Course Title: Provide services for the needs and circumstances of young people
Part B: Course Detail
Teaching Period: Term2 2024
Course Code: HWSS5771C
Course Title: Provide services for the needs and circumstances of young people
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 Placement for this unit
School: 535T Social Care and Health
Campus: City Campus
Program: C4429 - Certificate IV in Youth Work
Course Contact: Dianne Mackay
Course Contact Phone: +61 3 99254454
Course Contact Email: dianne.mackay@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Nominal Hours: 100
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
This unit describes the performance outcomes, skills and knowledge required to provide guidance and role models to young people and their families, or nominated carer to maintain positive and supportive relationships, while identifying problems and establishing goals for change based on maintaining support from family, nominated carer and the general community.
This is a clustered unit with:
CHCYTH015 Support young people to create opportunities in their lives
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCYTH022 Provide services for the needs and circumstances of young people |
Element: |
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 or nominated carer with information tailored to their capacity of understanding and designed to calm and reassure. 1.3. Observe for and allay distress, anxiety, aggression and apathy. 1.4. Look for and note signs of impairment of functioning in individuals and relationships. 1.5. Engage the young person in purposeful activity, including physical activity to deal with fight or flight, patient accompaniment for freeze behaviour and to help them activate relational and cognitive control. 1.6. Identify and respond to longer term needs of young people according to circumstances, opportunities and threats in their environment. |
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: |
2.1. Offer the young person adequate opportunity to explore and clarify the issues facing them. 2.2. Support the young person's agency and right to self-determination. 2.3. Negotiate involvement of other parties as required to meet the needs of the young person. 2.4. Listen actively and positively to young person's issues, needs, views and feelings about their issues and accepting support. 2.5. Make renewed attempts through modified approaches and responses where there are communication difficulties. 2.6. Describe and analyse the nature and scope of the issues and check with the young person for completeness and accuracy. 2.7. Clearly explain to the young person the role and capacity of the worker to provide assistance and support. 2.8. Obtain relevant information from others about the young person's potential need for support. 2.9. Clearly explain young person's right to access information and to query the worker's actions. |
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: |
3.1. 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 and pressure. 3.4. Emphasise and negotiate young person's responsibility for determining and achieving their goals. 3.5. Encourage young people 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. 3.7. Encourage young person 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. |
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: |
4.1. Discuss availability, type and nature of services and resources to help the young person. 4.2. Advise the young person about legal, statutory and organisational provisions which may affect their situation and confirm young person's understanding of information provided. 4.3. Establish systems to ensure information and referral sources within organisation are up-to-date, comprehensive, accurate, accessible and relevant to young people. 4.4. Continually monitor effectiveness of service delivery and resolve problems of access, services and resources. 4.5. Ensure all documentation and reporting is in accordance with organisational policies and procedures. |
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: |
5.1. Interpret young person requests for advocacy to identify the scope and goals of the advocacy role and outline and negotiate the scope and goals with the young person. 5.2. Respond to young person's request for support and accompany the young person during first stage of access to services to enable them to gain confidence to go alone. 5.3. Represent the young person's interests clearly and accurately as agreed with the young person. 5.4. Explain to the young person all representations made on their behalf in a manner and language suitable to their information needs and circumstances and confirm their understanding. 5.5. Ensure decisions and actions taken on behalf of the young person are consistent with their expressed and implied preferences and interests. |
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, using trauma informed focus 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 or nominated carer with information tailored to their capacity of understanding and designed to calm and reassure. 1.3. Observe for and allay distress, anxiety, aggression and apathy. 1.4. Look for and note signs of impairment of functioning in individuals and relationships. 1.5. Engage the young person in purposeful activity, including physical activity to deal with fight or flight, patient accompaniment for freeze behaviour and to help them activate relational and cognitive control. 1.6. Identify and respond to longer term needs of young people according to circumstances, opportunities and threats in their environment. |
2. Explore and clarify issues facing the young person as the primary stakeholder and the nature of support sought. |
2.1. Offer the young person adequate opportunity to explore and clarify the issues facing them. 2.2. Support the young person’s agency and right to self-determination. 2.3. Negotiate involvement of other parties as required to meet the needs of the young person. 2.4. Listen actively and positively to young person’s issues, needs, views and feelings about their issues and accepting support. 2.5. Make renewed attempts through modified approaches and responses where there are communication difficulties. 2.6. Describe and analyse the nature and scope of the issues and check with the young person for completeness and accuracy. 2.7. Clearly explain to the young person the role and capacity of the worker to provide assistance and support. 2.8. Obtain relevant information from others about the young person’s potential need for support. 2.9. Clearly explain young person’s right to access information and to query 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 and pressure. 3.4. Emphasise and negotiate young person’s responsibility for determining and achieving their goals. 3.5. Encourage young people 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. 3.7. Encourage young person 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. |
4. Provide targeted assistance and referral. |
4.1. Discuss availability, type and nature of services and resources to help the young person. 4.2. Advise the young person about legal, statutory and organisational provisions which may affect their situation and confirm young person’s understanding of information provided. 4.3. Establish systems to ensure information and referral sources within organisation are up-to-date, comprehensive, accurate, accessible and relevant to young people. 4.4. Continually monitor effectiveness of service delivery and resolve problems of access, services and resources. 4.5. Ensure all documentation and reporting is in accordance with organisational policies and procedures. |
5. Act as an advocate on request. |
5.1. Interpret young person requests for advocacy to identify the scope and goals of the advocacy role and outline and negotiate the scope and goals with the young person. 5.2. Respond to young person’s request for support and accompany the young person during first stage of access to services to enable them to gain confidence to go alone. 5.3. Represent the young person’s interests clearly and accurately as agreed with the young person. 5.4. Explain to the young person all representations made on their behalf in a manner and language suitable to their information needs and circumstances and confirm their understanding. 5.5. Ensure decisions and actions taken on behalf of the young person are consistent with their expressed and implied preferences and interests. |
Details of Learning Activities
This course will have face to face on campus sessions
In-class activities:
Teacher directed classroom learning activities
teacher directed group activities/projects
group discussion
class activities to review discussions/lectures
role play
Guest Speakers
Out-of-class activities:
independent assessment -based work,
Reading and research
independent study
Teaching Schedule
|
Week 1 3 classes |
Introductions and assessment overview | Learning Activity | |
|
Week 2 3 Classes |
Trauma informed practice
|
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Week 3 3 Classes |
Work with young people to identify their needs, rights, strengths, hopes and opportunities | Assessment 1 Due | |
|
Week 4 3 Classes |
Goal Setting with the young people Develop and implement action plans with the young person. |
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|
Week 5 3 Classes |
Advocacy |
Assessment 2 Due | |
|
Week 6 3 Classes |
Provide targeted assistance and referral
|
Assessment 3 Due | |
|
Week 7 3 classes |
Bringing It All Together | ||
|
Week 8 3 Classes |
Ass.3 In Class | ||
|
Week 9 3 Classes |
Assessment Support for Re submissions |
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
https://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
This course is assessed in accordance with competency-based assessment.
To demonstrate competency in this course you will need to complete the following assessment tasks to a satisfactory standard. You will receive feedback from the teacher when you have completed the assessment tasks.
1 of 3 Identifying support needs and goal planning- Practical assessment
2 of 3 Identifying support needs and goal planning - group setting- Practical assessment
3 of 3 Goal plan review- Practical assessment
Assessment Tasks
Students enrolled in Vocational Education and Training qualifications are assessed for Competency. To be assessed competent means you have consistently demonstrated the required knowledge and skills at 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 will be given two (2) attempts for each assessment to demonstrate the required skills. A third (3rd) attempt can only be offered after discussions between teacher and the Program Coordinator and is not automatic. Resubmissions beyond two (2) attempts are at the discretion of the teacher and/or coordinator.
There are three assessment tasks which can be found on Canvas.
Assessment Matrix
The assessment matrix demonstrates alignment of assessment tasks with the relevant unit of competency. These mapping documents are available through Program Administration if required.
The assessment Rubric is Available in Canvas.
Other Information
Attendance:
Your learning experience will involve class-based teaching, discussion, demonstration and practical exercises
It is strongly advised that you attend all timetabled sessions. This will allow you to engage in the required learning activities, ensuring you the maximum opportunity to complete this course successfully
Information about your studies:
You can access My Studies through the RMIT website for information about timetables, important dates, assessment dates, results and progress, Canvas etc.
https://www.rmit.edu.au/students
Extensions of time for submission of assessable work:
If you are prevented from submitting an assessment on time by circumstances outside your control you may apply for an extension of up to seven (7) calendar days in writing (email) to your Program Coordinator one working day BEFORE the due date. Eligibility criteria for application and the form is available from the link: https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/assessment/extensions-of-time-for-submission-of-assessable-work
Where an extension of greater than seven days is needed, you must apply for special consideration.
Special consideration:
If due to illness or other unforeseen circumstance, you are unable to attend on the due date of an assessment (e.g. test, examination, oral, etc.), you may submit an application for special consideration within 5 working days of the due date. If special consideration is granted, you will be given the opportunity to complete/repeat the assessment task at a later date. For advice on this application please visit www.rmit.edu.au/students/specialconsideration or speak to your Program Coordinator.
Academic Integrity and Plagiarism:
RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the website for more information on this policy.
https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/academic-integrity
Credit Transfer and Recognition of Prior Learning:
Credit transfer is the recognition of previously completed formal learning (an officially accredited qualification).
Recognition of Prior Learning (RPL) is an assessment process that allows you to demonstrate competence using the skills you have gained through experience in the workplace, voluntary work, informal or formal training or other life experiences.
Please speak to your teacher if you wish to discuss applying for Credit Transfer or RPL for the unit(s) of competency addressed in this course.
https://www.rmit.edu.au/students/student-essentials/enrolment/apply-for-credit
Course Overview: Access Course Overview