• CHCYTH506A - Provide services for young people appropriate to their needs and circumstances

Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCYTH506A Mapping and Delivery Guide
Provide services for young people appropriate to their needs and circumstances

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency CHCYTH506A - Provide services for young people appropriate to their needs and circumstances
Description This unit describes the knowledge and skills required to provide guidance and role models to young people and their families to maintain positive and supportive relationships while identifying problems and establishing goals for change based on maintaining support from family and the general community
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application This unit may apply to community services work in a range of contexts
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not Applicable
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: Establish effective rapport with young people and families
  • Use interaction with young people to encourage personal reflection on relationships and personal responsibility
  • Negotiate clear boundaries between worker and young person, taking account of factors likely to impact the relationship
  • Use a range of communication strategies to gather information about the background and circumstances of young people and their families
  • Ensure all approaches to and communication with the young person are conducted on terms that are non threatening and acceptable to them, and are designed to encourage their own informed choice
  • Take steps to create a safe environment when communicating with the young person
  • Ensure information provided to young people and their families is factual, clear and designed 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 people and their families
  • Promote the young person's rights and choices in ways which respect their values and beliefs, consistent with relevant legislation and professional responsibility and accountability
  • Record and report all information relevant to intervention contact with young people and their families according to organisation's procedures and considering confidentiality and discretion
       
Element: Identify and address immediate needs and circumstances of young people
  • Identify and respond to immediate needs of young people according to nature and degree of urgency
  • Provide young people and their families with information tailored to their capacity to absorb and designed to calm and reassure
  • Observe and note any signs of distress, anxiety, aggression and apathy
  • Observe and note signs of impairment of functioning in individuals and relationships
       
Element: Explore and clarify issues facing the young person and the nature of support sought
  • Offer the young person adequate opportunity to explore and clarify the issues facing her/him
  • Negotiate involvement of other parties as required by young person and worker
  • Listen actively and positively to young person's issues, needs, views and feelings about their issues and accepting support
  • Where there are communication difficulties, make renewed attempts through appropriately modified approaches or responses
  • Describe and analyse the nature and scope of the issues and check with the young person for completeness and accuracy
  • Clearly explain to the young person the role and capacity of the worker to provide assistance and support
  • Where appropriate, obtain relevant available information from others about the young person's potential need for support, consistent with the young person's right to access information and to approve or disapprove of the worker's actions
       
Element: Facilitate goal setting and action planning
  • Encourage and support the young person to work out their own goals and priorities and to assess their feasibility
  • Where appropriate, offer further options to the young person without imposition or pressure
  • Emphasise and negotiate clients' responsibility for determining and achieving their goals
  • Where there are judged to be risks to the young person from the choices made, explain these in a manner which is supportive whilst outlining the risk
  • Encourage clients to identify and prioritise long and short term goals based on individual responsibility and personal choice
  • Encourage and/or support the young person to develop strategies to act on goals set
  • Encourage clients to identify and analyse factors that have contributed to past behaviour and obstacles to achieving individual and family goals
  • Identify unrealistic expectations, challenge negative attitudes and unacceptable objectives and re-negotiate plans when required
       
Element: Provide targeted assistance and referral
  • Identify and clearly communicate the type and nature of services available to clients
  • Discuss availability, type and nature of services and resources in a manner, and at a level and pace, appropriate to the young person and in a way which respects their right of choices
  • Undertake appropriate work to ensure assistance provided:
       
Element: is of a level, type and manner appropriate to the young person and the nature of the issues facing them
       
Element: is consistent with legal and statutory provisions
       
Element: meets resource and time constraints
       
Element: complies with organisation policy
  • Encourage young person to use this service and/or access alternative services and resources which are appropriate to their requirements, beliefs and preferences and to be as self managing as possible
  • Advise the young person about ways in which legal and statutory provisions might affect their situation and confirm young person's knowledge and understanding of information provided and need for additional information
  • Establish systems to ensure information and referral sources within organisation are up to date, comprehensive, accurate, accessible and relevant to clients
  • Implement procedures to ensure workers have access to additional advice, expertise and support from others as required
  • Continually monitor effectiveness of service delivery and resolve problems of access, services or resources as appropriate
  • Ensure all documentation and reporting is in accordance with organisation procedures
       
Element: Act as an advocate on request
  • Where the young person requests the worker to act as an advocate, identify the scope and goals of the possible role and outline and negotiate these with the young person
  • When requested and where possible, support the young person and accompany them during first stages of access to services to enable them to gain confidence to go alone
  • Represent the young person's interests clearly and accurately in a manner consistent with the identified agreement between them and the worker
  • Describe and explain to the young person all representations made on their behalf in a manner and language appropriate to their information needs and circumstances
  • Ensure decisions and/or actions taken on behalf of the young person are consistent with their expressed or implied preferences and interests
       


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 accurately simulated environment for assessment

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


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.

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:

Organisation's policies, guidelines and procedures related to client management and support

Relevant statutory responsibilities related to management of and support for young people and their families, court orders, code of conduct, organisation procedures, criminal justice codes, client services and programs

Establishing and maintaining effective relationships with young people and their families

Principles of effective communication including client information management

Organisation reporting procedures and practice

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

Aspects of human behaviour and development related to young people, families and relationships

Principle/relevant cultural practices and customs of the community and the family profiles

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate knowledge and application of relevant organisation procedures and policies related to services for young people and their families, personal support for young people, referral, reporting, community services

Demonstrate knowledge of statutory requirements and application of the concept of duty of care

Work with clients from different cultural backgrounds

Support young people and their families according to case management objectives, needs and risks and individual circumstances

Support vulnerable young and young people with special needs and risks

Identify personal values and their impact on performance

Acknowledge worker's power in the relationship with the young person, assert this power where necessary, and recognise dangers of its misuse

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:

general counselling strategies/techniques

goal setting, personal planning and change support

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

Communication with young people and their families will include relevant selection of evidence from:

Formal and informal meetings

Interviews

Counselling

Receiving and conveying information and advice

Receiving grievances/complaints

Oral and written reports

Internal and external to the organisation

Recording and reporting

Responsibility for vulnerable and high risk families and families with special needs

Contact with uncooperative, aggressive and distressed offenders

Contact with young people in crisis

Confidentiality and discretion will include:

Security of personal information

Determination of other people to be informed

Location and timing of communication

Nature of follow up

Nature of the information

Agreement with young people and their families, colleagues and support agencies

Child protection notification.

Assistance and referral may include:

Social/welfare worker

Medical

Drug and alcohol services

Intervention and behaviour management programs

Counsellors

Religious/spiritual adviser

Program coordinator

Case manager and case management team

Aboriginal, Torres Strait Islander liaison

Specialist cultural liaison and support

Welfare organisations

Legal advice

Education/training/skills development

Recreation/sporting groups

Employment/ career development

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 interaction with young people to encourage personal reflection on relationships and personal responsibility 
Negotiate clear boundaries between worker and young person, taking account of factors likely to impact the relationship 
Use a range of communication strategies to gather information about the background and circumstances of young people and their families 
Ensure all approaches to and communication with the young person are conducted on terms that are non threatening and acceptable to them, and are designed to encourage their own informed choice 
Take steps to create a safe environment when communicating with the young person 
Ensure information provided to young people and their families is factual, clear and designed 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 people and their families 
Promote the young person's rights and choices in ways which respect their values and beliefs, consistent with relevant legislation and professional responsibility and accountability 
Record and report all information relevant to intervention contact with young people and their families according to organisation's procedures and considering confidentiality and discretion 
Identify and respond to immediate needs of young people according to nature and degree of urgency 
Provide young people and their families with information tailored to their capacity to absorb and designed to calm and reassure 
Observe and note any signs of distress, anxiety, aggression and apathy 
Observe and note signs of impairment of functioning in individuals and relationships 
Offer the young person adequate opportunity to explore and clarify the issues facing her/him 
Negotiate involvement of other parties as required by young person and worker 
Listen actively and positively to young person's issues, needs, views and feelings about their issues and accepting support 
Where there are communication difficulties, make renewed attempts through appropriately modified approaches or responses 
Describe and analyse the nature and scope of the issues and check with the young person for completeness and accuracy 
Clearly explain to the young person the role and capacity of the worker to provide assistance and support 
Where appropriate, obtain relevant available information from others about the young person's potential need for support, consistent with the young person's right to access information and to approve or disapprove of the worker's actions 
Encourage and support the young person to work out their own goals and priorities and to assess their feasibility 
Where appropriate, offer further options to the young person without imposition or pressure 
Emphasise and negotiate clients' responsibility for determining and achieving their goals 
Where there are judged to be risks to the young person from the choices made, explain these in a manner which is supportive whilst outlining the risk 
Encourage clients to identify and prioritise long and short term goals based on individual responsibility and personal choice 
Encourage and/or support the young person to develop strategies to act on goals set 
Encourage clients to identify and analyse factors that have contributed to past behaviour and obstacles to achieving individual and family goals 
Identify unrealistic expectations, challenge negative attitudes and unacceptable objectives and re-negotiate plans when required 
Identify and clearly communicate the type and nature of services available to clients 
Discuss availability, type and nature of services and resources in a manner, and at a level and pace, appropriate to the young person and in a way which respects their right of choices 
Undertake appropriate work to ensure assistance provided: 
 
 
 
Encourage young person to use this service and/or access alternative services and resources which are appropriate to their requirements, beliefs and preferences and to be as self managing as possible 
Advise the young person about ways in which legal and statutory provisions might affect their situation and confirm young person's knowledge and understanding of information provided and need for additional information 
Establish systems to ensure information and referral sources within organisation are up to date, comprehensive, accurate, accessible and relevant to clients 
Implement procedures to ensure workers have access to additional advice, expertise and support from others as required 
Continually monitor effectiveness of service delivery and resolve problems of access, services or resources as appropriate 
Ensure all documentation and reporting is in accordance with organisation procedures 
Where the young person requests the worker to act as an advocate, identify the scope and goals of the possible role and outline and negotiate these with the young person 
When requested and where possible, support the young person and accompany them during first stages of access to services to enable them to gain confidence to go alone 
Represent the young person's interests clearly and accurately in a manner consistent with the identified agreement between them and the worker 
Describe and explain to the young person all representations made on their behalf in a manner and language appropriate to their information needs and circumstances 
Ensure decisions and/or actions taken on behalf of the young person are consistent with their expressed or implied preferences and interests 

Forms

Assessment Cover Sheet

CHCYTH506A - Provide services for young people appropriate to their needs and circumstances
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

CHCYTH506A - Provide services for young people appropriate to their needs and circumstances

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: