- CHCYTH511B - Work effectively with young people and their families
Assessor Resource
CHCYTH511B
Work effectively with young people and their families
Assessment tool
Version 1.0
Issue Date: April 2024
This unit may apply to community services work in a range of contexts where the young person is considered the primary client.
This unit describes the knowledge and skills required to cooperate in mutual agreement on the activities, outcomes and processes of family members for the purpose of achieving goals identified in consultation with the young person to address the young person's concerns and/or risks.
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 This unit is best assessed in the workplace or in a simulated workplace under the normal range of conditions |
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 accurately simulated environment for assessment |
Method of assessment: | Knowledge testing and simulation exercises conducted in a training program Knowledge testing through questioning about observed performance or inferred from performance 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 and/or 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: Principles of communication for specified outcomes, including: empathetic listening meaning and impact of body language effect of tone of voice use of reframing concepts eye contact interpreting hidden and complex messages use of paraphrasing giving feedback effects of open questions use of reflection, review and debriefing impact and meaning of your own body language use of role play and scenarios in group work one-way and two-way communication facilitation of interaction and participation Principles of group dynamics and interaction including: effect of process differentials in power empathy/ identification engineering engagement trust building challenging Principles of interviewing and counselling Principles contained within relevant declarations and convention on rights of the children and young people Principles of empowerment and rights based practice Principles of ethics and codes of conduct where the young person is the primary client Privacy legislation applied to situations of information exchange between a range of individuals and organisations about a young person as primary client of the service Relevance of the work role and functions to maintaining sustainability of the workplace, including environmental, economic, workforce and social sustainability Understanding of your own values and attitudes and their impact on your work and relationships |
Essential skills: It is critical that the candidate demonstrate the ability to: Assess client background and behaviour for potential for family intervention and youth support Design supportive and respectful processes for young person's individual expression of needs to families and others Encourage the expression of issues, concerns, problems and developments and the positive benefits of change Plan family intervention based support strategically to achieve service outcomes and priorities for young people in consultation with young person as the primary client Use a range of strategies to empower young people and their families/carers to maintain motivation and purpose and achieve agreed outcomes Use a wide range of complex communication strategies with young people and families to ensure that opportunities for exploring issues are fair, confidential, and appropriate to the needs of individuals Use client information for assessment to advocate for the needs of the young person 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: counselling and professional debriefing techniques conflict resolution/management effective communication skills including mediation and negotiation people management including provision of feedback engaging young person as the primary client in the context of communication and negotiations with the family as the secondary client advocate for the rights of young people in potential and actual situations of power imbalances during a negotiation process Recognise, act upon and promote opportunities to enhance sustainability in the work context |
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. | |
The context of performance will depend on the applicants' roles and responsibility, the organisation's intervention programs and case management system and the conditions required by: | Case management Child protection and reporting High risk behaviour Justice conditions Monitoring behaviour and plans Need and risk assessment Programmed intervention Protective care Reporting and referring to specialists Review of case plan and conditions Routine and specific reports Service conditions and priorities Specialist referrals Young person as the primary client Youth work support role and context |
Work with families may be in a range of settings including: | Families/carers as secondary clients In formal and informal settings With families in institutional or community based services With families of the same cultural background and families of different cultural background |
Communication strategies include: | Applying all the communication techniques listed in the Essential knowledge Information prepared and provided by others Information prepared by the client Written and spoken information |
Concerns about the young person may include the following applicable to the young person and/or their family/carers | Abuse Addiction Anger Domestic and family violence Drug use Emotional and social development Mental health Risk behaviour Sexual abuse Sexual offences Violence |
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 |
|---|---|---|---|
| Use a range of communication strategies to gather necessary information about the background and circumstances of young people and their families with respect for privacy and confidentiality | |||
| Ensure information provided to young people and their families is conveyed with regard to each party's right to confidentiality in a factual, clear and ethical manner to promote positive responses | |||
| Identify issues arising from the circumstances of young people and their families and the need for changes to behaviour and relationships | |||
| Maintain clear, ethical and honest relationships with young person as the primary client, and their families/carers as secondary clients | |||
| Use interaction with family members to encourage their personal reflection on relationships, expectations and personal responsibility | |||
| Identify obstacles to professional relationships with families/carers, check personal values and issues with others and record concerns according to the code of conduct and ethics | |||
| Encourage active participation and appropriate responses and model positive behaviour through the selection of effective communication techniques | |||
| Monitor and anticipate behaviour and mood of clients for signals and respond appropriately | |||
| Provide clients with clear, relevant information at a suitable language and comprehension level within the parameters of confidentiality and privacy of individual client | |||
| Analyse your values for their impact on your attitudes and interactions and to detect and avoid personalising issues, discrimination and stereotyping | |||
| Check current commitments in time and resources for flexibility and capacity to meet client young person's needs and expectations | |||
| Check that objectives, outcomes and processes of young person's responses are consistent with organisation's policies and objectives and service outcomes | |||
| Negotiate with the young person their goals and indicators of achievement and include other persons where nominated by the young person | |||
| Plan a structured sequence of activities and timetable to achieve client objective within available resources | |||
| Consult team members for feedback on the planned program and indications of support | |||
| Identify resources needed for continuing work with clients and allocate according to priorities and availability | |||
| Use a range of communication strategies to develop trust and mutual agreements with family members about terms and conditions of addressing their concerns including limitations on confidentiality and power differentials between individuals | |||
| Identify and prioritise short and long term implications of family concerns | |||
| Validate family concerns using a range of checking sources including consultation with the young person as primary client | |||
| Provide information to family members on a need to know basis with respect for young person's privacy in a language and style they will understand | |||
| Negotiate conditions and confirm agreement with families to encourage commitment, cooperation and mutual action | |||
| Check information about family members for indicators of concerns, patterns of behaviour, strengths and barriers and consider this information in the approach taken | |||
| Encourage family members to take responsibility for agreement on objectives, targets and outcomes | |||
| Ensure location of client meetings promotes, neutrality, individual empowerment, comfort, trust, privacy, energy and focus for all clients | |||
| Guide strengths and energy of clients to maintain positive direction, cooperation, achievements, respect |
Forms
Assessment Cover Sheet
CHCYTH511B - Work effectively with young people and their families
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
CHCYTH511B - Work effectively with young people and their families
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
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Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: