 Ensure all documentation and reporting is in accordance with organisation procedures

 

 

5. Act as an advocate on request

5.1 Where the young person requests the worker to act as an advocate, identify the scope and goals of the possible role and outline and negotiate these with the young person

5.2 When requested and where possible, support the young person and accompany them during first stages of access to services to enable them to gain confidence to go alone

5.3 Represent the young person’s interests clearly and accurately in a manner consistent with the identified agreement between them and the worker

5.4 Explain to the young person all representations made on their behalf in a manner and language appropriate to their information needs and circumstances and confirm their understanding

5.5 Ensure decisions and/or actions taken on behalf of the young person are consistent with their expressed or implied preferences and interests


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

 

To demonstrate competency in this course you will need to complete all of the following assessment tasks to a satisfactory standard. You will receive written feedback on all assessment (refer to MyRMIT for assessment criteria).

 

ASSESSMENT REQUIREMENTS ALIGNED TO WORK PLACEMENT ACTIVITIES.  

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

Assessment Task 1: Working with Young People Research questions

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

 Assessment Task 2: Working with Young People: Workplace Investigation

 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: Workplace Observation – Responding to children and young people at risk

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

 Assessment Task 4: Workplace Observation: Working with a Group.

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

 Assessment Task 5: Workplace Observation: Working with young people to set goals and provide information

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

 

 

 

 

 

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


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