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Evidence Guide: CHCYTH015 - Support young people to create opportunities in their lives

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

 

CHCYTH015 - Support young people to create opportunities in their lives

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

Create a relationship of trust and respect.

  1. Apply principles of youth work practice to facilitate safe individual and group processes for interaction.
  2. Identify the conditions necessary for young people to change and grow.
  3. Listen to and observe the young person’s stories, experiences and behaviour and clarify concerns and needs.
  4. Encourage and support young people to identify relationships between their issues and social structures.
  5. Respect the young person’s culture and way of interacting.
Apply principles of youth work practice to facilitate safe individual and group processes for interaction.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the conditions necessary for young people to change and grow.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Listen to and observe the young person’s stories, experiences and behaviour and clarify concerns and needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage and support young people to identify relationships between their issues and social structures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respect the young person’s culture and way of interacting.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with young people to identify their needs, rights, strengths, hopes and opportunities.

  1. Use communication strategies to identify and explore the young person’s challenges, strengths and resources.
  2. Encourage the young person to identify and support their own strengths.
  3. Identify and acknowledge circumstances outside the young person’s control.
  4. Support the young person to communicate their issues and interests in a way that is suitable to their individual needs, background and culture, and confirm understanding.
  5. Take action to address immediate issues or concerns.
  6. Support young person’s agency and right to self-determination.
Use communication strategies to identify and explore the young person’s challenges, strengths and resources.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage the young person to identify and support their own strengths.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and acknowledge circumstances outside the young person’s control.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support the young person to communicate their issues and interests in a way that is suitable to their individual needs, background and culture, and confirm understanding.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take action to address immediate issues or concerns.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support young person’s agency and right to self-determination.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify goals with the young person.

  1. Use methods suited to the young person to consider desired outcomes and create opportunities.
  2. Perform work tasks within the scope of service delivery and according to organisational policies and procedures.
  3. Assist young people to explore opportunities and ways of being.
  4. Identify barriers that hinder the way young people want changes to take place.
Use methods suited to the young person to consider desired outcomes and create opportunities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform work tasks within the scope of service delivery and according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist young people to explore opportunities and ways of being.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify barriers that hinder the way young people want changes to take place.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and implement action plans with the young person.

  1. Use youth work interventions to create opportunities by developing and implementing action plans.
  2. Explore and access available resources needed to achieve planned goals.
  3. Develop proposals, strategies and steps for completing action plans.
  4. Evaluate action plan and adjust as required to achieve goals.
  5. Document intervention work according to organisational policies and procedures.
Use youth work interventions to create opportunities by developing and implementing action plans.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore and access available resources needed to achieve planned goals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop proposals, strategies and steps for completing action plans.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate action plan and adjust as required to achieve goals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document intervention work according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Required Skills and Knowledge