Course Title: Engage respectfully with young people

Part B: Course Detail

Teaching Period: Term1 2018

Course Code: HWSS6016C

Course Title: Engage respectfully with young people

School: 365T Global, Urban and Social Studies

Campus: City Campus

Program: C5331 - Diploma of Youth Work

Course Contact: Dianne Mackey

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: 60

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 course you will develop the skills and knowledge required to communicate effectively with young people (aged 12 to 25 years) in work roles with a specific focus on young people.

This unit is taught and assessed with:

 

CHCYTH002 Work effectively with young people in the youth work context

CHCPRT001 Identify and respond to children and young people at risk 


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCYTH001 Engage respectfully with young people

Element:

1. Communicate effectively with young people

Performance Criteria:

1.1 Listen to the young person to gain understanding of their experiences

1.2 Foster communication exchanges that support the development of trust and rapport

1.3 Process information about the young person’s situation from their perspective

1.4 Use a range of appropriate communication strategies to engage with young people

1.5 Consider cultural sensitivities in communication techniques and adapt style and language to accommodate different cultural values and practices

1.6 Maintain young person’s confidentiality in the context that the young person is the primary stakeholder

Element:

2. Reflect understanding of youth cultures and subcultures and young person’s own development

Performance Criteria:

2.1 Consider youth culture and subcultures of the young person in all actions and decisions

2.2 Consider the young person’s individual development in all actions and decisions

2.3 Evaluate issues in relation to young person’s culture and modify approaches appropriately

2.4 Select activities and resources to promote awareness, respect the young person and value diversity

2.5 Establish guidelines that are relevant to the culture and background of the young person

2.6 Assess the impact of own cultural values, cultural lens and ethnocentrism in youth work

Element:

3. Work with the young person as the focus

Performance Criteria:

3.1 Apply youth-centred practices when working with young people

3.2 Respect the rights, needs and responsibilities of the young person

3.3 Explain worker rights and responsibilities to the young person as necessary

3.4 Establish a professional relationship and boundary expectations with the client

3.5 Identify and manage power inequities in the professional relationship

3.6 Apply principles of ethical decision-making in working with young people

Element:

4. Reflect on own practice and values

Performance Criteria:

4.1 Identify opportunities to reflect on own interactions and practices with young people

4.2 Recognise areas where own biases, background and opinions may have impacted on work with the young person

4.3 Seek opportunities to address any concerns or areas for development

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

Learning activities:

 

This course learning activities will be supported 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:

  • Work shops
  • 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
  • peer learning
  • guest speakers
  • group discussion / activities
  • research
  • independent project based work
  • work placement

 

160 hours of work placement undertaking youth work practice support the learning and assessment of this unit

 


Teaching Schedule

Semester 1

Class

Teacher

Topic

Content

Elements of Competency

Resources

Assessment Due Dates

 

1

Cath Bateman

Welcome, introductions, unit introduction
  • Welcome and introductions
  • Introduction to the cluster
  • Introduction to WIL
  • Introduction to assessments for the cluster
  • Expectations of students especially in relation to this cluster eg: email communication
  • Review cluster in Canvas
  • Meeting each other

 

 

 

2

Cath Bateman

History of youth work & “the youth work context”

Models of youth work practice
  • What is “youth”
  • 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

 

 

 

3

Cath Bateman

Mutual respect and autonomy in youth work.

Common misconceptions/myths.

Youth centred practice.
  • 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

 

 

 

4

Cath Bateman

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.
  •  

CHCYTH001: 1.2,1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 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, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3

 

 

5

Cath Bateman

Excursion to YACVic.

 

 

 

 

6

Cath Bateman

Engaging with young people – how to build and maintain rapport.

Legal frameworks and duty of care requirements.
  • Duty of care
  • Mandatory reporting
  • Privacy and Confidentiality
  • Identify goals with the young person
  • Create a relationship of trust and respect

 

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

 

 

 

7

Cath Bateman

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.

CHCYTH001: 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 4.1, 4.2, 4.3

CHCYTH002: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3

 

 

8

Cath Bateman

Assessment Task 1

To be completed in class

 

 

 

 

9

Cath Bateman

Welcome back from Easter Break.

Being informed – research in youth work

Preparing for placement – review assessments
  • 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

CHCYTH002: 1.2, 1.3, 4.1

 

 

10

Cath Bateman

Organisational context

Working for a youth organisation

Representing your workplace
  • 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.

CHCYTH001: 4.1, 4.2, 4.3

CHCYTH002: 3.1, 3.3, 4.1, 4.2, 4.3

 

 

11

Cath Bateman

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

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

 

 

12

Cath Bateman

Excursion to SOCIT/VicPol
  •  

 

 

 

13

Cath Bateman

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

CHCPRT001: 1.2, 1.3, 1.4, 1.5, 2.1, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4

 

 

14

Cath Bateman

Reflecting on and evaluating your work
  •  

 

 

 

15

Cath Bateman

Debriefing and self-care
  •  

 

 

 

16

Cath Bateman

Catch up and Wrap up

 

 

 

 

 

Semester two

Class

Teacher

Topic

Content

Elements of Competency

Resources

Assessment Due Dates

 

1 - 12

Cath Bateman

Work placement in a youth work agency

Students will undertake 160 hours of work placement in a youth work agency.

The RMIT YW staff will support you in finding a work placement in semester one.  You will be assessed during work placement at a negotiated time.

All units

 

 

13-16

Cath Bateman

Review of assessment and finalisation of work placement

Review and completion of written assessment tasks

All units

 

 

 


Learning Resources

Prescribed Texts


References


Other Resources

Learning resources   You will be provided with the resources and tools for learning in this course.  These resources will also be provided in Canvas.  They include recommended texts, relevant learning materials from subject experts and websites, DVD’s, class notes, case studies.  


Overview of Assessment

 Students must complete 160 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 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 

 


Assessment Tasks

Assessment Task 1

 

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

  • Written responses to 7 questions demonstrating theoretical knowledge that you need to apply to your practice as a youth worker (200-400 words per question)

 

 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. 

  • An assessor will observe you communicating and engaging about ethical issues and duty of care incidents, in two roles in a simulated youth work context. For these roles, you are to present information according to the perspective of the job role. The observation check list provided covers the actions to demonstrate in both role plays.

  

 Assessment Task  3

 

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

  • You will research information in your youth work placement to enhance your understandings of working with young people to build on the induction program using your workplace policies and procedures and code of conduct for youth workers 

 Assessment Task 4

 

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

 

  •  The RMIT work placement assessor will observe you communicating and engaging with young people on your work placement.  You will apply the youth centred work practices you have learnt including good communication, interpersonal skills and inclusive practices and your knowledge about the characteristics of young people. 


Assessment Matrix

Provided in class

Other Information

 Work placement

This unit must be assessed in the work place.   You must complete 160 hours of work placement in a youth work organisation, undertaking the kinds of professional tasks you could expect to perform while employed as a youth worker in order to gain competency in this unit of competency.

Police Check
You must obtain evidence of a satisfactory National Police Records Check before undertaking work placements and will need to pay the associated costs.
or
You may be required to obtain a satisfactory National Police Records Check at the request of their placement agency.

Working with Children
You must provide evidence of a satisfactory Working with Children check before undertaking work placements and will need to pay the associated costs.
or
You may be required to obtain a satisfactory Working with Children Check at the request of their placement agency.

Immunisation
You may be required to provide evidence of immunisation for certain diseases before undertaking work placement. You will need to discuss the specific requirements of your placement with the course coordinator and/or WIL practitioner and will need to pay the associated costs for immunisation.

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 work submitted in hardcopy. For every piece of work submitted online you will complete an e-Declaration. The signed cover sheet or e-Declaration acknowledges that you are aware of the plagiarism implications.

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 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

Assessment Appeals
If you believe your assessment result or final result is wrong please contact the course coordinator and provide the reason why you think your result is incorrect. Valid reasons for seeking a review of results include:
1. a) You believe an error has occurred in the calculation of the grade; or,
2. b) You believe the assessment did not comply with criteria published in the Course Guide; or,
3. c) You believe the assessment did not comply with University Policies on Assessment (i.e. an error in process has occurred).
Full details of the procedure (including appeals procedure) can be located at this RMIT site: https://www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/appeals


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 – and the RMIT Student Conduct Regulations – http://www1.rmit.edu.au/browse;ID=r7a7an6qug93

Course Overview: Access Course Overview