Course Title: Develop and implement procedures to enable young people to address their needs
Part B: Course Detail
Teaching Period: Term2 2016
Course Code: HWSS6025C
Course Title: Develop and implement procedures to enable young people to address their needs
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
Jerome Perrot
Nominal Hours: 55
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 monitor and upgrade organisation approaches to young people with complex needs.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCYTH005 Develop and implement procedures to enable young people to address their needs |
Element: |
1. Develop support programs for young people |
Performance Criteria: |
1.1 Assess specific needs of the young person and match to an existing program 1.2 Employ appropriate communication techniques to engage young person and to address specific needs 1.3 Consult relevant community organisations to identify available support programs that meet specific needs of clients 1.4 Undertake appropriate work to ensure a thorough knowledge of content, purpose and access protocols of existing programs 1.5 Provide relevant information to client as appropriate |
Element: |
2. Ensure that young people with complex needs receive appropriate services |
Performance Criteria: |
2.1 Implement procedures to ensure indications of physical, emotional, psychological or sexual abuse are identified and addressed 2.2 Define and implement appropriate procedures to minimise effects of any aggressive or abusive behaviour of clients 2.3 Employ appropriate approaches and language to enable clients to express their ideas in a range of ways |
Element: |
3. Liaise with other services and organisations |
Performance Criteria: |
3.1 Design and implement appropriate referral systems and procedures to ensure specific needs of clients can be addressed 3.2 Identify and access support facilities required to optimise client access to specialist services 3.3 Ensure support and advocacy services provided reflect organisation procedures, respect the young person’s rights and are appropriate to cultural and other individual circumstances 3.4 Consult with relevant professionals and service providers to ensure broad and comprehensive client service delivery |
Element: |
4. Monitor and upgrade support provided by the organisation |
Performance Criteria: |
4.1 Regularly review information and services provided to clients to assess continuing relevance and effectiveness 4.2 Periodically review assessment, support and referral systems used within the agency 4.3 Hold appropriate debriefings with workers for the purposes of counselling, identifying training needs and evaluating client service delivery 4.4 Identify problems experienced by workers, assess appropriate adjustments to service delivery and negotiate with relevant staff 4.5 Provide support and supervision to other workers as required in accordance with organisation procedures 4.6 Arrange regular debriefings with associated organisations and service providers 4.7 Produce and provide reports in accordance with organisation procedures |
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
This course’s learning activities will be supported and complimented by RMIT’s on line learning management tool Blackboard. Other essential learning activities take place during the workshops, and you will also be required to undertake independent studies. Some learning activities that you may be required to undertake are:
- 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
- workshops
- design activities or projects
- group projects
- peer learning
- guest lecture/presentation
- peer teaching and class presentations
- group discussion
- research
- independent project based work
- group activities/projects
- ‘workshopping’ of student projects including peer/lecturer feedback
- practical placement
Teaching Schedule
Note: While your teacher will cover all the material in this schedule, the order is subject to change depending on class needs and availability of speakers and resources.
Class |
Topic |
Content |
Elements of Competency |
|
1 23.05.16 |
Assessing young people and engagement strategy |
-Unit Introduction – Child rights and legislation Assessing young people Appropriate communication techniques |
Develop support programs for young people Engage consumers in the analysis of service needs
|
|
- Client assessment task (case studies and role play)
| |||
|
Youth participation Consultation techniques Developing a consumer and community engagement strategy Designing a questionnaire | |||
Group engagement and survey task (selecting topic, target group and survey method) | |||
|
2 30.05.16 |
Engaging with young people and planning positive outcome. Youth program development |
Advocacy and empowerment Approach and theory (strength base, choice and change theory) Goal settings and case management Short term counselling strategies Client case plan (role play) |
Ensure that young people with complex needs receive appropriate services Develop programs
|
|
Stages of community engagement Program quality Group task (deliver and assess survey, plan and develop youth program) | |||
|
3 30.05.16 |
Collaboration and agencies support for young people to meet young persons needs and programs |
Referral Support facilities Agencies collaboration Supervision |
Liaise with other services and organisations Monitor and upgrade support provided by the organisation |
Individual task and role play (referral form and staff supervision | |||
|
Successful partnerships MoU and partnership agreements Types of meetings and purposes Meeting structure | |||
Group task (network meeting with other services presenting program idea and potential collaboration | |||
|
Group task (debrief to your group on network meeting and decide on potential partnership)
| |||
|
4 06.06.16 |
Evaluation of services and programs |
Evaluation process Debrief Report writing |
Implement and monitor programs |
Individual task (closing case and reporting) | |||
Group task (Approach partners and draw out a partnership agreement) | |||
Group Task (writing program proposal following grant application) | |||
|
5 20.06.16 |
Advocating on behalf of young people |
Review of assessments and requirements Individual task ( second supervision focussing on case closing) Program budget Program evaluation criteria Group task (linking budget to program and partnership) Programs reviews |
Evaluate programs |
Learning Resources
Prescribed Texts
None |
References
You are advised to look at the course at myRMIT for ongoing updated information. |
Other Resources
RMIT will provide you with resources and tools for learning in this course through our online systems and access to specialised facilities and relevant software. You will also have access to the library resources.
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).
Assessment |
Assessment Type |
Assessment one |
Written responses to a case study scenario The student will develop case notes and a support plan for a young person using the agency templates (provided by the facilitator and in Bb) |
Assessment two |
Research and respond to questions about youth work programs and services |
Assessment three |
Work place assessment including 240 hours of WIL placement, role play, demonstration of skills in a simulated work environment, written response to questions, work placement report, WI workplace supervisor report, and assessment by the RMIT supervisor in the workplace |
Assessment four |
Observation in either a simulated and /or workplace environment |
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 one: Case study (client assessment, plan and referral) – assess the needs of a young person using organisation assessment tools. Write case notes and develop a support plan for the client or support person based on their needs including short term counselling strategies. Provide information to a young person, seek consent to release information, refer young person to appropriate services, create case notes and complete a summary report.
Assessment two: Group research and written responses – research youth programs around housing, employment, AOD and legal. Provide information on agency mission and ethics, programs and support, eligibility and entry requirements, referral process and contact information.
Assessment three: Knowledge research and report – research and write an outline of legislation or policies and procedures relating to: statutory care and protection guidelines (including mandatory reporting), confidentiality agreement, age of consent, anti-discrimination, duty of care, professional code of conduct and ethics and contractual obligations.
Assessment four: Supervision report and debrief – supervise with a staff member and debrief other groups as a team leader (introduce program, consult and collaborate with organisations and create a partnership agreement) who will represent your associated organisation and service provider. Write a supervisory report detailing problems experience by the worker, training needs and evaluating client service delivery.
Assessment five: Group program development – develop an engagement plan. Explain rationale of your consultation, communication process and barriers of participation. Using consultation results, develop a program based on the issue you are tackling in line with your client’s needs. Design and evaluate your program.
Assessment six: WIL work place supervisor third party report - assess students understanding of organisational policies regarding disclosure of indicators of child abuse. It will also assess proactive behaviours, youth at risk, legal and organisational requirements regarding advocacy, empowerment, short term counselling, specialist and generalist organisations and family support/mediation.
Assessment seven: WIL work placement report - identify impacts of social issues on 3 x clients. Identify impacts of social institutions on clients, impact of age related factors, and impact of service provided by the agency. Review impact of service provided and how it can be improved and evaluate impact on own work role. Revise approach based on evaluation with client.
Assessment Matrix
Students will be given an assessment marking guide for reference at the time that the assessment tasks are distributed
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
Cover Sheet for Submissions
You must complete a submission cover sheet for every piece of submitted work, including online submissions. This signed sheet acknowledges that you are aware of implications of plagiarism.
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 an Extension
Extension of time for assessment tasks may be granted where circumstances beyond your control prevent submission by the published due date. Speak with your teacher or course coordinator regarding applying for an extension.
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
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
Plagiarism Software
The originality verification software Turnitin may be used in this course. For details, see: http://www.turnitin.com
Complaints Procedure:
RMIT University is committed to providing a harmonious study and work environment for all students and staff. The University recognises your right to raise concerns about academic, administrative or support services without recrimination and has policies and procedures to assist in the resolution of complaints.
Most issues are resolved at the local level and you are encouraged to take steps to resolve your issue locally. The student complaint procedure details steps to take if your problem is not resolved or you believe the response you received is unreasonable.
Student Complaints Policy: http://www1.rmit.edu.au/policies/studentcomplaintspolicy
Student complaints Procedure: http://www1.rmit.edu.au/browse;ID=i1lexipvjt22
Student Complaints Form: http://mams.rmit.edu.au/v4ujvmyojugxz.pdf
WIL REQUIREMENT
Police Checks
Students must obtain their own police check by the due date and pay the associated costs. Students who do not obtain a required police clearance by the due date shall not be able to undertake a practical placement or work experience activity that requires a Police Check.
The University shall not be obligated to organise a placement for a student who does not wish to obtain a Police Check.
Where required by the workplace, students shall provide a copy of their police check on request.
If a student is rejected by a workplace on the basis of a Police Check, the following actions shall occur, as appropriate:
- advise the student of the outcome; and
- discuss placement options with the student; and/or
- provide program and career counselling.
RMIT will not store Police Checks on student files.
Working with Children Check
Students must obtain a Working with Children card by the due date and pay the associated costs. Students who do not obtain clearance to work with children by the due date shall not be able to undertake a practical placement or work experience activity that requires a Working with Children card.
The University shall not be obligated to organise a placement for a student who does not wish to complete the prescribed form for a Working with Children card at the appropriate time.
Where required by the workplace, students shall provide evidence of their Working with Children Check on request.
If a student is rejected by a workplace on the basis of a Working with Children, the following actions shall occur, as appropriate:
- advise the student of the outcome; and
- discuss placement options with the student; and/or
- provide program and career counselling.
Early Termination of Placement
Under section 6 of the WIL Procedure, a placement may be ended early by the host organisation or School due to the student’s conduct and/or performance during the placement.
Possible reasons for such decisions may include, but are not limited to-
- failure to follow processes required for safety
- breach of client or patient confidentiality
- failure to comply with the instructions of supervisors
- or other unprofessional behaviour
Where a placement ends early, a meeting will be convened to discuss the sequence of events that led to the termination. This meeting will precede any consideration of a student’s progress by the Progress Panel (if applicable) or Program Assessment Board.
Course Overview: Access Course Overview