The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions

Assessment must demonstrate consistency of application of skills and knowledge described in this unit of competency

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resources required for assessment include access to relevant workplace or simulated realistic workplace setting where assessment may take place

Method of assessment:

Assessment may include observation, questioning and evidence gathered from a workplace environment

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Youth justice system and relevant legislation in work jurisdiction

Effects on young people in the youth justice system

United Nations Convention on the Rights of the Child

Principles of good practice in the youth justice work

Codes of ethics, legislation and organisation policy and procedures relevant to job role

Types of approaches and models within the youth justices system

Factors which may influence or contribute to offending behaviour

Physical, social, psychological and emotional development of young people and the ways in which such development can be affected; the nature of adolescence and how it affects behaviour and feelings

Standards of practice pertaining to specific job role and workplace

Risk analysis processes in the youth justice setting

Types of information to access to support functions of job role

Importance and differences of security awareness in custodial and community youth justice work

Rights and responsibilities of young people and their families/carers in youth justice system

Rights and responsibilities of own work performance in youth justices system

Tensions that may arise between rights and responsibilities and how to resolve these tensions

Principles and processes of effective communication with diverse groups of young people and colleagues

Processes for young people and their families/carers to be able to lodge complaints

Agency systems for recording and reporting a range of information about young people, the youth justice system and related work functions

Importance of anti-discrimination and inclusivity principles applied to work practices

Diverse values and beliefs which individuals may hold and how to respond accordingly

Culture, gender, beliefs can affect attitudes and behaviour and how these may be perceived by others

Importance of challenging own perceptions and attitudes in relation to work performance and decision-making

Own work role and from whom assistance and advice should be sought

Impact of broader social and economic environment on young people

Essential skills:

It is critical that the candidate demonstrate the ability to:

Apply an understanding of the legislation requirements of the job

Apply work practices that respect the rights of the young person and others

Reflect upon own practices and seek feedback form supervisors and colleagues on own work performance

Locate and apply relevant policies and procedures of the youth justice workplace

Maintain professional boundaries in all youth justice work

Identify and apply ethical practices to work with young people

Incorporate theoretical understandings of adolescent development and offending behaviour into work practice

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Raise awareness in others of the needs and rights of young people

Communicate effectively with young people in a range of situations

Identify the factors which contribute to offending behaviour

Undertake risk analysis of immediate work environment

Promote anti-discriminatory practices

Observe and report matters to revenant personnel as required with the job role

Implement security procedures for safety of young person, self and others in the work environment as required by the youth justice organisation

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Different youth justice work contexts may include:

Community setting

Custodial/secure settings

Current youth justice issues may include:

Risk identification

Over representation of specific groups in custody

Recidivist offending

Security risks

Increased presentations of young offenders with complex issues

Different models of work may include:

Restorative justice

Punitive justice

Factors which influence young people's offending behaviour may include:

Risk taking behaviours associated with adolescent development

Deprivation/neglect

Experience and exposure to violence, discrimination, criminal activity, oppression, abuse or other traumatic events

Vulnerability and reliance on illegal activity for survival

Capacity and opportunity to participate in community, education and recreational activity

Factors related to mental health, alcohol and other drugs (AOD) issues for the individual and/or family

Accommodation, employment and income

Physical health

Policies and procedures may include:

Any policies and procedures that have affect upon the work undertaken

Confidentiality

Collecting, recording and storing information

Access and equity policy

Security and risk assessment

Operations policies

Legislative requirements may include:

Specific legislations which relates to the work being undertaken - both the context and the individual -and the impact of this on the work

Youth justice

Child protection

Privacy

Anti-discrimination

Occupational health and safety (OHS)

Relevant personnel may include:

Supervisors

Colleagues

Issues requiring mandatory notification may include:

Abuse and neglect

Notifiable diseases

Issues for Aboriginal and/or Torres Strait Islander young people:

Deprivation and isolation from family and community contact

Over representation in custody

Self-harm issues

Cultural 'shock' in custodial setting

Advocacy issues within the justice system

Socioeconomics

Education and language barriers

Risks may include:

Physical security

Personal safety

Safety of young person or others

Property

Breaches of orders

Communicate with young people may include:

Verbal

Non-verbal

Written

Electronic

Assistive communication (disability)