NTISthis.com

Evidence Guide: CHCYTH011 - Work effectively with young people and their families

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

 

CHCYTH011 - Work effectively with young people and their families

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

Elements define the essential outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish relationship with the young person’s nominated carer/family members

  1. Gather necessary information about the background and circumstances of young person and their family/carers with respect for privacy and confidentiality
  2. Provide information to young person and their family/carers in a factual, clear and ethical manner to promote positive responses
  3. Identify issues and changes needed to behaviour and relationships of young people and their families/carers
  4. Maintain clear, ethical and honest relationships with young person as the primary client, and their family/carers as secondary clients
  5. Encourage family members to reflect on their relationships, expectations and personal responsibilities
  6. Identify obstacles to professional relationships with families/carers
  7. Record concerns according to the code of conduct and ethics
Gather necessary information about the background and circumstances of young person and their family/carers with respect for privacy and confidentiality

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information to young person and their family/carers in a factual, clear and ethical manner to promote positive responses

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify issues and changes needed to behaviour and relationships of young people and their families/carers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain clear, ethical and honest relationships with young person as the primary client, and their family/carers as secondary clients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage family members to reflect on their relationships, expectations and personal responsibilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify obstacles to professional relationships with families/carers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record concerns according to the code of conduct and ethics

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Exchange information with family/carers about young person’s needs and/or risks

  1. Use effective communication and model positive behaviour techniques to encourage active participation and appropriate responses
  2. Monitor and anticipate behaviour and mood of clients and respond appropriately
  3. Provide clients with clear and relevant information at a suitable language and comprehension level within the parameters of confidentiality and privacy
  4. Analyse own values for impact on attitudes and interactions and to detect and avoid personalising issues, discrimination or stereotyping
Use effective communication and model positive behaviour techniques to encourage active participation and appropriate responses

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor and anticipate behaviour and mood of clients and respond appropriately

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide clients with clear and relevant information at a suitable language and comprehension level within the parameters of confidentiality and privacy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse own values for impact on attitudes and interactions and to detect and avoid personalising issues, discrimination or stereotyping

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine a mutual approach to addressing the young person’s needs

  1. Check that objectives, outcomes and processes of young person’s responses are consistent with organisation’s policies and objectives and service outcomes
  2. Negotiate with the young person their goals and indicators of achievement and include other persons where nominated by the young person
  3. Plan a structured sequence of activities and timetable to achieve client objective within available resources
  4. Consult team members for feedback on the planned program
  5. Identify resources needed for continuing work with clients and allocate according to priorities and availability
Check that objectives, outcomes and processes of young person’s responses are consistent with organisation’s policies and objectives and service outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate with the young person their goals and indicators of achievement and include other persons where nominated by the young person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan a structured sequence of activities and timetable to achieve client objective within available resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult team members for feedback on the planned program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify resources needed for continuing work with clients and allocate according to priorities and availability

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to families’/nominated carers concerns about young person

  1. Develop trust and address family members’/carers’ concerns, including limitations on confidentiality and power differentials between individuals
  2. Identify and prioritise short- and long-term implications of family/ carer concerns
  3. Validate family/ carer concerns using a range of checking sources including consultation with the young person as primary client
  4. Provide information to family members/ carers on a need-to-know basis with respect for young person’s privacy
  5. Negotiate conditions and confirm agreement with families/ carers to encourage commitment, cooperation and mutual action
  6. Identify indicators of concerns, patterns of behaviour, strengths and barriers to family involvement and consider this information in the approach taken
  7. Encourage family members/ carers to take responsibility for agreement on objectives, targets and outcomes
  8. Ensure location of client meetings promotes neutrality, individual empowerment, comfort, trust, privacy, energy and focus for all clients
  9. Guide clients to maintain positive direction, cooperation, achievements and respect
Develop trust and address family members’/carers’ concerns, including limitations on confidentiality and power differentials between individuals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and prioritise short- and long-term implications of family/ carer concerns

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Validate family/ carer concerns using a range of checking sources including consultation with the young person as primary client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information to family members/ carers on a need-to-know basis with respect for young person’s privacy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate conditions and confirm agreement with families/ carers to encourage commitment, cooperation and mutual action

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify indicators of concerns, patterns of behaviour, strengths and barriers to family involvement and consider this information in the approach taken

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage family members/ carers to take responsibility for agreement on objectives, targets and outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure location of client meetings promotes neutrality, individual empowerment, comfort, trust, privacy, energy and focus for all clients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Guide clients to maintain positive direction, cooperation, achievements and respect

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish relationship with the young person’s nominated carer/family members

  1. Gather necessary information about the background and circumstances of young person and their family/carers with respect for privacy and confidentiality
  2. Provide information to young person and their family/carers in a factual, clear and ethical manner to promote positive responses
  3. Identify issues and changes needed to behaviour and relationships of young people and their families/carers
  4. Maintain clear, ethical and honest relationships with young person as the primary client, and their family/carers as secondary clients
  5. Encourage family members to reflect on their relationships, expectations and personal responsibilities
  6. Identify obstacles to professional relationships with families/carers
  7. Record concerns according to the code of conduct and ethics
Gather necessary information about the background and circumstances of young person and their family/carers with respect for privacy and confidentiality

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information to young person and their family/carers in a factual, clear and ethical manner to promote positive responses

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify issues and changes needed to behaviour and relationships of young people and their families/carers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain clear, ethical and honest relationships with young person as the primary client, and their family/carers as secondary clients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage family members to reflect on their relationships, expectations and personal responsibilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify obstacles to professional relationships with families/carers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record concerns according to the code of conduct and ethics

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Exchange information with family/carers about young person’s needs and/or risks

  1. Use effective communication and model positive behaviour techniques to encourage active participation and appropriate responses
  2. Monitor and anticipate behaviour and mood of clients and respond appropriately
  3. Provide clients with clear and relevant information at a suitable language and comprehension level within the parameters of confidentiality and privacy
  4. Analyse own values for impact on attitudes and interactions and to detect and avoid personalising issues, discrimination or stereotyping
Use effective communication and model positive behaviour techniques to encourage active participation and appropriate responses

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor and anticipate behaviour and mood of clients and respond appropriately

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide clients with clear and relevant information at a suitable language and comprehension level within the parameters of confidentiality and privacy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse own values for impact on attitudes and interactions and to detect and avoid personalising issues, discrimination or stereotyping

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine a mutual approach to addressing the young person’s needs

  1. Check that objectives, outcomes and processes of young person’s responses are consistent with organisation’s policies and objectives and service outcomes
  2. Negotiate with the young person their goals and indicators of achievement and include other persons where nominated by the young person
  3. Plan a structured sequence of activities and timetable to achieve client objective within available resources
  4. Consult team members for feedback on the planned program
  5. Identify resources needed for continuing work with clients and allocate according to priorities and availability
Check that objectives, outcomes and processes of young person’s responses are consistent with organisation’s policies and objectives and service outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate with the young person their goals and indicators of achievement and include other persons where nominated by the young person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan a structured sequence of activities and timetable to achieve client objective within available resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult team members for feedback on the planned program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify resources needed for continuing work with clients and allocate according to priorities and availability

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to families’/nominated carers concerns about young person

  1. Develop trust and address family members’/carers’ concerns, including limitations on confidentiality and power differentials between individuals
  2. Identify and prioritise short- and long-term implications of family/ carer concerns
  3. Validate family/ carer concerns using a range of checking sources including consultation with the young person as primary client
  4. Provide information to family members/ carers on a need-to-know basis with respect for young person’s privacy
  5. Negotiate conditions and confirm agreement with families/ carers to encourage commitment, cooperation and mutual action
  6. Identify indicators of concerns, patterns of behaviour, strengths and barriers to family involvement and consider this information in the approach taken
  7. Encourage family members/ carers to take responsibility for agreement on objectives, targets and outcomes
  8. Ensure location of client meetings promotes neutrality, individual empowerment, comfort, trust, privacy, energy and focus for all clients
  9. Guide clients to maintain positive direction, cooperation, achievements and respect
Develop trust and address family members’/carers’ concerns, including limitations on confidentiality and power differentials between individuals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and prioritise short- and long-term implications of family/ carer concerns

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Validate family/ carer concerns using a range of checking sources including consultation with the young person as primary client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information to family members/ carers on a need-to-know basis with respect for young person’s privacy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate conditions and confirm agreement with families/ carers to encourage commitment, cooperation and mutual action

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify indicators of concerns, patterns of behaviour, strengths and barriers to family involvement and consider this information in the approach taken

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage family members/ carers to take responsibility for agreement on objectives, targets and outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure location of client meetings promotes neutrality, individual empowerment, comfort, trust, privacy, energy and focus for all clients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Guide clients to maintain positive direction, cooperation, achievements and respect

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. Establish relationship with the young person’s nominated carer/family members

1.1 Gather necessary information about the background and circumstances of young person and their family/carers with respect for privacy and confidentiality

1.2 Provide information to young person and their family/carers in a factual, clear and ethical manner to promote positive responses

1.3 Identify issues and changes needed to behaviour and relationships of young people and their families/carers

1.4 Maintain clear, ethical and honest relationships with young person as the primary client, and their family/carers as secondary clients

1.5 Encourage family members to reflect on their relationships, expectations and personal responsibilities

1.6 Identify obstacles to professional relationships with families/carers

1.7 Record concerns according to the code of conduct and ethics

2. Exchange information with family/carers about young person’s needs and/or risks

2.1 Use effective communication and model positive behaviour techniques to encourage active participation and appropriate responses

2.2 Monitor and anticipate behaviour and mood of clients and respond appropriately

2.3 Provide clients with clear and relevant information at a suitable language and comprehension level within the parameters of confidentiality and privacy

2.4 Analyse own values for impact on attitudes and interactions and to detect and avoid personalising issues, discrimination or stereotyping

3. Determine a mutual approach to addressing the young person’s needs

3.1 Check that objectives, outcomes and processes of young person’s responses are consistent with organisation’s policies and objectives and service outcomes

3.2 Negotiate with the young person their goals and indicators of achievement and include other persons where nominated by the young person

3.3 Plan a structured sequence of activities and timetable to achieve client objective within available resources

3.4 Consult team members for feedback on the planned program

3.5 Identify resources needed for continuing work with clients and allocate according to priorities and availability

4. Respond to families’/nominated carers concerns about young person

4.1 Develop trust and address family members’/carers’ concerns, including limitations on confidentiality and power differentials between individuals

4.2 Identify and prioritise short- and long-term implications of family/ carer concerns

4.3 Validate family/ carer concerns using a range of checking sources including consultation with the young person as primary client

4.4 Provide information to family members/ carers on a need-to-know basis with respect for young person’s privacy

4.5 Negotiate conditions and confirm agreement with families/ carers to encourage commitment, cooperation and mutual action

4.6 Identify indicators of concerns, patterns of behaviour, strengths and barriers to family involvement and consider this information in the approach taken

4.7 Encourage family members/ carers to take responsibility for agreement on objectives, targets and outcomes

4.8 Ensure location of client meetings promotes neutrality, individual empowerment, comfort, trust, privacy, energy and focus for all clients

4.9 Guide clients to maintain positive direction, cooperation, achievements and respect

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. Establish relationship with the young person’s nominated carer/family members

1.1 Gather necessary information about the background and circumstances of young person and their family/carers with respect for privacy and confidentiality

1.2 Provide information to young person and their family/carers in a factual, clear and ethical manner to promote positive responses

1.3 Identify issues and changes needed to behaviour and relationships of young people and their families/carers

1.4 Maintain clear, ethical and honest relationships with young person as the primary client, and their family/carers as secondary clients

1.5 Encourage family members to reflect on their relationships, expectations and personal responsibilities

1.6 Identify obstacles to professional relationships with families/carers

1.7 Record concerns according to the code of conduct and ethics

2. Exchange information with family/carers about young person’s needs and/or risks

2.1 Use effective communication and model positive behaviour techniques to encourage active participation and appropriate responses

2.2 Monitor and anticipate behaviour and mood of clients and respond appropriately

2.3 Provide clients with clear and relevant information at a suitable language and comprehension level within the parameters of confidentiality and privacy

2.4 Analyse own values for impact on attitudes and interactions and to detect and avoid personalising issues, discrimination or stereotyping

3. Determine a mutual approach to addressing the young person’s needs

3.1 Check that objectives, outcomes and processes of young person’s responses are consistent with organisation’s policies and objectives and service outcomes

3.2 Negotiate with the young person their goals and indicators of achievement and include other persons where nominated by the young person

3.3 Plan a structured sequence of activities and timetable to achieve client objective within available resources

3.4 Consult team members for feedback on the planned program

3.5 Identify resources needed for continuing work with clients and allocate according to priorities and availability

4. Respond to families’/nominated carers concerns about young person

4.1 Develop trust and address family members’/carers’ concerns, including limitations on confidentiality and power differentials between individuals

4.2 Identify and prioritise short- and long-term implications of family/ carer concerns

4.3 Validate family/ carer concerns using a range of checking sources including consultation with the young person as primary client

4.4 Provide information to family members/ carers on a need-to-know basis with respect for young person’s privacy

4.5 Negotiate conditions and confirm agreement with families/ carers to encourage commitment, cooperation and mutual action

4.6 Identify indicators of concerns, patterns of behaviour, strengths and barriers to family involvement and consider this information in the approach taken

4.7 Encourage family members/ carers to take responsibility for agreement on objectives, targets and outcomes

4.8 Ensure location of client meetings promotes neutrality, individual empowerment, comfort, trust, privacy, energy and focus for all clients

4.9 Guide clients to maintain positive direction, cooperation, achievements and respect