CHCYTH010 - Provide services for young people appropriate to their needs and circumstances
Assessor Resource
CHCYTH010 Provide services for young people appropriate to their needs and circumstances
Assessment tool
Version 1.0 Issue Date: April 2024
This unit describes the skills and knowledge required to provide guidance and role models to young people and their families to maintain positive and supportive relationships, while identifying problems and establishing goals for change based on maintaining support from family and the general community.
This unit applies to community services work in a range of contexts.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
ELEMENT
PERFORMANCE CRITERIA
Elements define the essential outcomes.
Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Identify and address immediate needs and circumstances 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 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
2. Explore and clarify issues facing the young person and the nature of support sought
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
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 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
4. Provide targeted assistance and referral
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
5. Act as an advocate on request
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
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
ELEMENT
PERFORMANCE CRITERIA
Elements define the essential outcomes.
Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Identify and address immediate needs and circumstances 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 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
2. Explore and clarify issues facing the young person and the nature of support sought
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
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 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
4. Provide targeted assistance and referral
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
5. Act as an advocate on request
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
Specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included.
Range is restricted to essential operating conditions and any other variables essential to the work environment.
Context for youth work must include one or more of the following:
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice
Yes
No
Comments/feedback
Identify and respond to immediate needs of young people according to nature and degree of urgency
Provide young people and their families with information tailored to their capacity of understanding and designed to calm and reassure
Observe and note any signs of distress, anxiety, aggression and apathy
Look for and note signs of impairment of functioning in individuals and relationships
Offer the young person adequate opportunity to explore and clarify the issues facing her/him
Negotiate involvement of other parties as required by young person and worker
Listen actively and positively to young person’s issues, needs, views and feelings about their issues and accepting support
Make renewed attempts through appropriately modified approaches or responses where there are communication difficulties
Describe and analyse the nature and scope of the issues and check with the young person for completeness and accuracy
Clearly explain to the young person the role and capacity of the worker to provide assistance and support
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
Encourage and support the young person to work out their own goals and priorities and to assess feasibility
Identify and explain in a supportive manner any risks arising from the young person’s choices
Offer further options to the young person without imposition or pressure where appropriate
Emphasise and negotiate clients’ responsibility for determining and achieving their goals
Encourage clients to identify and prioritise long- and short-term goals based on individual responsibility and personal choice
Support the young person to develop strategies to act on goals set
Encourage clients to identify and analyse factors that have contributed to past behaviour and obstacles to achieving individual and family goals
Identify unrealistic expectations, challenge negative attitudes and unacceptable objectives and re-negotiate plans when required
Discuss availability, type and nature of services and resources in a manner appropriate to the young person’s right of choices
Encourage young person to use services and resources appropriate to their needs in line with legal, statutory and organisational requirements
Advise the young person about legal and statutory provisions which might affect their situation and confirm young person’s understanding of information provided
Establish systems to ensure information and referral sources within organisation are up-to-date, comprehensive, accurate, accessible and relevant to clients
Continually monitor effectiveness of service delivery and resolve problems of access, services or resources as appropriate
Ensure all documentation and reporting is in accordance with organisation procedures
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
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
Represent the young person’s interests clearly and accurately in a manner consistent with the identified agreement between them and the worker
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
Ensure decisions and/or actions taken on behalf of the young person are consistent with their expressed or implied preferences and interests
Forms
Assessment Cover Sheet
CHCYTH010 - Provide services for young people appropriate to their needs and circumstances
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
CHCYTH010 - Provide services for young people appropriate to their needs and circumstances
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent