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Evidence Guide: CHCYTH511B - Work effectively with young people and their families

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

 

CHCYTH511B - Work effectively with young people and their families

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

Establish relationship with the young person's nominated carer/family members

  1. Use a range of communication strategies to gather necessary information about the background and circumstances of young people and their families with respect for privacy and confidentiality
  2. Ensure information provided to young people and their families is conveyed with regard to each party's right to confidentiality in a factual, clear and ethical manner to promote positive responses
  3. Identify issues arising from the circumstances of young people and their families and the need for changes to behaviour and relationships
  4. Maintain clear, ethical and honest relationships with young person as the primary client, and their families/carers as secondary clients
  5. Use interaction with family members to encourage their personal reflection on relationships, expectations and personal responsibility
  6. Identify obstacles to professional relationships with families/carers, check personal values and issues with others and record concerns according to the code of conduct and ethics
Use a range of communication strategies to gather necessary information about the background and circumstances of young people and their families with respect for privacy and confidentiality

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Ensure information provided to young people and their families is conveyed with regard to each party's right to confidentiality in a factual, clear and ethical manner 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 person as the primary client, and their families/carers as secondary clients

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use interaction with family members to encourage their personal reflection on relationships, expectations and personal responsibility

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify obstacles to professional relationships with families/carers, check personal values and issues with others and record concerns according to the code of conduct and ethics

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Exchange information with family/carers about young person's needs and/or risks within the requirements of privacy and confidentiality

  1. Encourage active participation and appropriate responses and model positive behaviour through the selection of effective communication techniques
  2. Monitor and anticipate behaviour and mood of clients for signals and respond appropriately
  3. Provide clients with clear, relevant information at a suitable language and comprehension level within the parameters of confidentiality and privacy of individual client
  4. Analyse your values for their impact on your attitudes and interactions and to detect and avoid personalising issues, discrimination and stereotyping
Encourage active participation and appropriate responses and model positive behaviour through the selection of effective communication techniques

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Monitor and anticipate behaviour and mood of clients for signals and respond appropriately

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide clients with clear, relevant information at a suitable language and comprehension level within the parameters of confidentiality and privacy of individual client

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Analyse your values for their impact on your attitudes and interactions and to detect and avoid personalising issues, discrimination and stereotyping

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Determine in consultation with the young person a mutual approach to addressing their needs

  1. Check current commitments in time and resources for flexibility and capacity to meet client young person's needs and expectations
  2. Check that objectives, outcomes and processes of young person's responses are consistent with organisation's policies and objectives and service outcomes
  3. Negotiate with the young person their goals and indicators of achievement and include other persons where nominated by the young person
  4. Plan a structured sequence of activities and timetable to achieve client objective within available resources
  5. Consult team members for feedback on the planned program and indications of support
  6. Identify resources needed for continuing work with clients and allocate according to priorities and availability
Check current commitments in time and resources for flexibility and capacity to meet client young person's needs and expectations

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Check that objectives, outcomes and processes of young person's responses are consistent with organisation's policies and objectives and service outcomes

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Negotiate with the young person their goals and indicators of achievement and include other persons where nominated by the young person

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Plan a structured sequence of activities and timetable to achieve client objective within available resources

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Consult team members for feedback on the planned program and indications of support

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify resources needed for continuing work with clients and allocate according to priorities and availability

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Respond to families' concerns about young person

  1. Use a range of communication strategies to develop trust and mutual agreements with family members about terms and conditions of addressing their concerns including limitations on confidentiality and power differentials between individuals
  2. Identify and prioritise short and long term implications of family concerns
  3. Validate family concerns using a range of checking sources including consultation with the young person as primary client
  4. Provide information to family members on a need to know basis with respect for young person's privacy in a language and style they will understand
  5. Negotiate conditions and confirm agreement with families to encourage commitment, cooperation and mutual action
  6. Check information about family members for indicators of concerns, patterns of behaviour, strengths and barriers and consider this information in the approach taken
  7. Encourage family members to take responsibility for agreement on objectives, targets and outcomes
  8. Ensure location of client meetings promotes, neutrality, individual empowerment, comfort, trust, privacy, energy and focus for all clients
  9. Guide strengths and energy of clients to maintain positive direction, cooperation, achievements, respect
Use a range of communication strategies to develop trust and mutual agreements with family members about terms and conditions of addressing their concerns including limitations on confidentiality and power differentials between individuals

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify and prioritise short and long term implications of family concerns

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Validate family concerns using a range of checking sources including consultation with the young person as primary client

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide information to family members on a need to know basis with respect for young person's privacy in a language and style they will understand

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Negotiate conditions and confirm agreement with families to encourage commitment, cooperation and mutual action

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Check information about family members for indicators of concerns, patterns of behaviour, strengths and barriers and consider this information in the approach taken

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Encourage family members to take responsibility for agreement on objectives, targets and outcomes

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Ensure location of client meetings promotes, neutrality, individual empowerment, comfort, trust, privacy, energy and focus for all clients

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Guide strengths and energy of clients to maintain positive direction, cooperation, achievements, respect

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

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 testing through questioning about observed performance or inferred from performance

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 and/or 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:

Principles of communication for specified outcomes, including:

empathetic listening

meaning and impact of body language

effect of tone of voice

use of reframing concepts

eye contact

interpreting hidden and complex messages

use of paraphrasing

giving feedback

effects of open questions

use of reflection, review and debriefing

impact and meaning of your own body language

use of role play and scenarios in group work

one-way and two-way communication

facilitation of interaction and participation

Principles of group dynamics and interaction including:

effect of process

differentials in power

empathy/ identification

engineering engagement

trust building

challenging

Principles of interviewing and counselling

Principles contained within relevant declarations and convention on rights of the children and young people

Principles of empowerment and rights based practice

Principles of ethics and codes of conduct where the young person is the primary client

Privacy legislation applied to situations of information exchange between a range of individuals and organisations about a young person as primary client of the service

Relevance of the work role and functions to maintaining sustainability of the workplace, including environmental, economic, workforce and social sustainability

Understanding of your own values and attitudes and their impact on your work and relationships

Essential skills:

It is critical that the candidate demonstrate the ability to:

Assess client background and behaviour for potential for family intervention and youth support

Design supportive and respectful processes for young person's individual expression of needs to families and others

Encourage the expression of issues, concerns, problems and developments and the positive benefits of change

Plan family intervention based support strategically to achieve service outcomes and priorities for young people in consultation with young person as the primary client

Use a range of strategies to empower young people and their families/carers to maintain motivation and purpose and achieve agreed outcomes

Use a wide range of complex communication strategies with young people and families to ensure that opportunities for exploring issues are fair, confidential, and appropriate to the needs of individuals

Use client information for assessment to advocate for the needs of the young person

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:

counselling and professional debriefing techniques

conflict resolution/management

effective communication skills including mediation and negotiation

people management including provision of feedback

engaging young person as the primary client in the context of communication and negotiations with the family as the secondary client

advocate for the rights of young people in potential and actual situations of power imbalances during a negotiation process

Recognise, act upon and promote opportunities to enhance sustainability in the work context

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.

The context of performance will depend on the applicants' roles and responsibility, the organisation's intervention programs and case management system and the conditions required by:

Case management

Child protection and reporting

High risk behaviour

Justice conditions

Monitoring behaviour and plans

Need and risk assessment

Programmed intervention

Protective care

Reporting and referring to specialists

Review of case plan and conditions

Routine and specific reports

Service conditions and priorities

Specialist referrals

Young person as the primary client

Youth work support role and context

Work with families may be in a range of settings including:

Families/carers as secondary clients

In formal and informal settings

With families in institutional or community based services

With families of the same cultural background and families of different cultural background

Communication strategies include:

Applying all the communication techniques listed in the Essential knowledge

Information prepared and provided by others

Information prepared by the client

Written and spoken information

Concerns about the young person may include the following applicable to the young person and/or their family/carers

Abuse

Addiction

Anger

Domestic and family violence

Drug use

Emotional and social development

Mental health

Risk behaviour

Sexual abuse

Sexual offences

Violence