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Evidence Guide: CHCYTH001 - Engage respectfully with young people

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

 

CHCYTH001 - Engage respectfully with young people

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

Elements define the essential outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate effectively with young people

  1. Listen to the young person to gain understanding of their experiences
  2. Foster communication exchanges that support the development of trust and rapport
  3. Process information about the young person’s situation from their perspective
  4. Use a range of appropriate communication strategies to engage with young people
  5. Consider cultural sensitivities in communication techniques and adapt style and language to accommodate different cultural values and practices
  6. Maintain young person’s confidentiality in the context that the young person is the primary stakeholder
Listen to the young person to gain understanding of their experiences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Foster communication exchanges that support the development of trust and rapport

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Process information about the young person’s situation from their perspective

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use a range of appropriate communication strategies to engage with young people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider cultural sensitivities in communication techniques and adapt style and language to accommodate different cultural values and practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain young person’s confidentiality in the context that the young person is the primary stakeholder

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect understanding of youth cultures and subcultures and young person’s own development

  1. Consider youth culture and subcultures of the young person in all actions and decisions
  2. Consider the young person’s individual development in all actions and decisions
  3. Evaluate issues in relation to young person’s culture and modify approaches appropriately
  4. Select activities and resources to promote awareness, respect the young person and value diversity
  5. Establish guidelines that are relevant to the culture and background of the young person
  6. Assess the impact of own cultural values, cultural lens and ethnocentrism in youth work
Consider youth culture and subcultures of the young person in all actions and decisions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider the young person’s individual development in all actions and decisions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate issues in relation to young person’s culture and modify approaches appropriately

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select activities and resources to promote awareness, respect the young person and value diversity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish guidelines that are relevant to the culture and background of the young person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess the impact of own cultural values, cultural lens and ethnocentrism in youth work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with the young person as the focus

  1. Apply youth-centred practices when working with young people
  2. Respect the rights, needs and responsibilities of the young person
  3. Explain worker rights and responsibilities to the young person as necessary
  4. Establish a professional relationship and boundary expectations with the client
  5. Identify and manage power inequities in the professional relationship
  6. Apply principles of ethical decision-making in working with young people
Apply youth-centred practices when working with young people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respect the rights, needs and responsibilities of the young person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain worker rights and responsibilities to the young person as necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish a professional relationship and boundary expectations with the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and manage power inequities in the professional relationship

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply principles of ethical decision-making in working with young people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect on own practice and values

  1. Identify opportunities to reflect on own interactions and practices with young people
  2. Recognise areas where own biases, background and opinions may have impacted on work with the young person
  3. Seek opportunities to address any concerns or areas for development
Identify opportunities to reflect on own interactions and practices with young people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise areas where own biases, background and opinions may have impacted on work with the young person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek opportunities to address any concerns or areas for development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect understanding of youth cultures and subcultures and young person’s own development

  1. Consider youth culture and subcultures of the young person in all actions and decisions
  2. Consider the young person’s individual development in all actions and decisions
  3. Evaluate issues in relation to young person’s culture and modify approaches appropriately
  4. Select activities and resources to promote awareness, respect the young person and value diversity
  5. Establish guidelines that are relevant to the culture and background of the young person
  6. Assess the impact of own cultural values, cultural lens and ethnocentrism in youth work
Consider youth culture and subcultures of the young person in all actions and decisions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider the young person’s individual development in all actions and decisions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate issues in relation to young person’s culture and modify approaches appropriately

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select activities and resources to promote awareness, respect the young person and value diversity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish guidelines that are relevant to the culture and background of the young person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess the impact of own cultural values, cultural lens and ethnocentrism in youth work

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. Communicate effectively with young people

1.1 Listen to the young person to gain understanding of their experiences

1.2 Foster communication exchanges that support the development of trust and rapport

1.3 Process information about the young person’s situation from their perspective

1.4 Use a range of appropriate communication strategies to engage with young people

1.5 Consider cultural sensitivities in communication techniques and adapt style and language to accommodate different cultural values and practices

1.6 Maintain young person’s confidentiality in the context that the young person is the primary stakeholder

2. Reflect understanding of youth cultures and subcultures and young person’s own development

2.1 Consider youth culture and subcultures of the young person in all actions and decisions

2.2 Consider the young person’s individual development in all actions and decisions

2.3 Evaluate issues in relation to young person’s culture and modify approaches appropriately

2.4 Select activities and resources to promote awareness, respect the young person and value diversity

2.5 Establish guidelines that are relevant to the culture and background of the young person

2.6 Assess the impact of own cultural values, cultural lens and ethnocentrism in youth work

3. Work with the young person as the focus

3.1 Apply youth-centred practices when working with young people

3.2 Respect the rights, needs and responsibilities of the young person

3.3 Explain worker rights and responsibilities to the young person as necessary

3.4 Establish a professional relationship and boundary expectations with the client

3.5 Identify and manage power inequities in the professional relationship

3.6 Apply principles of ethical decision-making in working with young people

4. Reflect on own practice and values

4.1 Identify opportunities to reflect on own interactions and practices with young people

4.2 Recognise areas where own biases, background and opinions may have impacted on work with the young person

4.3 Seek opportunities to address any concerns or areas for development

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. Communicate effectively with young people

1.1 Listen to the young person to gain understanding of their experiences

1.2 Foster communication exchanges that support the development of trust and rapport

1.3 Process information about the young person’s situation from their perspective

1.4 Use a range of appropriate communication strategies to engage with young people

1.5 Consider cultural sensitivities in communication techniques and adapt style and language to accommodate different cultural values and practices

1.6 Maintain young person’s confidentiality in the context that the young person is the primary stakeholder

2. Reflect understanding of youth cultures and subcultures and young person’s own development

2.1 Consider youth culture and subcultures of the young person in all actions and decisions

2.2 Consider the young person’s individual development in all actions and decisions

2.3 Evaluate issues in relation to young person’s culture and modify approaches appropriately

2.4 Select activities and resources to promote awareness, respect the young person and value diversity

2.5 Establish guidelines that are relevant to the culture and background of the young person

2.6 Assess the impact of own cultural values, cultural lens and ethnocentrism in youth work

3. Work with the young person as the focus

3.1 Apply youth-centred practices when working with young people

3.2 Respect the rights, needs and responsibilities of the young person

3.3 Explain worker rights and responsibilities to the young person as necessary

3.4 Establish a professional relationship and boundary expectations with the client

3.5 Identify and manage power inequities in the professional relationship

3.6 Apply principles of ethical decision-making in working with young people

4. Reflect on own practice and values

4.1 Identify opportunities to reflect on own interactions and practices with young people

4.2 Recognise areas where own biases, background and opinions may have impacted on work with the young person

4.3 Seek opportunities to address any concerns or areas for development

Range Statement

Specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included.

Range is restricted to essential operating conditions and any other variables essential to the work environment.

Context for youth work must include one or more of the following:

centre-based work

drop-in centres, recreational facilities

housing and residential services

outreach and home visits, street, parks

schools

online youth work, web-based, emails, discussion rooms

telephone contact