Course Title: Provide services for young people appropriate to their needs and circumstances
Part B: Course Detail
Teaching Period: Term1 2022
Course Code: HWSS6020C
Course Title: Provide services for young people appropriate to their needs and circumstances
Important Information:
Please note that this course may have compulsory in-person attendance requirements for some teaching activities.
To participate in any RMIT course in-person activities or assessment, you will need to comply with RMIT vaccination requirements which are applicable during the duration of the course. This RMIT requirement includes being vaccinated against COVID-19 or holding a valid medical exemption.
Please read this RMIT Enrolment Procedure as it has important information regarding COVID vaccination and your study at RMIT: https://policies.rmit.edu.au/document/view.php?id=209.
Please read the Student website for additional requirements of in-person attendance: https://www.rmit.edu.au/covid/coming-to-campus
Please check your Canvas course shell closer to when the course starts to see if this course requires mandatory in-person attendance. The delivery method of the course might have to change quickly in response to changes in the local state/national directive regarding in-person course attendance.
Students typically complete 80 hours of WIL.
School: 535T Social Care and Health
Campus: City Campus
Program: C4352 - Certificate IV in Youth Work
Course Contact: Sarah Davidson
Course Contact Phone: +61 3 9925 8871
Course Contact Email: sarah.davidson@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
Classes where information is shared through talks and group discussions, and exercises are conducted to apply learning. Time in class, will also be spent working on applied assessment tasks.
Teaching Schedule
Week |
Topic |
Content |
|
Week 1 & 2
|
Welcome, introductions, unit introduction |
|
|
Week 3 & 4
|
History of youth work & “the youth work context” Models of youth work practice |
|
|
Week 5
|
Mutual respect and autonomy in youth work. Common misconceptions/myths. Youth centred practice. Ethics in Youth Work |
|
Week 6 |
Recognising individual needs and circumstances. Physical, moral and psychosocial development and behaviour of young people |
|
Week 7 |
Legal, ethical and political context for youth work.
Develop an understanding of cultural diversity in Youth Work Practice |
|
Week 8 |
Creating opportunities. Goal setting and planning. Recognising and responding to strengths and assets Working with diversity. |
|
Week 9 |
Being informed – research in youth work Preparing for placement |
|
Week 10 |
VE Break (No classes) |
|
Week 11 |
Organisational context Working for a youth organisation Representing your workplace (Afternoon Session) |
|
|
Week 12
|
Providing services to young people. Goal and agenda setting. Targeted assistance and referrals. Advocacy |
|
|
Week 13
|
Recognising and responding to risks experienced by young people Responding to critical situations Responding to crises with young people and their families |
|
|
Week 14
|
Child protection Child Safe Standards Mandatory reporting Abuse and neglect Ethical concerns |
|
Week 15 |
Working with Young People Workplace Investigation |
Placement preparation and allocations |
Week 16 |
Working with Young People Workplace Investigation |
Placement preparation and allocations |
Week 17 |
Working with Young People Workplace Investigation |
Placement preparation and allocations |
Week 18 |
Placement Updates Semester 1 Wrap Up/Assessments |
Placement preparation and allocations |
Semester 2
Week |
Topic |
Content |
|
Week 1 & 2
|
Identify and Respond to risk |
Identify and respond to risk role plays, preparation, content, role plays scheduled in pairs. Placement follow ups/student support assessments and placement identification
|
|
Week 3 & 4
|
Identify and Respond to risk
|
Identify and respond to risk role plays, preparation, content, role plays scheduled in pairs. Placement follow ups/student support assessments and placement identification |
|
Week 5
|
Identify and Respond to risk |
Identify and respond to risk role plays, preparation, content, role plays scheduled in pairs. Placement follow ups/student support assessments and placement identification |
Week 6 |
Identify and Respond to risk
|
Identify and respond to risk role plays, preparation, content, role plays scheduled in pairs. Placement follow ups/student support assessments and placement identification |
Week 7 |
Identify and Respond to risk
|
Identify and respond to risk role plays, preparation, content, role plays scheduled in pairs. Placement follow ups/student support assessments and placement identification |
Week 8 |
Placement Observation |
Placement follow ups/student support assessments and placement identification. Introduce students to the Observation checklist that is completed in relation to assessments Resumes, Key Selection Criteria, cover letters, job futures. |
Week 9 |
VE Break (No classes) |
VE Break (No classes) |
Week 10 |
Placement Observation |
Placement follow ups/student support assessments and placement identification. Introduce students to the Observation checklist that is completed in relation to assessments Resumes, Key Selection Criteria, cover letters, job futures. |
Week 11 |
Placement Observation |
Placement follow ups/student support assessments and placement identification. Introduce students to the Observation checklist that is completed in relation to assessments Resumes, Key Selection Criteria, cover letters, job futures. |
Week 12 |
Placement block |
|
Week 13 |
Placement block |
|
Week 14 |
Placement presentation and verbal questioning linked to placement assessments. assessment |
Placement Presentations/ verbal assessments linked to placement. Assessment and placement support. Student lead learning on topics. |
Week 15 |
Placement presentation and verbal questioning linked to placement assessments. assessment |
Placement Presentations/ verbal assessments linked to placement. Assessment and placement support. Student lead learning on topics. |
Week 16 |
Placement presentation and verbal questioning linked to placement assessments. assessment |
Placement Presentations/ verbal assessments linked to placement. Assessment and placement support. Student lead learning on topics. |
Week 17 |
Placement presentation and verbal questioning linked to placement assessments. assessment |
Placement Presentations/ verbal assessments linked to placement. Assessment and placement support. Student lead learning on topics. |
Week 18 |
Placement presentation and verbal questioning linked to placement assessments. assessment |
Placement Presentations/ verbal assessments linked to placement. Assessment and placement support. Student lead learning on topics. |
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.
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
Assessment Task 1: Working with Young People Research Questions - ehe purpose of this assessment is for you to demonstrate theoretical knowledge that you need to apply to your practice as a youth worker.
Assessment Task 2: The purpose of this assessment is for you to find information in your workplace to enhance your understandings of working with young people. This information will build on the induction program you have undertaken at the start of your work placement.
Assessment Task 3: The purpose of this assessment task is for you to demonstrate how to respond to incidents in the workplace and duty of care requirements when working as a youth worker. You will complete two observations; one responding to a young person at risk and one responding to a critical incident. These do not need to completed on the same day. An assessor will observe you communicating and engaging with a young person regarding an incident or crisis. You are required to respond appropriately to the situation and follow your duty of care requirements. The observation checklist outlines the actions you are required to demonstrate.
Assessment Task 4: The purpose of this assessment is to observe you communicating and engaging with young people in a youth work context. You will apply good communication, interpersonal skills and inclusive practices, your knowledge about the characteristics of young people and the youth centred work practices you have learnt.
Assessment Task 5: The purpose of this assessment is to observe you providing services to two young people appropriate to their needs, this includes providing advocacy support. You will support with these two young people to identify their needs and seek support to meet their needs. This assessment task will assess your ability to work with an individual young person
Assessment Task 6: The purpose of this assessment is to support two (2) young people in an individual and group youth work setting by identifying their current needs and setting goals to meet these needs. You will support these young people to identify and work towards achieving their goals. This assessment task will assess your ability to work effectively with young
people
Students enrolled in Vocational Education and Training qualifications are assessed for Competency. To be assessed as Competent means you have consistently demonstrated the required knowledge and skills to 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.
You should refer to the assessment brief which is available through Canvas for a full assessment criterion.
Results that apply to courses that are delivered and assessed in accordance with competency-based assessments are:
CA - Competency Achieved
NYC - Not Yet Competent
DNS - Did not submit for assessment
Assessment Matrix
The assessment matrix demonstrates alignment of assessment tasks with the relevant unit of competency.
The assessment matrix is located in Canvas, at the end of each assessment task.
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
Course Overview: Access Course Overview