NTISthis.com

Evidence Guide: CHCYTH010 - Provide services for young people appropriate to their needs and circumstances

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

 

CHCYTH010 - Provide services for young people appropriate to their needs and circumstances

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

Elements define the essential outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and address immediate needs and circumstances of young people

  1. Identify and respond to immediate needs of young people according to nature and degree of urgency
  2. Provide young people and their families with information tailored to their capacity of understanding and designed to calm and reassure
  3. Observe and note any signs of distress, anxiety, aggression and apathy
  4. Look for and note signs of impairment of functioning in individuals and relationships
Identify and respond to immediate needs of young people according to nature and degree of urgency

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide young people and their families with information tailored to their capacity of understanding and designed to calm and reassure

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe and note any signs of distress, anxiety, aggression and apathy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Look for and note signs of impairment of functioning in individuals and relationships

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore and clarify issues facing the young person and the nature of support sought

  1. Offer the young person adequate opportunity to explore and clarify the issues facing her/him
  2. Negotiate involvement of other parties as required by young person and worker
  3. Listen actively and positively to young person’s issues, needs, views and feelings about their issues and accepting support
  4. Make renewed attempts through appropriately modified approaches or responses where there are communication difficulties
  5. Describe and analyse the nature and scope of the issues and check with the young person for completeness and accuracy
  6. Clearly explain to the young person the role and capacity of the worker to provide assistance and support
  7. 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
Offer the young person adequate opportunity to explore and clarify the issues facing her/him

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate involvement of other parties as required by young person and worker

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Listen actively and positively to young person’s issues, needs, views and feelings about their issues and accepting support

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make renewed attempts through appropriately modified approaches or responses where there are communication difficulties

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Describe and analyse the nature and scope of the issues and check with the young person for completeness and accuracy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clearly explain to the young person the role and capacity of the worker to provide assistance and support

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate goal setting and action planning

  1. Encourage and support the young person to work out their own goals and priorities and to assess feasibility
  2. Identify and explain in a supportive manner any risks arising from the young person’s choices
  3. Offer further options to the young person without imposition or pressure where appropriate
  4. Emphasise and negotiate clients’ responsibility for determining and achieving their goals
  5. Encourage clients to identify and prioritise long- and short-term goals based on individual responsibility and personal choice
  6. Support the young person to develop strategies to act on goals set
  7. Encourage clients to identify and analyse factors that have contributed to past behaviour and obstacles to achieving individual and family goals
  8. Identify unrealistic expectations, challenge negative attitudes and unacceptable objectives and re-negotiate plans when required
Encourage and support the young person to work out their own goals and priorities and to assess feasibility

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and explain in a supportive manner any risks arising from the young person’s choices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Offer further options to the young person without imposition or pressure where appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Emphasise and negotiate clients’ responsibility for determining and achieving their goals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage clients to identify and prioritise long- and short-term goals based on individual responsibility and personal choice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support the young person to develop strategies to act on goals set

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage clients to identify and analyse factors that have contributed to past behaviour and obstacles to achieving individual and family goals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify unrealistic expectations, challenge negative attitudes and unacceptable objectives and re-negotiate plans when required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide targeted assistance and referral

  1. Discuss availability, type and nature of services and resources in a manner appropriate to the young person’s right of choices
  2. Encourage young person to use services and resources appropriate to their needs in line with legal, statutory and organisational requirements
  3. Advise the young person about legal and statutory provisions which might affect their situation and confirm young person’s understanding of information provided
  4. Establish systems to ensure information and referral sources within organisation are up-to-date, comprehensive, accurate, accessible and relevant to clients
  5. Continually monitor effectiveness of service delivery and resolve problems of access, services or resources as appropriate
  6. Ensure all documentation and reporting is in accordance with organisation procedures
Discuss availability, type and nature of services and resources in a manner appropriate to the young person’s right of choices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage young person to use services and resources appropriate to their needs in line with legal, statutory and organisational requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Advise the young person about legal and statutory provisions which might affect their situation and confirm young person’s understanding of information provided

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish systems to ensure information and referral sources within organisation are up-to-date, comprehensive, accurate, accessible and relevant to clients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Continually monitor effectiveness of service delivery and resolve problems of access, services or resources as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure all documentation and reporting is in accordance with organisation procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Act as an advocate on request

  1. 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
  2. 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
  3. Represent the young person’s interests clearly and accurately in a manner consistent with the identified agreement between them and the worker
  4. Explain to the young person all representations made on their behalf in a manner and language appropriate to their information needs and circumstances and confirm their understanding
  5. Ensure decisions and/or actions taken on behalf of the young person are consistent with their expressed or implied preferences and interests
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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Represent the young person’s interests clearly and accurately in a manner consistent with the identified agreement between them and the worker

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain to the young person all representations made on their behalf in a manner and language appropriate to their information needs and circumstances and confirm their understanding

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure decisions and/or actions taken on behalf of the young person are consistent with their expressed or implied preferences and interests

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. Identify and address immediate needs and circumstances of young people

1.1 Identify and respond to immediate needs of young people according to nature and degree of urgency

1.2 Provide young people and their families with information tailored to their capacity of understanding and designed to calm and reassure

1.3 Observe and note any signs of distress, anxiety, aggression and apathy

1.4 Look for and note signs of impairment of functioning in individuals and relationships

2. Explore and clarify issues facing the young person and the nature of support sought

2.1 Offer the young person adequate opportunity to explore and clarify the issues facing her/him

2.2 Negotiate involvement of other parties as required by young person and worker

2.3 Listen actively and positively to young person’s issues, needs, views and feelings about their issues and accepting support

2.4 Make renewed attempts through appropriately modified approaches or responses where there are communication difficulties

2.5 Describe and analyse the nature and scope of the issues and check with the young person for completeness and accuracy

2.6 Clearly explain to the young person the role and capacity of the worker to provide assistance and support

2.7 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

3. Facilitate goal setting and action planning

3.1 Encourage and support the young person to work out their own goals and priorities and to assess feasibility

3.2 Identify and explain in a supportive manner any risks arising from the young person’s choices

3.3 Offer further options to the young person without imposition or pressure where appropriate

3.4 Emphasise and negotiate clients’ responsibility for determining and achieving their goals

3.5 Encourage clients to identify and prioritise long- and short-term goals based on individual responsibility and personal choice

3.6 Support the young person to develop strategies to act on goals set

3.7 Encourage clients to identify and analyse factors that have contributed to past behaviour and obstacles to achieving individual and family goals

3.8 Identify unrealistic expectations, challenge negative attitudes and unacceptable objectives and re-negotiate plans when required

4. Provide targeted assistance and referral

4.1 Discuss availability, type and nature of services and resources in a manner appropriate to the young person’s right of choices

4.2 Encourage young person to use services and resources appropriate to their needs in line with legal, statutory and organisational requirements

4.3 Advise the young person about legal and statutory provisions which might affect their situation and confirm young person’s understanding of information provided

4.4 Establish systems to ensure information and referral sources within organisation are up-to-date, comprehensive, accurate, accessible and relevant to clients

4.5 Continually monitor effectiveness of service delivery and resolve problems of access, services or resources as appropriate

4.6 Ensure all documentation and reporting is in accordance with organisation procedures

5. Act as an advocate on request

5.1 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

5.2 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

5.3 Represent the young person’s interests clearly and accurately in a manner consistent with the identified agreement between them and the worker

5.4 Explain to the young person all representations made on their behalf in a manner and language appropriate to their information needs and circumstances and confirm their understanding

5.5 Ensure decisions and/or actions taken on behalf of the young person are consistent with their expressed or implied preferences and interests

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. Identify and address immediate needs and circumstances of young people

1.1 Identify and respond to immediate needs of young people according to nature and degree of urgency

1.2 Provide young people and their families with information tailored to their capacity of understanding and designed to calm and reassure

1.3 Observe and note any signs of distress, anxiety, aggression and apathy

1.4 Look for and note signs of impairment of functioning in individuals and relationships

2. Explore and clarify issues facing the young person and the nature of support sought

2.1 Offer the young person adequate opportunity to explore and clarify the issues facing her/him

2.2 Negotiate involvement of other parties as required by young person and worker

2.3 Listen actively and positively to young person’s issues, needs, views and feelings about their issues and accepting support

2.4 Make renewed attempts through appropriately modified approaches or responses where there are communication difficulties

2.5 Describe and analyse the nature and scope of the issues and check with the young person for completeness and accuracy

2.6 Clearly explain to the young person the role and capacity of the worker to provide assistance and support

2.7 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

3. Facilitate goal setting and action planning

3.1 Encourage and support the young person to work out their own goals and priorities and to assess feasibility

3.2 Identify and explain in a supportive manner any risks arising from the young person’s choices

3.3 Offer further options to the young person without imposition or pressure where appropriate

3.4 Emphasise and negotiate clients’ responsibility for determining and achieving their goals

3.5 Encourage clients to identify and prioritise long- and short-term goals based on individual responsibility and personal choice

3.6 Support the young person to develop strategies to act on goals set

3.7 Encourage clients to identify and analyse factors that have contributed to past behaviour and obstacles to achieving individual and family goals

3.8 Identify unrealistic expectations, challenge negative attitudes and unacceptable objectives and re-negotiate plans when required

4. Provide targeted assistance and referral

4.1 Discuss availability, type and nature of services and resources in a manner appropriate to the young person’s right of choices

4.2 Encourage young person to use services and resources appropriate to their needs in line with legal, statutory and organisational requirements

4.3 Advise the young person about legal and statutory provisions which might affect their situation and confirm young person’s understanding of information provided

4.4 Establish systems to ensure information and referral sources within organisation are up-to-date, comprehensive, accurate, accessible and relevant to clients

4.5 Continually monitor effectiveness of service delivery and resolve problems of access, services or resources as appropriate

4.6 Ensure all documentation and reporting is in accordance with organisation procedures

5. Act as an advocate on request

5.1 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

5.2 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

5.3 Represent the young person’s interests clearly and accurately in a manner consistent with the identified agreement between them and the worker

5.4 Explain to the young person all representations made on their behalf in a manner and language appropriate to their information needs and circumstances and confirm their understanding

5.5 Ensure decisions and/or actions taken on behalf of the young person are consistent with their expressed or implied preferences and interests

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