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Evidence Guide: CHCPRT017 - Support Aboriginal and/or Torres Strait Islander young people in youth justice system

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCPRT017 - Support Aboriginal and/or Torres Strait Islander young people in youth justice system

What evidence can you provide to prove your understanding of each of the following citeria?

Elements define the essential outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Engage with Aboriginal and/or Torres Strait Islander young people and their families

  1. Communicate appropriately with Aboriginal and/or Torres Strait Islander young people and their families to develop trust and professional relationships
  2. Apply knowledge of the issues affecting Aboriginal and/or Torres Strait Islander young people in the youth justice system to identify their particular needs
  3. Discuss with the young person and their family specific cultural and community characteristics and/or expectations that may assist with supporting the young person
  4. Use a variety of sources to obtain information about the cultural needs of the young person
  5. Provide opportunities for the young person and their family to obtain further information
Communicate appropriately with Aboriginal and/or Torres Strait Islander young people and their families to develop trust and professional relationships

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply knowledge of the issues affecting Aboriginal and/or Torres Strait Islander young people in the youth justice system to identify their particular needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss with the young person and their family specific cultural and community characteristics and/or expectations that may assist with supporting the young person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use a variety of sources to obtain information about the cultural needs of the young person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide opportunities for the young person and their family to obtain further information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate and manage information about the young person

  1. Demonstrate consideration and understanding of ethical practices and cultural protocols for obtaining and sharing information about the young person
  2. Follow relevant organisation policies and procedures for communication strategies to be used with diverse groups and individuals
  3. Provide interpreter and/or translator services for families where this will assist communication
  4. Identify issues requiring mandatory notification and report to supervisor and/or an appropriate authority
  5. Use information obtained about the young person’s cultural identity to inform case plans and activities
Demonstrate consideration and understanding of ethical practices and cultural protocols for obtaining and sharing information about the young person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow relevant organisation policies and procedures for communication strategies to be used with diverse groups and individuals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide interpreter and/or translator services for families where this will assist communication

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify issues requiring mandatory notification and report to supervisor and/or an appropriate authority

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use information obtained about the young person’s cultural identity to inform case plans and activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support families and kinship networks to remain in contact with young people

  1. Consult with the family and kinship networks of young people to identify resources and practical assistance needed to maintain worker and family contact with the young person, both in and out of custody settings
  2. Determine any potential barriers to communication for young people and their families and support the maintenance of communication
  3. Recognise the importance of whole community in supporting and caring for Aboriginal and/or Torres Strait Islander young people
  4. Encourage family participation in case planning
Consult with the family and kinship networks of young people to identify resources and practical assistance needed to maintain worker and family contact with the young person, both in and out of custody settings

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine any potential barriers to communication for young people and their families and support the maintenance of communication

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise the importance of whole community in supporting and caring for Aboriginal and/or Torres Strait Islander young people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage family participation in case planning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Represent the needs of Aboriginal and/or Torres Strait Islander young people to others in the organisation

  1. Identify and convey the cultural needs of the young person to other staff and agencies
  2. Encourage families to convey any specific needs of the young person to relevant staff
  3. Seek cultural expertise for suggestions on how to make the environment sensitive to cultural needs
  4. Observe and report any risk factors for self-harm
  5. Source and provide information on other services that can support the family and young person
Identify and convey the cultural needs of the young person to other staff and agencies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage families to convey any specific needs of the young person to relevant staff

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek cultural expertise for suggestions on how to make the environment sensitive to cultural needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe and report any risk factors for self-harm

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Source and provide information on other services that can support the family and young person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Engage with Aboriginal and/or Torres Strait Islander young people and their families

1.1 Communicate appropriately with Aboriginal and/or Torres Strait Islander young people and their families to develop trust and professional relationships

1.2 Apply knowledge of the issues affecting Aboriginal and/or Torres Strait Islander young people in the youth justice system to identify their particular needs

1.3 Discuss with the young person and their family specific cultural and community characteristics and/or expectations that may assist with supporting the young person

1.4 Use a variety of sources to obtain information about the cultural needs of the young person

1.5 Provide opportunities for the young person and their family to obtain further information

2. Communicate and manage information about the young person

2.1 Demonstrate consideration and understanding of ethical practices and cultural protocols for obtaining and sharing information about the young person

2.2 Follow relevant organisation policies and procedures for communication strategies to be used with diverse groups and individuals

2.3 Provide interpreter and/or translator services for families where this will assist communication

2.4 Identify issues requiring mandatory notification and report to supervisor and/or an appropriate authority

2.5 Use information obtained about the young person’s cultural identity to inform case plans and activities

3. Support families and kinship networks to remain in contact with young people

3.1 Consult with the family and kinship networks of young people to identify resources and practical assistance needed to maintain worker and family contact with the young person, both in and out of custody settings

3.2 Determine any potential barriers to communication for young people and their families and support the maintenance of communication

3.3 Recognise the importance of whole community in supporting and caring for Aboriginal and/or Torres Strait Islander young people

3.4 Encourage family participation in case planning

4. Represent the needs of Aboriginal and/or Torres Strait Islander young people to others in the organisation

4.1 Identify and convey the cultural needs of the young person to other staff and agencies

4.2 Encourage families to convey any specific needs of the young person to relevant staff

4.3 Seek cultural expertise for suggestions on how to make the environment sensitive to cultural needs

4.4 Observe and report any risk factors for self-harm

4.5 Source and provide information on other services that can support the family and young person

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Engage with Aboriginal and/or Torres Strait Islander young people and their families

1.1 Communicate appropriately with Aboriginal and/or Torres Strait Islander young people and their families to develop trust and professional relationships

1.2 Apply knowledge of the issues affecting Aboriginal and/or Torres Strait Islander young people in the youth justice system to identify their particular needs

1.3 Discuss with the young person and their family specific cultural and community characteristics and/or expectations that may assist with supporting the young person

1.4 Use a variety of sources to obtain information about the cultural needs of the young person

1.5 Provide opportunities for the young person and their family to obtain further information

2. Communicate and manage information about the young person

2.1 Demonstrate consideration and understanding of ethical practices and cultural protocols for obtaining and sharing information about the young person

2.2 Follow relevant organisation policies and procedures for communication strategies to be used with diverse groups and individuals

2.3 Provide interpreter and/or translator services for families where this will assist communication

2.4 Identify issues requiring mandatory notification and report to supervisor and/or an appropriate authority

2.5 Use information obtained about the young person’s cultural identity to inform case plans and activities

3. Support families and kinship networks to remain in contact with young people

3.1 Consult with the family and kinship networks of young people to identify resources and practical assistance needed to maintain worker and family contact with the young person, both in and out of custody settings

3.2 Determine any potential barriers to communication for young people and their families and support the maintenance of communication

3.3 Recognise the importance of whole community in supporting and caring for Aboriginal and/or Torres Strait Islander young people

3.4 Encourage family participation in case planning

4. Represent the needs of Aboriginal and/or Torres Strait Islander young people to others in the organisation

4.1 Identify and convey the cultural needs of the young person to other staff and agencies

4.2 Encourage families to convey any specific needs of the young person to relevant staff

4.3 Seek cultural expertise for suggestions on how to make the environment sensitive to cultural needs

4.4 Observe and report any risk factors for self-harm

4.5 Source and provide information on other services that can support the family and young person

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks:

engaged with at least one Aboriginal or Torres Strait Islander young person and their family, including:

communicating appropriately to develop trust and a professional relationship

identifying particular cultural needs

providing opportunities for young person and their family to obtain further information

using information about young person’s cultural identity to inform case plans and activities

seeking cultural expertise on how to make the environment sensitive to cultural needs

supported families and kinship networks to retain contact with young person, including:

identified resources and practical assistance needed to maintain contact

identified potential barriers to communication

encouraged family participation in case planning.

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 work role

These include knowledge of:

relevant legislation as applied to work jurisdiction, including mandatory reporting requirements

contemporary issues affecting Aboriginal and/or Torres Strait Islander people in custody

physical, social, psychological and emotional development of young people and the ways in which such development can be affected

principles of good practice in youth justice work with diverse client groups

codes of ethics and organisation policy and procedures for liaison and communication with families of young people in custody

sources of information and protocols to obtain specific cultural and community information

risk-analysis and reporting processes, including self-harm identification

importance and differences of security awareness in custodial and community youth justice work

rights and responsibilities of young people and their families/carers in youth justice system

principles and processes of effective communication with diverse groups of young people and colleagues

importance of anti-discrimination and inclusivity principles applied to work practices.