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Evidence Guide: CHCPRT041 - 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

 

CHCPRT041 - 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?

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

  1. Communicate with Aboriginal and/or Torres Strait Islander children and young people and their families to develop trust and professional relationships.
  2. Review issues affecting Aboriginal and/or Torres Strait Islander children and young people in the youth justice system to identify their particular needs.
  3. Identify cultural and community characteristics and expectations that may assist with supporting Aboriginal and/or Torres Strait Islander children and young people.
  4. Use multiple sources to obtain information about the cultural needs of Aboriginal and/or Torres Strait Islander children and young people.
  5. Support Aboriginal and/or Torres Strait Islander children and young people and their families to obtain further information.
Communicate with Aboriginal and/or Torres Strait Islander children and young people and their families to develop trust and professional relationships.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review issues affecting Aboriginal and/or Torres Strait Islander children and young people in the youth justice system to identify their particular needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify cultural and community characteristics and expectations that may assist with supporting Aboriginal and/or Torres Strait Islander children and young people.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use multiple sources to obtain information about the cultural needs of Aboriginal and/or Torres Strait Islander children and young people.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support Aboriginal and/or Torres Strait Islander children and young people and their families to obtain further information.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate and manage information about the Aboriginal and/or Torres Strait Islander children and young people.

  1. Obtaining and sharing information about Aboriginal and/or Torres Strait Islander children and young people with consideration and understanding of ethical practices and cultural protocols.
  2. Follow organisational policies, code of ethics and procedures for communication strategies to be used with diverse groups and individuals.
  3. Provide interpreter and translator services for families as required to assist communication.
  4. Identify issues requiring mandatory notification and report to supervisor and authority.
  5. Use information obtained about Aboriginal and/or Torres Strait Islander children and young people’s cultural identity to inform case plans and activities.
Obtaining and sharing information about Aboriginal and/or Torres Strait Islander children and young people with consideration and understanding of ethical practices and cultural protocols.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow organisational policies, code of ethics and procedures for communication strategies to be used with diverse groups and individuals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide interpreter and translator services for families as required to assist communication.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify issues requiring mandatory notification and report to supervisor and authority.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use information obtained about Aboriginal and/or Torres Strait Islander children and young people’s cultural identity to inform case plans and activities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support families and kinship networks to remain in contact with Aboriginal and/or Torres Strait Islander children and young people.

  1. Work with relevant stakeholders and kinship networks of Aboriginal and/or Torres Strait Islander children and young people to identify resources and practical assistance needed to maintain worker and family contact both in and out of custody settings.
  2. Determine potential barriers to communication for Aboriginal and/or Torres Strait Islander children and 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 children and young people.
  4. Encourage family and relevant stakeholders to participate in case planning.
Work with relevant stakeholders and kinship networks of Aboriginal and/or Torres Strait Islander children and young people to identify resources and practical assistance needed to maintain worker and family contact both in and out of custody settings.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine potential barriers to communication for Aboriginal and/or Torres Strait Islander children and 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 children and young people.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage family and relevant stakeholders to participate in case planning.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

  1. Identify and convey the cultural needs of Aboriginal and/or Torres Strait Islander children and young people to other staff and agencies.
  2. Encourage families to convey specific needs of Aboriginal and/or Torres Strait Islander children and young people to relevant staff.
  3. Seek cultural expertise for suggestions on how to make the environment sensitive to cultural needs.
  4. Observe and report risk factors for self-harm.
  5. Source and provide information on other services that can support Aboriginal and/or Torres Strait Islander children and young people and their families.
Identify and convey the cultural needs of Aboriginal and/or Torres Strait Islander children and young people to other staff and agencies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage families to convey specific needs of Aboriginal and/or Torres Strait Islander children and young people 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 risk factors for self-harm.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Source and provide information on other services that can support Aboriginal and/or Torres Strait Islander children and young people and their families.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Required Skills and Knowledge