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Evidence Guide: CHCYTH501A - Develop and implement procedures to enable young people to address their needs

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

 

CHCYTH501A - Develop and implement procedures to enable young people to address their needs

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

Develop support programs for young people

  1. Assess specific needs of the young person and match to an existing program
  2. Employ appropriate communication techniques to engage young person and to address specific needs
  3. Consult relevant community organisations to identify available support programs that meet specific needs of clients
  4. Undertake appropriate work to ensure a thorough knowledge of content, purpose and access protocols of existing programs
  5. Provide relevant information to client as appropriate
Assess specific needs of the young person and match to an existing program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Employ appropriate communication techniques to engage young person and to address specific needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult relevant community organisations to identify available support programs that meet specific needs of clients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake appropriate work to ensure a thorough knowledge of content, purpose and access protocols of existing programs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide relevant information to client as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure that young people with complex needs receive appropriate services

  1. Implement procedures to ensure indications of physical, emotional, psychological or sexual abuse are identified and addressed
  2. Define appropriate procedures and put in place to minimise effects of any aggressive or abusive behaviour of clients including identifying:
Implement procedures to ensure indications of physical, emotional, psychological or sexual abuse are identified and addressed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Define appropriate procedures and put in place to minimise effects of any aggressive or abusive behaviour of clients including identifying:

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

'at risk' behaviour patterns

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

a range of alternative strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

quick response actions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

support behaviours

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

protocols of behaviour

  1. Employ appropriate approaches and language to enable clients to express their ideas in a range of ways
Employ appropriate approaches and language to enable clients to express their ideas in a range of ways

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Liaise with other services and organisations

  1. Design and implement appropriate referral systems and procedures to ensure special needs of clients can be addressed
  2. Identify and access support facilities required to optimise client access to specialist services
  3. Ensure support and advocacy services provided reflect organisation procedures, respect the young person's rights and are appropriate to cultural and other individual circumstances
  4. Consult with relevant professionals and service providers to ensure broad and comprehensive client service delivery
Design and implement appropriate referral systems and procedures to ensure special needs of clients can be addressed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and access support facilities required to optimise client access to specialist services

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure support and advocacy services provided reflect organisation procedures, respect the young person's rights and are appropriate to cultural and other individual circumstances

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult with relevant professionals and service providers to ensure broad and comprehensive client service delivery

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor and upgrade support provided by the organisation

  1. Regularly review information and services provided to clients to assess continuing relevance and effectiveness
  2. Periodically review assessment, support and referral systems used within the agency
  3. Hold appropriate debriefings with workers for the purposes of counselling, identifying training needs and evaluating client service delivery
  4. Identify problems experienced by workers, assess appropriate adjustments to service delivery and negotiate with relevant staff
  5. Provide support and supervision to other workers as required in accordance with organisation procedures
  6. Arrange regular debriefings with associated organisations and service providers and produce and provide reports in accordance with organisation procedures
Regularly review information and services provided to clients to assess continuing relevance and effectiveness

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Periodically review assessment, support and referral systems used within the agency

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Hold appropriate debriefings with workers for the purposes of counselling, identifying training needs and evaluating client service delivery

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify problems experienced by workers, assess appropriate adjustments to service delivery and negotiate with relevant staff

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide support and supervision to other workers as required in accordance with organisation procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Arrange regular debriefings with associated organisations and service providers and produce and provide reports in accordance with organisation procedures

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 should be assessed in the workplace or through direct work practice

Demonstration of competency relating to the development and implementation of procedures should include:

at least four types of support (support facilities and types of support) listed in the range statement

at least three types of information and/or referral advice listed in the range statement

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 accurately simulated environment for assessment

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 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:

Legal and organisation policies relating to advocacy, monitoring and dealing with abuse

Principles of empowerment and enabling processes in advocacy

Methods of short term counselling strategies

Different forms of abuse and their indicators and response processes

A broad range of specialist and generic services and agencies

Family support and mediation

Organisations policies, guidelines, procedures

The specific needs of identified target groups

Youth specific consultation and engagement principles for seeking feedback on service provision

Reflective and evaluative processes in youth work practice

Strengths-based approaches

Human rights declarations and convention on the rights of child

Essential skills:

It is critical that the candidate demonstrate the ability to:

Develop and implement procedures relating to services offered by worker's organisation including support facilities, particular types of support and information and referral advice

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:

interpersonal communication with young people (specifically skills such as listening, observation, leading discussions, questioning, clarifying)

short term counselling, negotiation, mediation

case management - formulating aims and objectives, implementation and evaluation methodologies, strategic planning with a team of professionals inside and outside the organisation

organisation and individual youth rights advocacy

youth participation strategies

program development

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.

Support facilities will include:

Language/translations/interpreters

Physical aids

Transport

Cultural advisers

Change of venue/location

Family/peer

Specialists

Case management team

Support to be provided by worker to the young person/s may be:

Advice

Provision of information

A listening and affirmation role

Short term or crisis counselling

Mediation (family and other)

Advocacy (legal and other)

Practical assistance

Referral to other agencies/services

Availability

Linking with others, groups, networks

Information and referral advice may include:

Specialist agencies and organisations

Special support groups

Government and non-government services

Individuals with specialist expertise

Allowances, pensions and benefits

Grants

Private finance

Equipment, physical aids

Relevant legislation will include:

Statutory care and protection guidelines

Juvenile justice regulations

Confidentiality

Age of consent

Anti-discrimination

Duty of care

Organisations policies and procedures

Professional code of conduct or ethics

Contractual obligations