Course Title: Work with young people to establish support networks

Part B: Course Detail

Teaching Period: Term1 2014

Course Code: HWSS5645C

Course Title: Work with young people to establish support networks

School: 360T Education

Campus: Brunswick Campus

Program: C5290 - Diploma of Education Support

Course Contact : Robyn Blaikie

Course Contact Phone: +61 3 9925 4838

Course Contact Email:robyn.blaikie@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Fiona Dean: Teacher
fiona.dean@rmit.edu.au
99254650

Nominal Hours: 50

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

No specific pre-requisite and co-requisite.

Course Description

This course describes the knowledge and skills required to communicate effectively with young people (aged 12– 25) in work roles with a specific focus on young people.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCYTH502A Work with young people to establish support networks

Element:

1. Support young people to develop and use personal resources

Performance Criteria:

1.1Listen to understand young people's stories and experiences in relation to the family, friends, and others
1.2Work with young person to explore desires, possibilities and goals in relation to their support networks, particularly to assess safety, benefits or other of those relationships
1.3Encourage and assist young people to develop and maintain relationships with family, friends, support networks and service agencies according to the young person's goals and the safety, benefits or other of those relationships
1.4Assist contact between young people and networks in the community according to the young person's needs and interests

Element:

2. Assist young people to develop the personal skills to manage their personal relationships

Performance Criteria:

2.1Provide support to young people in a manner which maintains the integrity of individual rights, self-determination and personal dignity
2.2.Enable young people to develop effective communication skills to build supportive relationships where possible
2.3Where possible support young people to explore new ways of seeing relationships and situations with family and others
2.4Assist young people to develop decision-making, coping and resiliency skills in ongoing negative situations

Element:

3. Establish relationships and exchange information with family members with the young person's permission

Performance Criteria:

3.1Manage your communication with the young person's family and friends / supporters, particularly confidentiality, in accordance with the interests of the young person and organisation practice
3.2Where possible, seek the young person's permission prior to contact with other key stakeholders
3.3Keep young people informed about your contact with other key stakeholders as fits 'young person' directed practice
3.4Clarify your role with family members
3.5Maintain the young person's confidentiality
3.6Provide specific and general information about your values, practice frameworks and work processes
3.7Listen without judgement to the experiences and concerns of family members
3.8Gather and provide information that is relevant, timely and assists to address concerns
3.9Analyse your values for their impact on your attitudes, interactions and other work practices, and to detect and avoid personalising issues, discrimination and stereotyping

Element:

4. Determine a mutual approach between the young person, their family and yourself to address the needs and rights of young people

Performance Criteria:

4.1Encourage active participation and effective communication between all stakeholders
4.2Monitor behaviour and mood of clients, particularly young person
4.3Support and validate young people's experiences and emotional responses
4.4Identify issues and concerns for the young person and their family and possible areas of change to behaviour and relationships
4.5Use interaction with family members to encourage personal reflection on relationships, expectations and personal responsibility
4.6Identify areas of commonality and conflict in relation to hopes and goals
4.7Look for exceptions and possibilities
4.8Prioritise competing agendas of key stakeholders whereby the rights and interests of young people are the primary concern
4.9Set goals and plan action, allocate resources, implement plan, monitor and evaluate progress, celebrate achievements

Element:

5. Respond to the ongoing concerns of the young person's support network within confidentiality, duty of care and requirements negotiated with the young person

Performance Criteria:

5.1Maintain clear, ethical and honest relationships with young people and their families
5.2Refer family problems to relevant support and specialist staff and agencies
5.3Refer young people and their families to suitable specialists according to the nature and urgency of their needs


Learning Outcomes


Develop the knowledge and skills required to communicate effectively with young people (aged 12– 25) in work roles with a specific focus on young people.


Details of Learning Activities

The student learning experience will be facilitated through participation in a range of activities:
Group discussion
Research assignments
Guest speakers
Oral and/or written questions on "What if?" scenarios
Individual and group projects - Completion of Projects will include negotiated independent study time and practical work relevant to the unit of competency.
Realistic simulations and role play
Practical demonstrations and direct observation of actual work and simulated work practice
Oral Presentations

Your program consists of a combination of learning activities through a range of delivery methods including: face to face teaching, online activities and Directed Study and you are expected to participate in professional placement. You work independently to complete Directed Study, however you are expected to complete all work given and will at times be required to show evidence that the work has been completed in this unit.


Teaching Schedule

CHCYTH502A Work with young people to establish support networks

Please note: While your teacher will cover all the material in this schedule, the weekly order is subject to change depending on class needs and availability of speakers and resources
Semester 1

Week 1-4
Convention on the rights of the child
Duty of care requirements and relevant legislation supporting the rights and safety of children
and young people
Culture and diversity & working with young people

Discussion, Q&A activities, Evidence Guide

Week 5-8
Confidentiality policies and procedures applicable to work practices where the young person is the primary client
Principles of client self determination
Rights and responsibilities of young people accessing the service

Discussion, Q&A activities,
Project 1 – Research/Q&A

Week 9-12
Maintaining non-judgemental attitude and approaches to youth work practice
Processes for individual advocacy
Specialist support services available to young people, families and other stakeholders
Mediation processes
Discussion, Q&A activities

Week 13-16
Identifying risk factors relating to abuse of power and power differentials; relationship
dynamics
Strategies for working with the variety of relationship dynamics
Strategies for engaging young people to explore relationships and relationship issues
Discussion, Q&A activities

Week 17-18
Applying strategies when working with a variety of relationship dynamics
Communicating effectively with young people to assist in self determination
Challenges of working with young people to establish support networks
Reflecting on own experiences of working with young people to establish support networks

Progress interview – Evidence guide, Q&A activities, Project 1, Evidence of practical experience working with young people to establish support networks e.g
Observation/Demonstration, Third party

Semester 2
Week 1-4
Developing young people’s personal skills to manage their personal relationships
Supporting young people, maintaining the integrity of individual rights, self-determination and personal dignity
Developing young people’s effective communication skills to build supportive relationships
where possible
Discussion, Q&A activities

Week 5-8
Organisation’s codes of ethics
Advocating for the rights of young people where issues of exploitation, disempowerment
and violation of rights in relationships are present
Identifying issues and concerns for the young person and their family
Discussion, Q&A activities
Project 2 – Research/Scenarios/Q&A Activities

Week 9-12
Facilitating purposeful discussions between parties to establish effective communications
for relationship building
Prioritising competing agendas of key stakeholders with young person as prime concern
Setting goals and planning action
Discussion, Q&A activities
Oral Presentation (oral and/or written)

Week 13-16
Applying and evaluating goals set and plan of action
Maintaining clear, ethical and honest relationships with young people and their families
Responding to the ongoing concerns of the young person’s support network

Discussion, Q&A activities

Week 17-18
Issues and challenges relating to establishing support networks for young people
Strategies to lessen the issues and challenges
Reviewing and reflecting experiences working with young people to establish support networks

Assessment interview – review folio of final assessments e.g :
Evidence Guide, Q&A activities, Project 1 and 2, Evidence of practical experience working with young people to establish support networks; e.g. Observation/Demonstration, Third party, Oral Presentation (oral and/or written)


Learning Resources

Prescribed Texts


References


Other Resources

TEXTS AND EQUIPMENT
There are no set texts in this unit. RMIT will provide you with resources and tools for learning in this course through handouts, our online systems and access to facilities and relevant software. You will also have access to the library resources. It is recommended that you bring:
• Display folder with plastic sleeves
• Highlighter pens
• Notebook or loose leaf paper
• Headphones (use your own or they can be purchased from the City/Brunswick Library)
• USB (Memory stick)


Overview of Assessment

You must demonstrate an understanding of all elements of the competencies in order to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by:
• Direct observation of actual and simulated work practice
• Oral or written questioning
• Assignments and projects
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Review of work produced through work-based or course activities
• Third-party feedback from a work supervisor/employer
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.
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.
An assessment charter (http://mams.rmit.edu.au/kh6a3ly2wi2h1.pdf) summarises your responsibilities as an RMIT student as well as those of your teachers.
Your courses assessment conforms to RMIT assessment principles, regulations, policies and procedures which are described and referenced in a single document: http://www.rmit.edu.au/browse;ID=ln1kd66y87rc


Assessment Tasks

Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by:
• Direct observation of actual and simulated work practice
• Oral or written questioning
• Assignments and projects
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Review of products produced through work-based or course activities
• Third-party feedback from a work supervisor/employer
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation. Assessments tasks may include other Units of competency from the program.


Assessment Matrix

The assessment matrix demonstrates alignment of assessment tasks with the relevant Unit of Competency.
These are available from the course contact person (stated above).
 

Course Overview: Access Course Overview