• CHCYTH403B - Support young people to create opportunities in their lives

Assessor Resource

CHCYTH403B
Support young people to create opportunities in their lives

Assessment tool

Version 1.0
Issue Date: March 2024


This unit applies to work undertaken in all youth work roles where the young person is the primary client

Work with young people maybe individual or group with a participatory approach

This unit describes the knowledge and skills required to assist young people to identify the challenges and opportunities in their lives and to work towards their goals on an individual or group level

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not Applicable


Employability Skills

This unit contains Employability Skills




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.

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

Performance can be demonstrated through assessment of evidence generated from work practice

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

Resource requirements for assessment of this unit include access to:

a workplace or an accurately simulated environment where assessment may take place

Method of assessment:

Knowledge testing and simulation exercises conducted in a training program

Knowledge tested or inferred from explanations and performance in workplace applications

Observation of performance in routine workplace activities

Documentation and products produced as part of routine work activities

Observation and documentation from specially conducted assignments based on routine work requirements

Observations from supervisors, colleagues and clients


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.

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:

Aspects of human behaviour and development related to young people, their personal and social development and relationships

Dynamics and principles of group work

Identification of personal values and their impact on performance

Knowledge of statutory requirements and application of the concept of duty of care and child protection

Organisation reporting procedures and practice

Principles of case planning practices

Principles of effective communication

Principles/relevant cultural practices and customs of the community and the young people in the service

Relevant organisation procedures and policies related to program, service and personal support for young people, referral, reporting of young people's issues and experiences

Strengths-based practices

Support services and specialists and their guidelines for access and service provision

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate knowledge and application of relevant organisation procedures and policies related to individual and group support/interventions with young people

Identify personal values and their impact on performance

Interact with young people from different cultural backgrounds in individual and group settings

Support vulnerable young people and those with special needs and risks to participate in the decision-making and planning of actions and opportunities

Support young people according to their circumstances and the objectives of the young persons desired goals, individual needs, risks and circumstances, including education and employment

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:

Demonstrate application of skills in:

case planning skills

general counselling strategies/techniques

group facilitation skills

listening and assessing information presented by young people in individual or group setting

negotiation and conflict management skills

referral and advocacy

Maintain documentation as required, including effective use of relevant information technology in line with occupational health and safety (OHS) guidelines

The Range Statement relates to the unit of competency as a whole.

This Range Statement reflects the very diverse nature of young people and family needs and circumstances and different services provided in and for community services. Selection from the Range Statement will reflect the specific requirements of the work site and the defined work role.

The variables of performance will depend on whether the context of assessment is institutional or community based

Safe group work practices include:

Advocating for groups of young people

Basic conflict management skills

Basic group dynamics

Basic negotiation skills

Basic stages of group development

Different types of groups

Empowering young people in groups

Facilitation skills

How different people learn

Responding top the dynamics between young people

Situational analysis skills

Principles of youth work practice include:

Being non-judgemental

Considering the whole context of the young person

Engaging with diversity and difference

Focusing on the strength and capacities

Integrity, acceptance, equity and equality

Noticing change and achievement

Recognising the person first not just the issues

Self agency/young person directed practice

Social justice, rights, access, equity and youth participation, fairness, honesty and respect

Transparency and transparent boundaries

Valuing the person

Working collaboratively

Working towards 'power with' rather than 'power over' young people

Working with young people in partnership

Creative methods and processes may include:

Creative use of questioning, hypothetical and 'what if' questions

Creative visualisation, future imagining,

Identify the young person's relationship with hope and use processes that ensure safety and respect

Other creative processes and activities to validate young people's experiences and explore other possible perspectives for the same event, experience or story

Story telling, writing, drawing, arts, music, and other forms of creative expression

Barriers may include, but are not limited to:

Age

Behaviours and attitudes of others

Cultural

Financial and other resource constraints

Geographical

Health

Intellectual

Limited opportunities

Linguistic

Political

Self belief

Situational

Social

Societal stereotypes

Young person's behaviours and choices

Youth work interventions include:

Brief interventions

Community development

Facilitating change

Group work

Individual work

Problem solving

Additional resources may include

Aboriginal, Torres Strait Islander liaison

Counsellors

Drug and alcohol services

Education/training/skills development

Employment/career development

Intervention and behaviour management programs

Medical

Physical, mental, social and emotional developmental programs and strategies

Program coordinator

Recreation/sporting groups

Religious/spiritual adviser

Resources in the client's natural networks

Special support needs

Specialist cultural liaison and support

Welfare organisations

Document intervention may include:

Assists good practice

Assists, compliments and demystifies the change process

Enable the young person or groups story to emerge

Enable young people and groups to own the records

Enable young people or the group to write, participate in and keep records

Ensure the young person or group knows about the records

Keep records open and available to young people

Maintain youth work accountability to the young person or group

Record in a manner that benefits the young person, the youth workers and the organisation

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
Facilitate safe individual or group processes with young people and apply principles of youth work practice 
Identify the conditions necessary for young people to change and grow 
Actively listen to the young person's stories and experiences to clarify issues 
Identify and explore strengths and exceptions 
Encourage and support young people to identify relationships between their issues and social structures 
Identify and avoid colonising practices 
Clarify the young person's expressed, demonstrated, or felt needs and concerns 
Explore exceptions, identify strengths and resources 
Problem solve immediate issues or concerns 
Work with client to create their own reframe of current circumstances 
Work to externalise the young person's issue or problem 
Acknowledge circumstances outside of the young person's control 
Ensure the young person has been heard and problems acknowledged before moving to future planning 
Assist young people to explore future possibilities and ways of being 
Use creative methods, processes and questions to consider and create possibilities 
Identify barriers that hinder the way young people would like changes to take place 
Establish with the young person their desired outcomes 
Utilise a range of youth work interventions to create future opportunities 
Explore additional resources needed to achieve goals 
Develop proposals and strategies for action plans 
Measure and ensure change is noticed 
Document intervention work as required 

Forms

Assessment Cover Sheet

CHCYTH403B - Support young people to create opportunities in their lives
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

CHCYTH403B - Support young people to create opportunities in their lives

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

Assessor name:

Signature:

Date:

Student signature:

Date: