Course Title: Support youth programs

Part B: Course Detail

Teaching Period: Term1 2019

Course Code: HWSS6022C

Course Title: Support youth programs

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: 150

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 devise, set up, coordinate, deliver and evaluate activities and programs for individuals and groups. 

This unit is taught in a cluster with:

CHCYTH005 - Develop and implement procedures to enable young people to address their needs

CHCYTH008 - Support young people to take collective action

CHCDEV002 - Analyse sociological factors on clients in community work and services

CHCYTH011 - Work effectively with young people and their families

CHCYTH012 - Manage service response to young people in crisis

 

160 hours of work placement undertaking youth work practice support the learning and assessment of these units


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCYTH009 Support youth programs

Element:

1. Identify the program required

Performance Criteria:

1.1 Collect evidence to determine the need for a particular program 1.2 Identify and review a range of possible programs to meet the defined needs 1.3 Select a program type based on client needs, organisational criteria and availability of resources

Element:

2. Prepare program plan

Performance Criteria:

2.1 Undertake appropriate strategic planning activities to ensure client needs are met 2.2 Plan activities in consultation with key clients and stakeholders 2.3 Determine operational arrangements for conducting the program and assess their feasibility 2.4 Ensure planning activities reflect accepted good practice in working with young people 2.5 Develop flexible implementation plans to suit a variety of contexts and to cope with contingencies 2.6 Identify appropriate implementation and evaluation strategies in the program plan in consultation with stakeholders

Element:

3. Deliver program

Performance Criteria:

3.1 Implement program in accordance with program plan, organisation guidelines and legal/statutory requirements 3.2 Provide participants with access to a range of activities suited to their needs and interests 3.3 Implement contingency plans and adapt program to changing needs of participants as required 3.4 Ensure problems in program delivery are addressed promptly

Element:

4. Monitor and evaluate program

Performance Criteria:

4.1 Use appropriate evaluation strategies during and after program and for revision and development 4.2 Collect, organise and report evaluation information in a format which is accessible and meaningful to clients and stakeholders 4.3 Prepare and present reports as required by organisational, funding and other requirements


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.

National Element Code & Title:

CHCYTH012 Manage service response to young people in crisis

Elements:

 

1. Implement a framework for preventing crisis situations

 

 

2. Support staff in responding to a crisis

 

 

3. Follow-up crisis situations


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

 

Welcome, introductions, unit introduction

What do we remember from last year?

DOTE review

  • 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
  • DOTE – introduction to major assessment.

 

 

Socrative formative assessment – Australian Youth Stats quiz

2

 

Identify social and cultural issues impacting on young people in Australian society

  • Identify major social and cultural institutions in Australian society and their societal functions
  • Identify ways in which major institutions in Australian society can impact young people as individuals and as part of community and family groups and the consequences of this impact.
  • Identify impacts of long-term unemployment and associated issues on clients as individuals and as family members
  • Where relevant, identify factors associated with age in Australian society and their impact on young people as individuals and in family and community settings
  • Use available information to identify and analyse social and cultural factors impacting on individual clients, groups or communities

CHCDEV002: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1

 

Discussion forum – VicHealth Youth Megatrends

3

 

Political and Economic context

Connections between sociological, economic and political contexts

  • Australian political system
    • Historical context
    • Current context
  • Australian economic system
    • Historical context
    • Current context
  • Systems of government, systems of judiciary, systems of legislation.
  • How society is influenced by politics and economics.

 

 

Socrative formative assessment – Australian Political System and History

4

 

Political structures and theories

Economic structures and theories

  • Political spectrum
  • Political and economic theories.
  • Influence on youth work.
  • Youth work funding

 

 

Discussion forum – Victorian Youth Policyhttp://www.youthcentral.vic.gov.au/government-info-assistance/youth-programs/victorian-government-youth-policy

 

5

 

Excursion to YACVic

  •  

 

 

 

6

 

Identifying and addressing individual  needs

  • Identify and note young people’s issues, needs or interests in community issues
  • Clarify current health and wellbeing and associated needs for individual clients, groups or communities
  • Make informed decisions in relation to specific work to be undertaken and/or services to be provided to client/s
  • Assess specific needs of the young person and match to an existing program
  • Employ appropriate communication techniques to engage young person and to address specific needs
  • Consult relevant community organisations to identify available support programs that meet specific needs of clients
  • Encourage and support young people to identify common issues, needs and interests
  • Discuss possibilities for responding to identified common issues, needs and interests
  • Provide opportunities for young people with similar interests or needs
  • Support and encourage young people to identify relationships between their issues/interests and social structures

CHCDEV002: 2.2, 2.3

CHCYTH005: 1.1, 1.2, 1.3

CHCYTH008: 1.1, 1.2, 1.3, 1.4

 

Socrative formative assessment – UDHR and CROC

7

 

Situating youth work and programs in societal context

  • Make informed decisions in relation to specific work to be undertaken and/or services to be provided to client/s
  • Review effectiveness of work undertaken and/or services provided to clients, in relation to identified social and cultural factors impacting on clients, groups or communities
  • If required, revise aspects of work undertaken and/or services provided to better address social and cultural issues and enhance outcomes for clients, groups or communities
  • Support and encourage young people to identify relationships between their issues/interests and social structures
  • Encourage young people to work together to take joint action
  • Identify other stakeholders interested in the issue or strategy
  • Gauge the interest, resources and possible roles of stakeholders
  • Support young people in contacting, informing and negotiating alliances with stakeholders
  • Assist young people and stakeholders to maintain appropriate contact and information flow
  • Encourage young people to acknowledge key stakeholder support

CHCDEV002: 2.3, 3.1, 3.2, 3.3

CHCYTH008: 1.5, 1.6, 3.1, 3.2, 3.3, 3.4, 3.5

 

Discussion forum – FYA New Work Order

8

 

Situating youth work and programs in societal context

  • Make informed decisions in relation to specific work to be undertaken and/or services to be provided to client/s
  • Review effectiveness of work undertaken and/or services provided to clients, in relation to identified social and cultural factors impacting on clients, groups or communities
  • If required, revise aspects of work undertaken and/or services provided to better address social and cultural issues and enhance outcomes for clients, groups or communities
  • Support and encourage young people to identify relationships between their issues/interests and social structures
  • Encourage young people to work together to take joint action
  • Identify other stakeholders interested in the issue or strategy
  • Gauge the interest, resources and possible roles of stakeholders
  • Support young people in contacting, informing and negotiating alliances with stakeholders
  • Assist young people and stakeholders to maintain appropriate contact and information flow
  • Encourage young people to acknowledge key stakeholder support

CHCDEV002: 2.3, 3.1, 3.2, 3.3

CHCYTH008: 1.5, 1.6, 3.1, 3.2, 3.3, 3.4, 3.5

 

Socrative formative assessment – Social context of youth work

9

 

Welcome back from mid-semester break.

Program design and development

  • Collect evidence to determine the need for a particular program - DOTE
  • Identify and review a range of possible programs to meet the defined needs
  • Select a program type based on client needs, organisational criteria and availability of resources

CHCYTH009: 1.1, 1.2, 1.3

 

Discussion forum - Out of Sight Out of Mind YACVic submission:https://www.yacvic.org.au/assets/Documents/SUB-Exclusion-and-inclusion-of-students-in-Victorian-schools-2016.pdf

10

 

Program development, partnerships, planning events.

  • Undertake appropriate strategic planning activities to ensure client needs are met
  • Plan activities in consultation with key clients and stakeholders
  • Determine operational arrangements for conducting the program and assess their feasibility
  • Ensure planning activities reflect accepted good practice in working with young people
  • Develop flexible implementation plans to suit a variety of contexts and to cope with contingencies
  • Identify appropriate implementation and evaluation strategies in the program plan in consultation with stakeholders

CHCYTH009: 22.1, 2.2, 2.3, 2.4, 2.5, 2.6

 

 

11

 

Program delivery

  • Implement program in accordance with program plan, organisation guidelines and legal/statutory requirements
  • Provide participants with access to a range of activities suited to their needs and interests
  • Implement contingency plans and adapt program to changing needs of participants as required
  • Ensure problems in program delivery are addressed promptly

CHCYTH009: 3.1, 3.2, 3.3, 3.4

 

Discussion forum – Royal Commission into Institutionalised Child Abuse

12

 

Crisis response frameworks

  • What is a crisis.
  • What is a crisis response framework.
  • Preventing crises
  • Responding to crises
  • Following up from crises

CHCYTH012: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4

 

Socrative formative assessment - Crisis

13

 

Reflecting on and evaluating your work

  • Monitor impact of work undertaken and/or services provided to clients, in line with scope of own work role and organisational policies and procedures
  • Review effectiveness of work undertaken and/or services provided to clients, in relation to identified social and cultural factors impacting on clients, groups or communities
  • If required, revise aspects of work undertaken and/or services provided to better address social and cultural issues and enhance outcomes for clients, groups or communities
  • Regularly review information and services provided to clients to assess continuing relevance and effectiveness
  • Use appropriate evaluation strategies during and after program and for revision and development
  • Collect, organise and report evaluation information in a format which is accessible and meaningful to clients and stakeholders
  • Prepare and present reports as required by organisational, funding and other requirements
  • Provide opportunity for participation in review and evaluation of organisation responsiveness
  • Produce and provide reports in accordance with organisation procedures

CHCDEV002: 3.1, 3.2, 3.3

CHCYTH005: 4.1, 4.7

CHCYTH009: 4.1, 4.2, 4.3

CHCYTH012: 3.3

 

 

Discussion forum -

14

 

Debriefing and self-care

  • Hold appropriate debriefings with workers for the purposes of counselling, identifying training needs and evaluating client service delivery
  • Identify problems experienced by workers, assess appropriate adjustments to service delivery and negotiate with relevant staff
  • Provide support and supervision to other workers as required in accordance with organisation procedures
  • Arrange regular debriefings with associated organisations and service providers
  • Define debriefing procedures and implement routinely

CHCYTH005: 4.3, 4.4, 4.5, 4.6

CHCYTH012: 3.2

 

Socrative formative assessment -

15

 

Preparation for Career Pop-up shops in youth organisations

  •  

 

 

 

16

 

Preparation for Career Pop-up shops in youth organisations

  •  

 

 

 

 

Semester 2

Class

Teacher

Topic

Content

Elements of Competency

Resources

Assessment Due Dates

 

1

 

Welcome back from mid-year break.

 

  •  

 

 

 

2

 

Preparation for Career Pop-up shops in youth organisations

Working with families

  • Gather necessary information about the background and circumstances of young person and their family/carers with respect for privacy and confidentiality
  • Provide information to young person and their family/carers in a factual, clear and ethical manner to promote positive responses
  • Identify issues and changes needed to behaviour and relationships of young people and their families/carers
  • Maintain clear, ethical and honest relationships with young person as the primary client, and their family/carers as secondary clients
  • Encourage family members to reflect on their relationships, expectations and personal responsibilities
  • Identify obstacles to professional relationships with families/carers
  • Record concerns according to the code of conduct and ethics

CHCYTH011: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7

 

 

3

 

Preparation for Career Pop-up shops in youth organisations

Working with families

  • Use effective communication and model positive behaviour techniques to encourage active participation and appropriate responses
  • Monitor and anticipate behaviour and mood of clients and respond appropriately
  • Provide clients with clear and relevant information at a suitable language and comprehension level within the parameters of confidentiality and privacy
  • Analyse own values for impact on attitudes and interactions and to detect and avoid personalising issues, discrimination or stereotyping

CHCYTH011: 2.1, 2.2, 2.3, 2.4

 

 

4

 

Preparation for Career Pop-up shops in youth organisations

Working with families

  • Check that objectives, outcomes and processes of young person’s responses are consistent with organisation’s policies and objectives and service outcomes
  • Negotiate with the young person their goals and indicators of achievement and include other persons where nominated by the young person
  • Plan a structured sequence of activities and timetable to achieve client objective within available resources
  • Consult team members for feedback on the planned program
  • Identify resources needed for continuing work with clients and allocate according to priorities and availability

CHCYTH011: 3.1, 3.2, 3.3, 3.4, 3.5

 

 

5

 

Preparation for Career Pop-up shops in youth organisations

Working with families

  • Develop trust and address family members’/carers’ concerns, including limitations on confidentiality and power differentials between individuals
  • Identify and prioritise short- and long-term implications of family/ carer concerns
  • Validate family/ carer concerns using a range of checking sources including consultation with the young person as primary client
  • Provide information to family members/ carers on a need-to-know basis with respect for young person’s privacy
  • Negotiate conditions and confirm agreement with families/ carers to encourage commitment, cooperation and mutual action
  • Identify indicators of concerns, patterns of behaviour, strengths and barriers to family involvement and consider this information in the approach taken
  • Encourage family members/ carers to take responsibility for agreement on objectives, targets and outcomes
  • Ensure location of client meetings promotes neutrality, individual empowerment, comfort, trust, privacy, energy and focus for all clients
  • Guide clients to maintain positive direction, cooperation, achievements and respect

CHCYTH011: 4.1, 4.2, 4.3., 4.4, 45, 4.6, 4.7, 4.8, 4.9

 

 

6

 

Career Pop-up shops in youth organisations

  •  

 

 

 

7

 

Career Pop-up shops in youth organisations

  •  

 

 

 

8

 

Welcome back from mid-semester break.

Assessments

  •  

 

 

 

9

 

Career Pop-up shops in youth organisations

Assessments

  •  

 

 

 

10

 

Career Pop-up shops in youth organisations

Assessments

  •  

 

 

 

11

 

Welcome back from mid-semester break.

 

  •  

 

 

 

12

 

Assessments

  •  

 

 

 

13

 

Assessments

 

 

 

 

14

 

Catch up

Final Tasks

  •  

 

 

 


Learning Resources

Prescribed Texts


References


Other 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

 

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 Task 1 Knowledge Questions : Sociological & Policy Frameworks

Assessment Task 2 Organisational Frameworks in Youth Sector

Assessment Task 3 Working with Youth Services

Assessment Task 4 - Simulation - Working with Youth and their Families

Assessment Task 5A - Background Research

Assessment Task 5B - Work with Partner Organisation

 

160 hours of work placement undertaking youth work practice support the assessment tasks

You should refer to the assessment plan which is available on Blackboard for details of each assessment task and for detailed assessment criteria.

 

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 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 Task 1

 

Knowledge assessment: Sociological & Policy Frameworks

 

Written responses to 8 questions demonstrating theoretical knowledge that you need to apply to your practice as a youth worker. You will demonstrate knowledge of sociological factors impacting on young people and youth work programs that you will need to apply to your practice as a youth worker.

 

This assessment requires a written response to questions about sociological factors impacting on youth work practice. Topics included understanding impact of social institutions, government policy, inequality and the impact of political systems

 

 Assessment Task 2

 

 Organisational Frameworks in Youth Sector

Written responses to 8 questions demonstrating theoretical knowledge that you need to apply to your day to day work of a youth worker

Topics include your understanding of policy frameworks and key issues for youth work including the professional role of a youth worker, duty of care, human rights, rights of the child and risk factors for children and young people.

  

 

 Assessment Task 3

 

Working with young people and their families

 

This is a practical assessment that takes place in a simulated workplace. This assessment task will assess your ability to gain trust from the young person and to gather information about a problem and to provide information to identify and encourage change.

 

Preparation of evaluation report based on outcomes is required.

 

There are also 4 questions to answer on the underpinning knowledge for working with young people and families and a support plan for a young person to be completed.

 

 Assessment Task 4 :

 

Working with Youth services

 

This is a practical assessment that asses your ability to review services and offer a program or activity to meet the needs of the young people who access the services where you are undertaking work placement.

 

 The assessment will require you to demonstrate your ability to

  • Locate workplace information and documentation
  • Review information about the services provided
  • Support the development of a program or activity  in line with organisational procedures
  • Report and review the delivery of activity/service

 

 

Assessment Task 5:

 

Community based youth project

 

This assessment requires you to devise, set up, coordinate and evaluate a program that supports 3 young people to identify suitable services for their needs.

 

You will be assessed on your research skills, communication skills with young people and your youth centred practice.

 

Assessment includes

  •  Undertaking  research and prepare a report
  • Select a partner organisation and propose a community based youth event
  • Organise and publicise the event
  • Hold the event
  • Report and evaluate outcomes

 

Assessment Task 6:

 

Workplace observation: supporting youth participation

 

This is a practical assessment that takes place in the workplace. You will also be required to answer 8 questions and write an evaluation report.

 

You will be assessed on

 

  • Working with young people and supporting them to identify youth issues
  • Encourage young people to discuss and network to address issues on 3 separate occasions
  • Support and mentor at least 2 young people to address issues and to follow up with appropriate action
  • Prepare and evaluation report based on outcomes

 

 

 

160 hours of work placement undertaking youth work practice support the learning and assessment of these tasks


Assessment Matrix

Other Information

Work Integrated Learning

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

Course Overview: Access Course Overview