CHCYTH011 - Work effectively with young people and their families Competency Mapping Template
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CHCYTH011 Mapping and Delivery Guide Work effectively with young people and their families
Version 1.0 Issue Date: May 2024
Qualification
-
Unit of Competency
CHCYTH011 - Work effectively with young people and their families
Description
Employability Skills
Learning Outcomes and Application
This unit describes the skills and knowledge required to cooperate in mutual agreement on the activities, outcomes and processes of young people’s family members/nominated carers, for the purpose of achieving goals identified in consultation with the young person to address their concerns and/or risks. This unit applies to community services work in a range of contexts where the young person is considered 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: Establish relationship with the young person’s nominated carer/family members
Gather necessary information about the background and circumstances of young person and their family/carers with respect for privacy and confidentiality
Provide information to young person and their family/carers in a factual, clear and ethical manner to promote positive responses
Identify issues and changes needed to behaviour and relationships of young people and their families/carers
Maintain clear, ethical and honest relationships with young person as the primary client, and their family/carers as secondary clients
Encourage family members to reflect on their relationships, expectations and personal responsibilities
Identify obstacles to professional relationships with families/carers
Record concerns according to the code of conduct and ethics
Element: Exchange information with family/carers about young person’s needs and/or risks
Use effective communication and model positive behaviour techniques to encourage active participation and appropriate responses
Monitor and anticipate behaviour and mood of clients and respond appropriately
Provide clients with clear and relevant information at a suitable language and comprehension level within the parameters of confidentiality and privacy
Analyse own values for impact on attitudes and interactions and to detect and avoid personalising issues, discrimination or stereotyping
Element: Determine a mutual approach to addressing the young person’s needs
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
Identify resources needed for continuing work with clients and allocate according to priorities and availability
Element: Respond to families’/nominated carers concerns about young person
Develop trust and address family members’/carers’ concerns, including limitations on confidentiality and power differentials between individuals
Identify and prioritise short- and long-term implications of family/ carer concerns
Validate family/ carer concerns using a range of checking sources including consultation with the young person as primary client
Provide information to family members/ carers on a need-to-know basis with respect for young person’s privacy
Negotiate conditions and confirm agreement with families/ carers to encourage commitment, cooperation and mutual action
Identify indicators of concerns, patterns of behaviour, strengths and barriers to family involvement and consider this information in the approach taken
Encourage family members/ carers 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 clients to maintain positive direction, cooperation, achievements and respect
Element: Establish relationship with the young person’s nominated carer/family members
Gather necessary information about the background and circumstances of young person and their family/carers with respect for privacy and confidentiality
Provide information to young person and their family/carers in a factual, clear and ethical manner to promote positive responses
Identify issues and changes needed to behaviour and relationships of young people and their families/carers
Maintain clear, ethical and honest relationships with young person as the primary client, and their family/carers as secondary clients
Encourage family members to reflect on their relationships, expectations and personal responsibilities
Identify obstacles to professional relationships with families/carers
Record concerns according to the code of conduct and ethics
Element: Exchange information with family/carers about young person’s needs and/or risks
Use effective communication and model positive behaviour techniques to encourage active participation and appropriate responses
Monitor and anticipate behaviour and mood of clients and respond appropriately
Provide clients with clear and relevant information at a suitable language and comprehension level within the parameters of confidentiality and privacy
Analyse own values for impact on attitudes and interactions and to detect and avoid personalising issues, discrimination or stereotyping
Element: Determine a mutual approach to addressing the young person’s needs
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
Identify resources needed for continuing work with clients and allocate according to priorities and availability
Element: Respond to families’/nominated carers concerns about young person
Develop trust and address family members’/carers’ concerns, including limitations on confidentiality and power differentials between individuals
Identify and prioritise short- and long-term implications of family/ carer concerns
Validate family/ carer concerns using a range of checking sources including consultation with the young person as primary client
Provide information to family members/ carers on a need-to-know basis with respect for young person’s privacy
Negotiate conditions and confirm agreement with families/ carers to encourage commitment, cooperation and mutual action
Identify indicators of concerns, patterns of behaviour, strengths and barriers to family involvement and consider this information in the approach taken
Encourage family members/ carers 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 clients to maintain positive direction, cooperation, achievements and respect
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. Establish relationship with the young person’s nominated carer/family members
1.1 Gather necessary information about the background and circumstances of young person and their family/carers with respect for privacy and confidentiality
1.2 Provide information to young person and their family/carers in a factual, clear and ethical manner to promote positive responses
1.3 Identify issues and changes needed to behaviour and relationships of young people and their families/carers
1.4 Maintain clear, ethical and honest relationships with young person as the primary client, and their family/carers as secondary clients
1.5 Encourage family members to reflect on their relationships, expectations and personal responsibilities
1.6 Identify obstacles to professional relationships with families/carers
1.7 Record concerns according to the code of conduct and ethics
2. Exchange information with family/carers about young person’s needs and/or risks
2.1 Use effective communication and model positive behaviour techniques to encourage active participation and appropriate responses
2.2 Monitor and anticipate behaviour and mood of clients and respond appropriately
2.3 Provide clients with clear and relevant information at a suitable language and comprehension level within the parameters of confidentiality and privacy
2.4 Analyse own values for impact on attitudes and interactions and to detect and avoid personalising issues, discrimination or stereotyping
3. Determine a mutual approach to addressing the young person’s needs
3.1 Check that objectives, outcomes and processes of young person’s responses are consistent with organisation’s policies and objectives and service outcomes
3.2 Negotiate with the young person their goals and indicators of achievement and include other persons where nominated by the young person
3.3 Plan a structured sequence of activities and timetable to achieve client objective within available resources
3.4 Consult team members for feedback on the planned program
3.5 Identify resources needed for continuing work with clients and allocate according to priorities and availability
4. Respond to families’/nominated carers concerns about young person
4.1 Develop trust and address family members’/carers’ concerns, including limitations on confidentiality and power differentials between individuals
4.2 Identify and prioritise short- and long-term implications of family/ carer concerns
4.3 Validate family/ carer concerns using a range of checking sources including consultation with the young person as primary client
4.4 Provide information to family members/ carers on a need-to-know basis with respect for young person’s privacy
4.5 Negotiate conditions and confirm agreement with families/ carers to encourage commitment, cooperation and mutual action
4.6 Identify indicators of concerns, patterns of behaviour, strengths and barriers to family involvement and consider this information in the approach taken
4.7 Encourage family members/ carers to take responsibility for agreement on objectives, targets and outcomes
4.8 Ensure location of client meetings promotes neutrality, individual empowerment, comfort, trust, privacy, energy and focus for all clients
4.9 Guide clients to maintain positive direction, cooperation, achievements and respect
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. Establish relationship with the young person’s nominated carer/family members
1.1 Gather necessary information about the background and circumstances of young person and their family/carers with respect for privacy and confidentiality
1.2 Provide information to young person and their family/carers in a factual, clear and ethical manner to promote positive responses
1.3 Identify issues and changes needed to behaviour and relationships of young people and their families/carers
1.4 Maintain clear, ethical and honest relationships with young person as the primary client, and their family/carers as secondary clients
1.5 Encourage family members to reflect on their relationships, expectations and personal responsibilities
1.6 Identify obstacles to professional relationships with families/carers
1.7 Record concerns according to the code of conduct and ethics
2. Exchange information with family/carers about young person’s needs and/or risks
2.1 Use effective communication and model positive behaviour techniques to encourage active participation and appropriate responses
2.2 Monitor and anticipate behaviour and mood of clients and respond appropriately
2.3 Provide clients with clear and relevant information at a suitable language and comprehension level within the parameters of confidentiality and privacy
2.4 Analyse own values for impact on attitudes and interactions and to detect and avoid personalising issues, discrimination or stereotyping
3. Determine a mutual approach to addressing the young person’s needs
3.1 Check that objectives, outcomes and processes of young person’s responses are consistent with organisation’s policies and objectives and service outcomes
3.2 Negotiate with the young person their goals and indicators of achievement and include other persons where nominated by the young person
3.3 Plan a structured sequence of activities and timetable to achieve client objective within available resources
3.4 Consult team members for feedback on the planned program
3.5 Identify resources needed for continuing work with clients and allocate according to priorities and availability
4. Respond to families’/nominated carers concerns about young person
4.1 Develop trust and address family members’/carers’ concerns, including limitations on confidentiality and power differentials between individuals
4.2 Identify and prioritise short- and long-term implications of family/ carer concerns
4.3 Validate family/ carer concerns using a range of checking sources including consultation with the young person as primary client
4.4 Provide information to family members/ carers on a need-to-know basis with respect for young person’s privacy
4.5 Negotiate conditions and confirm agreement with families/ carers to encourage commitment, cooperation and mutual action
4.6 Identify indicators of concerns, patterns of behaviour, strengths and barriers to family involvement and consider this information in the approach taken
4.7 Encourage family members/ carers to take responsibility for agreement on objectives, targets and outcomes
4.8 Ensure location of client meetings promotes neutrality, individual empowerment, comfort, trust, privacy, energy and focus for all clients
4.9 Guide clients to maintain positive direction, cooperation, achievements and respect
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
Gather necessary information about the background and circumstances of young person and their family/carers with respect for privacy and confidentiality
Provide information to young person and their family/carers in a factual, clear and ethical manner to promote positive responses
Identify issues and changes needed to behaviour and relationships of young people and their families/carers
Maintain clear, ethical and honest relationships with young person as the primary client, and their family/carers as secondary clients
Encourage family members to reflect on their relationships, expectations and personal responsibilities
Identify obstacles to professional relationships with families/carers
Record concerns according to the code of conduct and ethics
Use effective communication and model positive behaviour techniques to encourage active participation and appropriate responses
Monitor and anticipate behaviour and mood of clients and respond appropriately
Provide clients with clear and relevant information at a suitable language and comprehension level within the parameters of confidentiality and privacy
Analyse own values for impact on attitudes and interactions and to detect and avoid personalising issues, discrimination or stereotyping
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
Identify resources needed for continuing work with clients and allocate according to priorities and availability
Develop trust and address family members’/carers’ concerns, including limitations on confidentiality and power differentials between individuals
Identify and prioritise short- and long-term implications of family/ carer concerns
Validate family/ carer concerns using a range of checking sources including consultation with the young person as primary client
Provide information to family members/ carers on a need-to-know basis with respect for young person’s privacy
Negotiate conditions and confirm agreement with families/ carers to encourage commitment, cooperation and mutual action
Identify indicators of concerns, patterns of behaviour, strengths and barriers to family involvement and consider this information in the approach taken
Encourage family members/ carers 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 clients to maintain positive direction, cooperation, achievements and respect
Gather necessary information about the background and circumstances of young person and their family/carers with respect for privacy and confidentiality
Provide information to young person and their family/carers in a factual, clear and ethical manner to promote positive responses
Identify issues and changes needed to behaviour and relationships of young people and their families/carers
Maintain clear, ethical and honest relationships with young person as the primary client, and their family/carers as secondary clients
Encourage family members to reflect on their relationships, expectations and personal responsibilities
Identify obstacles to professional relationships with families/carers
Record concerns according to the code of conduct and ethics
Use effective communication and model positive behaviour techniques to encourage active participation and appropriate responses
Monitor and anticipate behaviour and mood of clients and respond appropriately
Provide clients with clear and relevant information at a suitable language and comprehension level within the parameters of confidentiality and privacy
Analyse own values for impact on attitudes and interactions and to detect and avoid personalising issues, discrimination or stereotyping
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
Identify resources needed for continuing work with clients and allocate according to priorities and availability
Develop trust and address family members’/carers’ concerns, including limitations on confidentiality and power differentials between individuals
Identify and prioritise short- and long-term implications of family/ carer concerns
Validate family/ carer concerns using a range of checking sources including consultation with the young person as primary client
Provide information to family members/ carers on a need-to-know basis with respect for young person’s privacy
Negotiate conditions and confirm agreement with families/ carers to encourage commitment, cooperation and mutual action
Identify indicators of concerns, patterns of behaviour, strengths and barriers to family involvement and consider this information in the approach taken
Encourage family members/ carers 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 clients to maintain positive direction, cooperation, achievements and respect
Forms
Assessment Cover Sheet
CHCYTH011 - 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
CHCYTH011 - Work effectively with young people and their families
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