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Elements and Performance Criteria

Required Skills

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

Principlesrelevant 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 peoples issues and experiences

Strengthsbased 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 supportinterventions 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 decisionmaking 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 strategiestechniques

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

Evidence Required



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 andor 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

Range Statement



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