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Evidence Guide: CHCYTH301D - Work effectively 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

 

CHCYTH301D - Work effectively with young people

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

Develop a professional rapport with young people

  1. Conduct interactions with young people in a fair, just, humane and positive manner
  2. Use communication strategies with individuals for effective interaction and problem solving
  3. In all work demonstrate a consistent commitment to young people
Conduct interactions with young people in a fair, just, humane and positive manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use communication strategies with individuals for effective interaction and problem solving

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

In all work demonstrate a consistent commitment to young people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Address issues associated with the culture of young people

  1. In all actions and decisions, take into account the culture of the young person
  2. Consider cultural sensitivities in communication techniques and adapt style and language to accommodate different cultural values and practices
  3. Evaluate issues in relation to young person's culture, family background and interest and modify approach appropriately
  4. Select activities and resources to promote cross cultural awareness
  5. Establish guidelines that are relevant to the culture and background of the young person
In all actions and decisions, take into account the culture of the young person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider cultural sensitivities in communication techniques and adapt style and language to accommodate different cultural values and practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate issues in relation to young person's culture, family background and interest and modify approach appropriately

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select activities and resources to promote cross cultural awareness

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish guidelines that are relevant to the culture and background of the young person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise that youth culture is distinct

  1. In all interventions, take account of youth culture the young person identifies with
  2. Select activities and interventions to fit both individual and/or group needs of particular young people
  3. Assist young people to negotiate positive outcomes within a political framework
  4. In all interventions, take account of their economic impact on young people
  5. In all work demonstrate a commitment to addressing any economic disadvantages young people experience
In all interventions, take account of youth culture the young person identifies with

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select activities and interventions to fit both individual and/or group needs of particular young people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist young people to negotiate positive outcomes within a political framework

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

In all interventions, take account of their economic impact on young people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

In all work demonstrate a commitment to addressing any economic disadvantages young people experience

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit is best assessed in the workplace or in a simulated workplace under the normal range of conditions

Consistency in performance should consider the organisation and individual context within which work takes place

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resource requirements for assessment of this unit include access to:

a workplace or an accurately simulated environment where assessment may take place

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively perform task skills; task management skills; contingency management skills and job/role environment skills as outlined in elements and performance criteria of this unit

These include knowledge of:

Own work role within the context of the youth sector

Organisation role within the context of the youth sector

Interrelationship of society, culture, the family and the young person

Aspects of human behaviour and development related to young people, their personal and social development and relationships

Principles of access and equity

Statutory framework in which the work takes place

Political and economic context as listed in the Range Statement

Current issues facing young people and existing services to address their needs and rights

Principles and practices of community support

Youth cultures social, political and economic frameworks

Essential skills:

It is critical that the candidate demonstrate the ability to:

Prepare reports such that the information and the way it is organised is appropriate to its purpose and audience

In addition, the candidate must be able to demonstrate relevant task skills; task management skills; contingency management skills and job/role environment skills

These include the ability to:

Demonstrate application of skills in:

interpersonal communication with young people and other stakeholders

working as part of a team or as a sole worker

communication

advocacy

empathy

Range Statement

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Historical, social, political economic context includes:

Statutory framework within which work takes place in the sector

Historical context of work e.g. changing attitudes to young people; changing approaches to working with young people

Changing social context of work: e.g. changing government and societal views of young people and approaches to working with them

Political context e.g. Government policies and initiatives affecting youth work

Economic context e.g. The current economic situation as it relates to and affects young people and the subsequent impact on client needs

Stakeholders and representatives may include:

Young people

Friends, peers and target groups

Families and care givers

Local community and community and religious organisations

Government representatives and service providers

Youth organisations

Specialists/experts

Peak bodies and networks in youth work

Organisation management, colleagues, supervisor, team members

Different models of work in the sector may include:

Community development and education

Case management

Working with families

A client-centred approach

A commitment to access and equity may be demonstrated by:

A non-discriminatory approach to all people using the service, their family and friends, the general public and co-workers

Ensuring the work undertaken takes account of, and caters for differences including: cultural, physical, developmental, religious, economic and social