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Evidence Guide: CHCYTH403B - 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

 

CHCYTH403B - Support young people to create opportunities in their lives

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

Build respectful and trusting working relationships with young people

  1. Facilitate safe individual or group processes with young people and apply principles of youth work practice
  2. Identify the conditions necessary for young people to change and grow
  3. Actively listen to the young person's stories and experiences to clarify issues
  4. Identify and explore strengths and exceptions
  5. Encourage and support young people to identify relationships between their issues and social structures
  6. Identify and avoid colonising practices
Facilitate safe individual or group processes with young people and apply principles of youth work practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the conditions necessary for young people to change and grow

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Actively listen to the young person's stories and experiences to clarify issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and explore strengths and exceptions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and avoid colonising practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

  1. Clarify the young person's expressed, demonstrated, or felt needs and concerns
  2. Explore exceptions, identify strengths and resources
  3. Problem solve immediate issues or concerns
  4. Work with client to create their own reframe of current circumstances
  5. Work to externalise the young person's issue or problem
  6. Acknowledge circumstances outside of the young person's control
Clarify the young person's expressed, demonstrated, or felt needs and concerns

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore exceptions, identify strengths and resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Problem solve immediate issues or concerns

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with client to create their own reframe of current circumstances

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work to externalise the young person's issue or problem

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge circumstances outside of the young person's control

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Define identified goals

  1. Ensure the young person has been heard and problems acknowledged before moving to future planning
  2. Assist young people to explore future possibilities and ways of being
  3. Use creative methods, processes and questions to consider and create possibilities
  4. Identify barriers that hinder the way young people would like changes to take place
  5. Establish with the young person their desired outcomes
Ensure the young person has been heard and problems acknowledged before moving to future planning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist young people to explore future possibilities and ways of being

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use creative methods, processes and questions to consider and create possibilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify barriers that hinder the way young people would like changes to take place

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish with the young person their desired outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and implement action plans

  1. Utilise a range of youth work interventions to create future opportunities
  2. Explore additional resources needed to achieve goals
  3. Develop proposals and strategies for action plans
  4. Measure and ensure change is noticed
  5. Document intervention work as required
Utilise a range of youth work interventions to create future opportunities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore additional resources needed to achieve goals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop proposals and strategies for action plans

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Measure and ensure change is noticed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document intervention work as required

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

Performance can be demonstrated through assessment of evidence generated from work practice

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:

Knowledge testing and simulation exercises conducted in a training program

Knowledge tested or inferred from explanations and performance in workplace applications

Observation of performance in routine workplace activities

Documentation and products produced as part of routine work activities

Observation and documentation from specially conducted assignments based on routine work requirements

Observations from supervisors, colleagues and clients

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 do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

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

Dynamics and principles of group work

Identification of personal values and their impact on performance

Knowledge of statutory requirements and application of the concept of duty of care and child protection

Organisation reporting procedures and practice

Principles of case planning practices

Principles of effective communication

Principles/relevant cultural practices and customs of the community and the young people in the service

Relevant organisation procedures and policies related to program, service and personal support for young people, referral, reporting of young people's issues and experiences

Strengths-based practices

Support services and specialists and their guidelines for access and service provision

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate knowledge and application of relevant organisation procedures and policies related to individual and group support/interventions with young people

Identify personal values and their impact on performance

Interact with young people from different cultural backgrounds in individual and group settings

Support vulnerable young people and those with special needs and risks to participate in the decision-making and planning of actions and opportunities

Support young people according to their circumstances and the objectives of the young persons desired goals, individual needs, risks and circumstances, including education and employment

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Demonstrate application of skills in:

case planning skills

general counselling strategies/techniques

group facilitation skills

listening and assessing information presented by young people in individual or group setting

negotiation and conflict management skills

referral and advocacy

Maintain documentation as required, including effective use of relevant information technology in line with occupational health and safety (OHS) guidelines

Range Statement

The Range Statement relates to the unit of competency as a whole.

This Range Statement reflects the very diverse nature of young people and family needs and circumstances and different services provided in and for community services. Selection from the Range Statement will reflect the specific requirements of the work site and the defined work role.

The variables of performance will depend on whether the context of assessment is institutional or community based

Safe group work practices include:

Advocating for groups of young people

Basic conflict management skills

Basic group dynamics

Basic negotiation skills

Basic stages of group development

Different types of groups

Empowering young people in groups

Facilitation skills

How different people learn

Responding top the dynamics between young people

Situational analysis skills

Principles of youth work practice include:

Being non-judgemental

Considering the whole context of the young person

Engaging with diversity and difference

Focusing on the strength and capacities

Integrity, acceptance, equity and equality

Noticing change and achievement

Recognising the person first not just the issues

Self agency/young person directed practice

Social justice, rights, access, equity and youth participation, fairness, honesty and respect

Transparency and transparent boundaries

Valuing the person

Working collaboratively

Working towards 'power with' rather than 'power over' young people

Working with young people in partnership

Creative methods and processes may include:

Creative use of questioning, hypothetical and 'what if' questions

Creative visualisation, future imagining,

Identify the young person's relationship with hope and use processes that ensure safety and respect

Other creative processes and activities to validate young people's experiences and explore other possible perspectives for the same event, experience or story

Story telling, writing, drawing, arts, music, and other forms of creative expression

Barriers may include, but are not limited to:

Age

Behaviours and attitudes of others

Cultural

Financial and other resource constraints

Geographical

Health

Intellectual

Limited opportunities

Linguistic

Political

Self belief

Situational

Social

Societal stereotypes

Young person's behaviours and choices

Youth work interventions include:

Brief interventions

Community development

Facilitating change

Group work

Individual work

Problem solving

Additional resources may include

Aboriginal, Torres Strait Islander liaison

Counsellors

Drug and alcohol services

Education/training/skills development

Employment/career development

Intervention and behaviour management programs

Medical

Physical, mental, social and emotional developmental programs and strategies

Program coordinator

Recreation/sporting groups

Religious/spiritual adviser

Resources in the client's natural networks

Special support needs

Specialist cultural liaison and support

Welfare organisations

Document intervention may include:

Assists good practice

Assists, compliments and demystifies the change process

Enable the young person or groups story to emerge

Enable young people and groups to own the records

Enable young people or the group to write, participate in and keep records

Ensure the young person or group knows about the records

Keep records open and available to young people

Maintain youth work accountability to the young person or group

Record in a manner that benefits the young person, the youth workers and the organisation