NTISthis.com

Evidence Guide: CHCYTH506A - Provide services for young people appropriate to their needs and circumstances

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

 

CHCYTH506A - Provide services for young people appropriate to their needs and circumstances

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

Establish effective rapport with young people and families

  1. Use interaction with young people to encourage personal reflection on relationships and personal responsibility
  2. Negotiate clear boundaries between worker and young person, taking account of factors likely to impact the relationship
  3. Use a range of communication strategies to gather information about the background and circumstances of young people and their families
  4. Ensure all approaches to and communication with the young person are conducted on terms that are non threatening and acceptable to them, and are designed to encourage their own informed choice
  5. Take steps to create a safe environment when communicating with the young person
  6. Ensure information provided to young people and their families is factual, clear and designed to promote positive responses
  7. Identify issues arising from the circumstances of young people and their families and the need for changes to behaviour and relationships
  8. Maintain clear, ethical and honest relationships with young people and their families
  9. Promote the young person's rights and choices in ways which respect their values and beliefs, consistent with relevant legislation and professional responsibility and accountability
  10. Record and report all information relevant to intervention contact with young people and their families according to organisation's procedures and considering confidentiality and discretion
Use interaction with young people to encourage personal reflection on relationships and personal responsibility

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Negotiate clear boundaries between worker and young person, taking account of factors likely to impact the relationship

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use a range of communication strategies to gather information about the background and circumstances of young people and their families

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Ensure all approaches to and communication with the young person are conducted on terms that are non threatening and acceptable to them, and are designed to encourage their own informed choice

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Take steps to create a safe environment when communicating with the young person

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Ensure information provided to young people and their families is factual, clear and designed to promote positive responses

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify issues arising from the circumstances of young people and their families and the need for changes to behaviour and relationships

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Maintain clear, ethical and honest relationships with young people and their families

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Promote the young person's rights and choices in ways which respect their values and beliefs, consistent with relevant legislation and professional responsibility and accountability

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Record and report all information relevant to intervention contact with young people and their families according to organisation's procedures and considering confidentiality and discretion

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify and address immediate needs and circumstances of young people

  1. Identify and respond to immediate needs of young people according to nature and degree of urgency
  2. Provide young people and their families with information tailored to their capacity to absorb and designed to calm and reassure
  3. Observe and note any signs of distress, anxiety, aggression and apathy
  4. Observe and note signs of impairment of functioning in individuals and relationships
Identify and respond to immediate needs of young people according to nature and degree of urgency

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide young people and their families with information tailored to their capacity to absorb and designed to calm and reassure

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Observe and note any signs of distress, anxiety, aggression and apathy

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Observe and note signs of impairment of functioning in individuals and relationships

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Explore and clarify issues facing the young person and the nature of support sought

  1. Offer the young person adequate opportunity to explore and clarify the issues facing her/him
  2. Negotiate involvement of other parties as required by young person and worker
  3. Listen actively and positively to young person's issues, needs, views and feelings about their issues and accepting support
  4. Where there are communication difficulties, make renewed attempts through appropriately modified approaches or responses
  5. Describe and analyse the nature and scope of the issues and check with the young person for completeness and accuracy
  6. Clearly explain to the young person the role and capacity of the worker to provide assistance and support
  7. Where appropriate, obtain relevant available information from others about the young person's potential need for support, consistent with the young person's right to access information and to approve or disapprove of the worker's actions
Offer the young person adequate opportunity to explore and clarify the issues facing her/him

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Negotiate involvement of other parties as required by young person and worker

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Listen actively and positively to young person's issues, needs, views and feelings about their issues and accepting support

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Where there are communication difficulties, make renewed attempts through appropriately modified approaches or responses

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Describe and analyse the nature and scope of the issues and check with the young person for completeness and accuracy

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Clearly explain to the young person the role and capacity of the worker to provide assistance and support

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Where appropriate, obtain relevant available information from others about the young person's potential need for support, consistent with the young person's right to access information and to approve or disapprove of the worker's actions

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Facilitate goal setting and action planning

  1. Encourage and support the young person to work out their own goals and priorities and to assess their feasibility
  2. Where appropriate, offer further options to the young person without imposition or pressure
  3. Emphasise and negotiate clients' responsibility for determining and achieving their goals
  4. Where there are judged to be risks to the young person from the choices made, explain these in a manner which is supportive whilst outlining the risk
  5. Encourage clients to identify and prioritise long and short term goals based on individual responsibility and personal choice
  6. Encourage and/or support the young person to develop strategies to act on goals set
  7. Encourage clients to identify and analyse factors that have contributed to past behaviour and obstacles to achieving individual and family goals
  8. Identify unrealistic expectations, challenge negative attitudes and unacceptable objectives and re-negotiate plans when required
Encourage and support the young person to work out their own goals and priorities and to assess their feasibility

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Where appropriate, offer further options to the young person without imposition or pressure

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Emphasise and negotiate clients' responsibility for determining and achieving their goals

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Where there are judged to be risks to the young person from the choices made, explain these in a manner which is supportive whilst outlining the risk

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Encourage clients to identify and prioritise long and short term goals based on individual responsibility and personal choice

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Encourage and/or support the young person to develop strategies to act on goals set

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Encourage clients to identify and analyse factors that have contributed to past behaviour and obstacles to achieving individual and family goals

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify unrealistic expectations, challenge negative attitudes and unacceptable objectives and re-negotiate plans when required

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide targeted assistance and referral

  1. Identify and clearly communicate the type and nature of services available to clients
  2. Discuss availability, type and nature of services and resources in a manner, and at a level and pace, appropriate to the young person and in a way which respects their right of choices
  3. Undertake appropriate work to ensure assistance provided:
Identify and clearly communicate the type and nature of services available to clients

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Discuss availability, type and nature of services and resources in a manner, and at a level and pace, appropriate to the young person and in a way which respects their right of choices

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Undertake appropriate work to ensure assistance provided:

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

is of a level, type and manner appropriate to the young person and the nature of the issues facing them

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

is consistent with legal and statutory provisions

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

meets resource and time constraints

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

complies with organisation policy

  1. Encourage young person to use this service and/or access alternative services and resources which are appropriate to their requirements, beliefs and preferences and to be as self managing as possible
  2. Advise the young person about ways in which legal and statutory provisions might affect their situation and confirm young person's knowledge and understanding of information provided and need for additional information
  3. Establish systems to ensure information and referral sources within organisation are up to date, comprehensive, accurate, accessible and relevant to clients
  4. Implement procedures to ensure workers have access to additional advice, expertise and support from others as required
  5. Continually monitor effectiveness of service delivery and resolve problems of access, services or resources as appropriate
  6. Ensure all documentation and reporting is in accordance with organisation procedures
Encourage young person to use this service and/or access alternative services and resources which are appropriate to their requirements, beliefs and preferences and to be as self managing as possible

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Advise the young person about ways in which legal and statutory provisions might affect their situation and confirm young person's knowledge and understanding of information provided and need for additional information

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Establish systems to ensure information and referral sources within organisation are up to date, comprehensive, accurate, accessible and relevant to clients

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Implement procedures to ensure workers have access to additional advice, expertise and support from others as required

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Continually monitor effectiveness of service delivery and resolve problems of access, services or resources as appropriate

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Ensure all documentation and reporting is in accordance with organisation procedures

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Act as an advocate on request

  1. Where the young person requests the worker to act as an advocate, identify the scope and goals of the possible role and outline and negotiate these with the young person
  2. When requested and where possible, support the young person and accompany them during first stages of access to services to enable them to gain confidence to go alone
  3. Represent the young person's interests clearly and accurately in a manner consistent with the identified agreement between them and the worker
  4. Describe and explain to the young person all representations made on their behalf in a manner and language appropriate to their information needs and circumstances
  5. Ensure decisions and/or actions taken on behalf of the young person are consistent with their expressed or implied preferences and interests
Where the young person requests the worker to act as an advocate, identify the scope and goals of the possible role and outline and negotiate these with the young person

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

When requested and where possible, support the young person and accompany them during first stages of access to services to enable them to gain confidence to go alone

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Represent the young person's interests clearly and accurately in a manner consistent with the identified agreement between them and the worker

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Describe and explain to the young person all representations made on their behalf in a manner and language appropriate to their information needs and circumstances

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Ensure decisions and/or actions taken on behalf of the young person are consistent with their expressed or implied preferences and interests

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 accurately simulated environment for assessment

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

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:

Organisation's policies, guidelines and procedures related to client management and support

Relevant statutory responsibilities related to management of and support for young people and their families, court orders, code of conduct, organisation procedures, criminal justice codes, client services and programs

Establishing and maintaining effective relationships with young people and their families

Principles of effective communication including client information management

Organisation reporting procedures and practice

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

Aspects of human behaviour and development related to young people, families and relationships

Principle/relevant cultural practices and customs of the community and the family profiles

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate knowledge and application of relevant organisation procedures and policies related to services for young people and their families, personal support for young people, referral, reporting, community services

Demonstrate knowledge of statutory requirements and application of the concept of duty of care

Work with clients from different cultural backgrounds

Support young people and their families according to case management objectives, needs and risks and individual circumstances

Support vulnerable young and young people with special needs and risks

Identify personal values and their impact on performance

Acknowledge worker's power in the relationship with the young person, assert this power where necessary, and recognise dangers of its misuse

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:

general counselling strategies/techniques

goal setting, personal planning and change support

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

Communication with young people and their families will include relevant selection of evidence from:

Formal and informal meetings

Interviews

Counselling

Receiving and conveying information and advice

Receiving grievances/complaints

Oral and written reports

Internal and external to the organisation

Recording and reporting

Responsibility for vulnerable and high risk families and families with special needs

Contact with uncooperative, aggressive and distressed offenders

Contact with young people in crisis

Confidentiality and discretion will include:

Security of personal information

Determination of other people to be informed

Location and timing of communication

Nature of follow up

Nature of the information

Agreement with young people and their families, colleagues and support agencies

Child protection notification.

Assistance and referral may include:

Social/welfare worker

Medical

Drug and alcohol services

Intervention and behaviour management programs

Counsellors

Religious/spiritual adviser

Program coordinator

Case manager and case management team

Aboriginal, Torres Strait Islander liaison

Specialist cultural liaison and support

Welfare organisations

Legal advice

Education/training/skills development

Recreation/sporting groups

Employment/ career development