CHCYTH006 - Work with young people to establish support networks Competency Mapping Template
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CHCYTH006 Mapping and Delivery Guide Work with young people to establish support networks
Version 1.0 Issue Date: April 2024
Qualification
-
Unit of Competency
CHCYTH006 - Work with young people to establish support networks
Description
Employability Skills
Learning Outcomes and Application
This unit describes the skills and knowledge required by youth workers to empower young people to develop sustainable supports beyond intervention. This unit applies to a broad context of youth work where the young person is the primary client.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.
Duration and Setting
X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
Competency Field
Development and validation strategy and guide for assessors and learners
Student Learning Resources
Handouts Activities
Slides PPT
Assessment 1
Assessment 2
Assessment 3
Assessment 4
Elements of Competency
Performance Criteria
Element: Elements define the essential outcomes.
Element: Support young people to develop and use personal resources
Listen to young people’s stories and experiences in relation to family, friends and others
Work with young people to explore desires, possibilities and goals in relation to their support networks, particularly to assess safety, benefits or other, of those relationships
Encourage and assist young people to develop and maintain relationships with family, friends, support networks and service agencies according to each young person’s goals and the safety, benefits, or other, of those relationships
Enable contact between young people and networks in the community according to young people’s needs and interests
Element: Assist young people to develop the personal skills to manage their personal relationships
Provide support to young people in a manner which maintains the integrity of individual rights, self-determination and personal dignity
. Enable young people to develop effective communication skills to build supportive relationships where possible
Support young people to explore new ways of seeing relationships and situations with family and others where possible
Assist young people to develop decision-making, coping and resiliency skills in ongoing situations
Element: Establish relationships and exchange information with family members, with the young person’s permission
Communicate with the young person’s family, friends and/or support people, in accordance with the interests of the young person and organisation practice
Where possible, seek the young person’s permission prior to contact with other key stakeholders
Keep young people informed about contact with others
Clarify own role with family members by providing specific and general information about your values, practice frameworks and work processes
Maintain the young person’s confidentiality
Listen without judgement to the experiences and concerns of family, friends and/or support people
Gather and provide information that is relevant, timely and assists to address concerns
Analyse own values and their impact on attitudes, interactions and other work practices, as well as to detect and avoid personalising issues, discrimination and stereotyping
Element: Determine a mutual approach between the young person, their family and yourself to address the needs and rights of young people
Encourage active participation and effective communication between all stakeholders
Monitor behaviour and mood of clients, particularly young person
Support and validate the young person’s experiences and emotional responses
Identify issues and concerns for the young person and their family and possible areas of change to behaviour and relationships
Use interaction with family members to encourage personal reflection on relationships, expectations and personal responsibility
Element: Develop and implement action plan to support young person
Prioritise competing agendas of key stakeholders whereby the rights and interests of the young person is the primary concern
Set goals in line with young person’s and family’s values, opinions and expectations
Develop plan that outlines actions to be taken and allocates resources
Implement, monitor and evaluate progress made by young person and family
Refer family problems to relevant support and specialist staff and agencies, where necessary
Refer young people and their families to suitable specialists according to the nature and urgency of their needs, where necessary
Element: Establish relationships and exchange information with family members, with the young person’s permission
Communicate with the young person’s family, friends and/or support people, in accordance with the interests of the young person and organisation practice
Where possible, seek the young person’s permission prior to contact with other key stakeholders
Keep young people informed about contact with others
Clarify own role with family members by providing specific and general information about your values, practice frameworks and work processes
Maintain the young person’s confidentiality
Listen without judgement to the experiences and concerns of family, friends and/or support people
Gather and provide information that is relevant, timely and assists to address concerns
Analyse own values and their impact on attitudes, interactions and other work practices, as well as to detect and avoid personalising issues, discrimination and stereotyping
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. Support young people to develop and use personal resources
1.1 Listen to young people’s stories and experiences in relation to family, friends and others
1.2 Work with young people to explore desires, possibilities and goals in relation to their support networks, particularly to assess safety, benefits or other, of those relationships
1.3 Encourage and assist young people to develop and maintain relationships with family, friends, support networks and service agencies according to each young person’s goals and the safety, benefits, or other, of those relationships
1.4 Enable contact between young people and networks in the community according to young people’s needs and interests
2. Assist young people to develop the personal skills to manage their personal relationships
2.1 Provide support to young people in a manner which maintains the integrity of individual rights, self-determination and personal dignity
2.2. Enable young people to develop effective communication skills to build supportive relationships where possible
2.3 Support young people to explore new ways of seeing relationships and situations with family and others where possible
2.4 Assist young people to develop decision-making, coping and resiliency skills in ongoing situations
3. Establish relationships and exchange information with family members, with the young person’s permission
3.1 Communicate with the young person’s family, friends and/or support people, in accordance with the interests of the young person and organisation practice
3.2 Where possible, seek the young person’s permission prior to contact with other key stakeholders
3.3 Keep young people informed about contact with others
3.4 Clarify own role with family members by providing specific and general information about your values, practice frameworks and work processes
3.5 Maintain the young person’s confidentiality
3.6 Listen without judgement to the experiences and concerns of family, friends and/or support people
3.7 Gather and provide information that is relevant, timely and assists to address concerns
3.8 Analyse own values and their impact on attitudes, interactions and other work practices, as well as to detect and avoid personalising issues, discrimination and stereotyping
4. Determine a mutual approach between the young person, their family and yourself to address the needs and rights of young people
4.1 Encourage active participation and effective communication between all stakeholders
4.2 Monitor behaviour and mood of clients, particularly young person
4.3 Support and validate the young person’s experiences and emotional responses
4.4 Identify issues and concerns for the young person and their family and possible areas of change to behaviour and relationships
4.5 Use interaction with family members to encourage personal reflection on relationships, expectations and personal responsibility
5. Develop and implement action plan to support young person
5.1 Prioritise competing agendas of key stakeholders whereby the rights and interests of the young person is the primary concern
5.2 Set goals in line with young person’s and family’s values, opinions and expectations
5.3 Develop plan that outlines actions to be taken and allocates resources
5.4 Implement, monitor and evaluate progress made by young person and family
5.5 Refer family problems to relevant support and specialist staff and agencies, where necessary
5.6 Refer young people and their families to suitable specialists according to the nature and urgency of their needs, where necessary
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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. Support young people to develop and use personal resources
1.1 Listen to young people’s stories and experiences in relation to family, friends and others
1.2 Work with young people to explore desires, possibilities and goals in relation to their support networks, particularly to assess safety, benefits or other, of those relationships
1.3 Encourage and assist young people to develop and maintain relationships with family, friends, support networks and service agencies according to each young person’s goals and the safety, benefits, or other, of those relationships
1.4 Enable contact between young people and networks in the community according to young people’s needs and interests
2. Assist young people to develop the personal skills to manage their personal relationships
2.1 Provide support to young people in a manner which maintains the integrity of individual rights, self-determination and personal dignity
2.2. Enable young people to develop effective communication skills to build supportive relationships where possible
2.3 Support young people to explore new ways of seeing relationships and situations with family and others where possible
2.4 Assist young people to develop decision-making, coping and resiliency skills in ongoing situations
3. Establish relationships and exchange information with family members, with the young person’s permission
3.1 Communicate with the young person’s family, friends and/or support people, in accordance with the interests of the young person and organisation practice
3.2 Where possible, seek the young person’s permission prior to contact with other key stakeholders
3.3 Keep young people informed about contact with others
3.4 Clarify own role with family members by providing specific and general information about your values, practice frameworks and work processes
3.5 Maintain the young person’s confidentiality
3.6 Listen without judgement to the experiences and concerns of family, friends and/or support people
3.7 Gather and provide information that is relevant, timely and assists to address concerns
3.8 Analyse own values and their impact on attitudes, interactions and other work practices, as well as to detect and avoid personalising issues, discrimination and stereotyping
4. Determine a mutual approach between the young person, their family and yourself to address the needs and rights of young people
4.1 Encourage active participation and effective communication between all stakeholders
4.2 Monitor behaviour and mood of clients, particularly young person
4.3 Support and validate the young person’s experiences and emotional responses
4.4 Identify issues and concerns for the young person and their family and possible areas of change to behaviour and relationships
4.5 Use interaction with family members to encourage personal reflection on relationships, expectations and personal responsibility
5. Develop and implement action plan to support young person
5.1 Prioritise competing agendas of key stakeholders whereby the rights and interests of the young person is the primary concern
5.2 Set goals in line with young person’s and family’s values, opinions and expectations
5.3 Develop plan that outlines actions to be taken and allocates resources
5.4 Implement, monitor and evaluate progress made by young person and family
5.5 Refer family problems to relevant support and specialist staff and agencies, where necessary
5.6 Refer young people and their families to suitable specialists according to the nature and urgency of their needs, where necessary
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
Listen to young people’s stories and experiences in relation to family, friends and others
Work with young people to explore desires, possibilities and goals in relation to their support networks, particularly to assess safety, benefits or other, of those relationships
Encourage and assist young people to develop and maintain relationships with family, friends, support networks and service agencies according to each young person’s goals and the safety, benefits, or other, of those relationships
Enable contact between young people and networks in the community according to young people’s needs and interests
Provide support to young people in a manner which maintains the integrity of individual rights, self-determination and personal dignity
. Enable young people to develop effective communication skills to build supportive relationships where possible
Support young people to explore new ways of seeing relationships and situations with family and others where possible
Assist young people to develop decision-making, coping and resiliency skills in ongoing situations
Communicate with the young person’s family, friends and/or support people, in accordance with the interests of the young person and organisation practice
Where possible, seek the young person’s permission prior to contact with other key stakeholders
Keep young people informed about contact with others
Clarify own role with family members by providing specific and general information about your values, practice frameworks and work processes
Maintain the young person’s confidentiality
Listen without judgement to the experiences and concerns of family, friends and/or support people
Gather and provide information that is relevant, timely and assists to address concerns
Analyse own values and their impact on attitudes, interactions and other work practices, as well as to detect and avoid personalising issues, discrimination and stereotyping
Encourage active participation and effective communication between all stakeholders
Monitor behaviour and mood of clients, particularly young person
Support and validate the young person’s experiences and emotional responses
Identify issues and concerns for the young person and their family and possible areas of change to behaviour and relationships
Use interaction with family members to encourage personal reflection on relationships, expectations and personal responsibility
Prioritise competing agendas of key stakeholders whereby the rights and interests of the young person is the primary concern
Set goals in line with young person’s and family’s values, opinions and expectations
Develop plan that outlines actions to be taken and allocates resources
Implement, monitor and evaluate progress made by young person and family
Refer family problems to relevant support and specialist staff and agencies, where necessary
Refer young people and their families to suitable specialists according to the nature and urgency of their needs, where necessary
Communicate with the young person’s family, friends and/or support people, in accordance with the interests of the young person and organisation practice
Where possible, seek the young person’s permission prior to contact with other key stakeholders
Keep young people informed about contact with others
Clarify own role with family members by providing specific and general information about your values, practice frameworks and work processes
Maintain the young person’s confidentiality
Listen without judgement to the experiences and concerns of family, friends and/or support people
Gather and provide information that is relevant, timely and assists to address concerns
Analyse own values and their impact on attitudes, interactions and other work practices, as well as to detect and avoid personalising issues, discrimination and stereotyping
Forms
Assessment Cover Sheet
CHCYTH006 - Work with young people to establish support networks
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
CHCYTH006 - Work with young people to establish support networks
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