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Evidence Guide: CHCYTH006 - Work with young people to establish support networks

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

 

CHCYTH006 - Work with young people to establish support networks

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

Elements define the essential outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support young people to develop and use personal resources

  1. Listen to young people’s stories and experiences in relation to family, friends and others
  2. Work with young people to explore desires, possibilities and goals in relation to their support networks, particularly to assess safety, benefits or other, of those relationships
  3. Encourage and assist young people to develop and maintain relationships with family, friends, support networks and service agencies according to each young person’s goals and the safety, benefits, or other, of those relationships
  4. Enable contact between young people and networks in the community according to young people’s needs and interests
Listen to young people’s stories and experiences in relation to family, friends and others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with young people to explore desires, possibilities and goals in relation to their support networks, particularly to assess safety, benefits or other, of those relationships

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage and assist young people to develop and maintain relationships with family, friends, support networks and service agencies according to each young person’s goals and the safety, benefits, or other, of those relationships

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Enable contact between young people and networks in the community according to young people’s needs and interests

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist young people to develop the personal skills to manage their personal relationships

  1. Provide support to young people in a manner which maintains the integrity of individual rights, self-determination and personal dignity
  2. . Enable young people to develop effective communication skills to build supportive relationships where possible
  3. Support young people to explore new ways of seeing relationships and situations with family and others where possible
  4. Assist young people to develop decision-making, coping and resiliency skills in ongoing situations
Provide support to young people in a manner which maintains the integrity of individual rights, self-determination and personal dignity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

. Enable young people to develop effective communication skills to build supportive relationships where possible

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support young people to explore new ways of seeing relationships and situations with family and others where possible

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist young people to develop decision-making, coping and resiliency skills in ongoing situations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish relationships and exchange information with family members, with the young person’s permission

  1. Communicate with the young person’s family, friends and/or support people, in accordance with the interests of the young person and organisation practice
  2. Where possible, seek the young person’s permission prior to contact with other key stakeholders
  3. Keep young people informed about contact with others
  4. Clarify own role with family members by providing specific and general information about your values, practice frameworks and work processes
  5. Maintain the young person’s confidentiality
  6. Listen without judgement to the experiences and concerns of family, friends and/or support people
  7. Gather and provide information that is relevant, timely and assists to address concerns
  8. Analyse own values and their impact on attitudes, interactions and other work practices, as well as to detect and avoid personalising issues, discrimination and stereotyping
Communicate with the young person’s family, friends and/or support people, in accordance with the interests of the young person and organisation practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where possible, seek the young person’s permission prior to contact with other key stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Keep young people informed about contact with others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify own role with family members by providing specific and general information about your values, practice frameworks and work processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain the young person’s confidentiality

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Listen without judgement to the experiences and concerns of family, friends and/or support people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gather and provide information that is relevant, timely and assists to address concerns

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse own values and their impact on attitudes, interactions and other work practices, as well as to detect and avoid personalising issues, discrimination and stereotyping

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine a mutual approach between the young person, their family and yourself to address the needs and rights of young people

  1. Encourage active participation and effective communication between all stakeholders
  2. Monitor behaviour and mood of clients, particularly young person
  3. Support and validate the young person’s experiences and emotional responses
  4. Identify issues and concerns for the young person and their family and possible areas of change to behaviour and relationships
  5. Use interaction with family members to encourage personal reflection on relationships, expectations and personal responsibility
Encourage active participation and effective communication between all stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor behaviour and mood of clients, particularly young person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support and validate the young person’s experiences and emotional responses

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify issues and concerns for the young person and their family and possible areas of change to behaviour and relationships

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use interaction with family members to encourage personal reflection on relationships, expectations and personal responsibility

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and implement action plan to support young person

  1. Prioritise competing agendas of key stakeholders whereby the rights and interests of the young person is the primary concern
  2. Set goals in line with young person’s and family’s values, opinions and expectations
  3. Develop plan that outlines actions to be taken and allocates resources
  4. Implement, monitor and evaluate progress made by young person and family
  5. Refer family problems to relevant support and specialist staff and agencies, where necessary
  6. Refer young people and their families to suitable specialists according to the nature and urgency of their needs, where necessary
Prioritise competing agendas of key stakeholders whereby the rights and interests of the young person is the primary concern

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Set goals in line with young person’s and family’s values, opinions and expectations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop plan that outlines actions to be taken and allocates resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement, monitor and evaluate progress made by young person and family

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refer family problems to relevant support and specialist staff and agencies, where necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refer young people and their families to suitable specialists according to the nature and urgency of their needs, where necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish relationships and exchange information with family members, with the young person’s permission

  1. Communicate with the young person’s family, friends and/or support people, in accordance with the interests of the young person and organisation practice
  2. Where possible, seek the young person’s permission prior to contact with other key stakeholders
  3. Keep young people informed about contact with others
  4. Clarify own role with family members by providing specific and general information about your values, practice frameworks and work processes
  5. Maintain the young person’s confidentiality
  6. Listen without judgement to the experiences and concerns of family, friends and/or support people
  7. Gather and provide information that is relevant, timely and assists to address concerns
  8. Analyse own values and their impact on attitudes, interactions and other work practices, as well as to detect and avoid personalising issues, discrimination and stereotyping
Communicate with the young person’s family, friends and/or support people, in accordance with the interests of the young person and organisation practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where possible, seek the young person’s permission prior to contact with other key stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Keep young people informed about contact with others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify own role with family members by providing specific and general information about your values, practice frameworks and work processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain the young person’s confidentiality

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Listen without judgement to the experiences and concerns of family, friends and/or support people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gather and provide information that is relevant, timely and assists to address concerns

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse own values and their impact on attitudes, interactions and other work practices, as well as to detect and avoid personalising issues, discrimination and stereotyping

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. Support young people to develop and use personal resources

1.1 Listen to young people’s stories and experiences in relation to family, friends and others

1.2 Work with young people to explore desires, possibilities and goals in relation to their support networks, particularly to assess safety, benefits or other, of those relationships

1.3 Encourage and assist young people to develop and maintain relationships with family, friends, support networks and service agencies according to each young person’s goals and the safety, benefits, or other, of those relationships

1.4 Enable contact between young people and networks in the community according to young people’s needs and interests

2. Assist young people to develop the personal skills to manage their personal relationships

2.1 Provide support to young people in a manner which maintains the integrity of individual rights, self-determination and personal dignity

2.2. Enable young people to develop effective communication skills to build supportive relationships where possible

2.3 Support young people to explore new ways of seeing relationships and situations with family and others where possible

2.4 Assist young people to develop decision-making, coping and resiliency skills in ongoing situations

3. Establish relationships and exchange information with family members, with the young person’s permission

3.1 Communicate with the young person’s family, friends and/or support people, in accordance with the interests of the young person and organisation practice

3.2 Where possible, seek the young person’s permission prior to contact with other key stakeholders

3.3 Keep young people informed about contact with others

3.4 Clarify own role with family members by providing specific and general information about your values, practice frameworks and work processes

3.5 Maintain the young person’s confidentiality

3.6 Listen without judgement to the experiences and concerns of family, friends and/or support people

3.7 Gather and provide information that is relevant, timely and assists to address concerns

3.8 Analyse own values and their impact on attitudes, interactions and other work practices, as well as to detect and avoid personalising issues, discrimination and stereotyping

4. Determine a mutual approach between the young person, their family and yourself to address the needs and rights of young people

4.1 Encourage active participation and effective communication between all stakeholders

4.2 Monitor behaviour and mood of clients, particularly young person

4.3 Support and validate the young person’s experiences and emotional responses

4.4 Identify issues and concerns for the young person and their family and possible areas of change to behaviour and relationships

4.5 Use interaction with family members to encourage personal reflection on relationships, expectations and personal responsibility

5. Develop and implement action plan to support young person

5.1 Prioritise competing agendas of key stakeholders whereby the rights and interests of the young person is the primary concern

5.2 Set goals in line with young person’s and family’s values, opinions and expectations

5.3 Develop plan that outlines actions to be taken and allocates resources

5.4 Implement, monitor and evaluate progress made by young person and family

5.5 Refer family problems to relevant support and specialist staff and agencies, where necessary

5.6 Refer young people and their families to suitable specialists according to the nature and urgency of their needs, where necessary

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. Support young people to develop and use personal resources

1.1 Listen to young people’s stories and experiences in relation to family, friends and others

1.2 Work with young people to explore desires, possibilities and goals in relation to their support networks, particularly to assess safety, benefits or other, of those relationships

1.3 Encourage and assist young people to develop and maintain relationships with family, friends, support networks and service agencies according to each young person’s goals and the safety, benefits, or other, of those relationships

1.4 Enable contact between young people and networks in the community according to young people’s needs and interests

2. Assist young people to develop the personal skills to manage their personal relationships

2.1 Provide support to young people in a manner which maintains the integrity of individual rights, self-determination and personal dignity

2.2. Enable young people to develop effective communication skills to build supportive relationships where possible

2.3 Support young people to explore new ways of seeing relationships and situations with family and others where possible

2.4 Assist young people to develop decision-making, coping and resiliency skills in ongoing situations

3. Establish relationships and exchange information with family members, with the young person’s permission

3.1 Communicate with the young person’s family, friends and/or support people, in accordance with the interests of the young person and organisation practice

3.2 Where possible, seek the young person’s permission prior to contact with other key stakeholders

3.3 Keep young people informed about contact with others

3.4 Clarify own role with family members by providing specific and general information about your values, practice frameworks and work processes

3.5 Maintain the young person’s confidentiality

3.6 Listen without judgement to the experiences and concerns of family, friends and/or support people

3.7 Gather and provide information that is relevant, timely and assists to address concerns

3.8 Analyse own values and their impact on attitudes, interactions and other work practices, as well as to detect and avoid personalising issues, discrimination and stereotyping

4. Determine a mutual approach between the young person, their family and yourself to address the needs and rights of young people

4.1 Encourage active participation and effective communication between all stakeholders

4.2 Monitor behaviour and mood of clients, particularly young person

4.3 Support and validate the young person’s experiences and emotional responses

4.4 Identify issues and concerns for the young person and their family and possible areas of change to behaviour and relationships

4.5 Use interaction with family members to encourage personal reflection on relationships, expectations and personal responsibility

5. Develop and implement action plan to support young person

5.1 Prioritise competing agendas of key stakeholders whereby the rights and interests of the young person is the primary concern

5.2 Set goals in line with young person’s and family’s values, opinions and expectations

5.3 Develop plan that outlines actions to be taken and allocates resources

5.4 Implement, monitor and evaluate progress made by young person and family

5.5 Refer family problems to relevant support and specialist staff and agencies, where necessary

5.6 Refer young people and their families to suitable specialists according to the nature and urgency of their needs, where necessary