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Evidence Guide: CHCYTH018 - 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

 

CHCYTH018 - Work with young people to establish support networks

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

Support young people to develop and use personal resources.

  1. Listen to young people’s stories and experiences in relation to their support networks, friends and others.
  2. Work with young people to explore desires, strengths, possibilities and goals in relation to their support networks and assess the safety, benefits or other of those relationships.
  3. Encourage and assist young people to develop and maintain relationships with their support networks, 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 their support networks, friends and others.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage and assist young people to develop and maintain relationships with their support networks, 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 relationships.

  1. Provide support to young people in a manner which maintains the integrity of individual rights, self-determination and personal dignity and recognises the impact of negative perceptions of young people.
  2. Enable young people to develop effective communication skills to build supportive relationships.
  3. Support young people to explore new ways of seeing relationships and situations with their support networks 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 and recognises the impact of negative perceptions of young people.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support young people to explore new ways of seeing relationships and situations with their support networks 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 support network, with the young person’s permission.

  1. Communicate with the young person’s support networks, friends and support people, in accordance with the interests of the young person and organisational policies and procedures.
  2. Seek the young person’s permission prior to contact with key stakeholders.
  3. Keep young people informed about contact with others.
  4. Clarify own role with support networks members by providing specific and general information about own values, practice frameworks and work processes.
  5. Maintain the young person’s confidentiality.
  6. Listen without judgement to the experiences and concerns of support networks, friends and 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 support networks, friends and support people, in accordance with the interests of the young person and organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek the young person’s permission prior to contact with key stakeholders.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Keep young people informed about contact with others.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify own role with support networks members by providing specific and general information about own 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 support networks, friends and 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:

 

 

 

 

 

 

 

Work collaboratively 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 young people.
  3. Support and validate the young person’s experiences and emotional responses.
  4. Identify issues and concerns for the young person and their support networks and possible areas of change to behaviour and relationships.
  5. Use interaction with support network members to encourage personal reflection on relationships, expectations and personal responsibility.
  6. Provide respectful information about interactions within the support network and how young people respond.
Encourage active participation and effective communication between all stakeholders.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor behaviour and mood of young people.

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 support networks and possible areas of change to behaviour and relationships.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use interaction with support network members to encourage personal reflection on relationships, expectations and personal responsibility.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide respectful information about interactions within the support network and how young people respond.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and implement action plan to support young person.

  1. Prioritise competing agendas of key stakeholders prioritising the rights and interests of the young.
  2. Set goals in line with young person’s and support networks values, opinions and expectations.
  3. Develop plans that outline actions to be taken and allocates resources.
  4. Implement, monitor and evaluate progress made by young person and their support networks.
  5. Refer support network problems to specialist staff and agencies according to their needs.
  6. Refer young people and their families to specialists according to the nature and urgency of their needs.
Prioritise competing agendas of key stakeholders prioritising the rights and interests of the young.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Set goals in line with young person’s and support networks values, opinions and expectations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop plans that outline actions to be taken and allocates resources.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement, monitor and evaluate progress made by young person and their support networks.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refer support network problems to specialist staff and agencies according to their needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refer young people and their families to specialists according to the nature and urgency of their needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Required Skills and Knowledge