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Evidence Guide: CHCYTH013 - 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

 

CHCYTH013 - Engage respectfully with young people

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

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 communication strategies to engage young person.
  5. Adapt style of communication and language to accommodate cultural values and practices.
  6. Maintain young person’s confidentiality as 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 communication strategies to engage young person.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adapt style of communication and language to accommodate cultural values and practices.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain young person’s confidentiality as the primary stakeholder.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to youth cultures and subcultures and young person’s own development.

  1. Adapt all actions and discussions to reflect young person’s individual stage of development.
  2. Evaluate issues in relation to young person’s sub-cultural identity and modify approaches according to individual needs.
  3. Select activities and resources to support young person’s strengths, offer choice and value diversity.
  4. Interact with young people in ways that are relevant to their culture and background.
Adapt all actions and discussions to reflect young person’s individual stage of development.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate issues in relation to young person’s sub-cultural identity and modify approaches according to individual needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select activities and resources to support young person’s strengths, offer choice and value diversity.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interact with young people in ways that are relevant to their culture and background.

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 responsibilities to the young person.
  4. Establish and maintain professional boundaries in relationships with young people.
  5. Identify and manage power inequities in the professional relationship.
  6. Apply principles of ethical decision making when working with young people.
  7. Support young person’s capacity to make their own decisions.
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 responsibilities to the young person.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish and maintain professional boundaries in relationships with young people.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and manage power inequities in the professional relationship.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply principles of ethical decision making when working with young people.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support young person’s capacity to make their own decisions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Critically reflect on own practice and values.

  1. Recognise and reflect on areas where own biases, background and opinions influence responses to young people.
  2. Use techniques to interact with young people that limit impact of own biases.
  3. Seek opportunities to address concerns and areas for development of own practice.
  4. Seek and respond to feedback from young people and their support networks.
Recognise and reflect on areas where own biases, background and opinions influence responses to young people.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use techniques to interact with young people that limit impact of own biases.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek opportunities to address concerns and areas for development of own practice.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek and respond to feedback from young people and their support networks.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Required Skills and Knowledge