CHCYTH001 Engage respectfully with young people
Assessment Assessor Version CHCCSL501A Work within a structured counselling framework v.1 January, 2015 ©
Assessment Assessor Version
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Modification History Version
Date
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06/2015
Changes
This resource has been developed in consultation with industry experts.
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No patent liability is assumed with respect to the use of the information contained herein. While every precaution has been taken in the preparation of this work, the authors assume no responsibility for errors or omissions. Neither is any liability assumed for damages resulting from the use of information contained herein. This work has been prepared for use as part of structured vocational education and training and should only be used within that context. The information contained herein was correct at the time of preparation.
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Contents
Assessment Overview .................................................................................................................................. 4 Assessment Questions ................................................................................................................................. 6
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Workplace Tasks ........................................................................................................................................ 12
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Assessment Overview
Learning Outcomes
Communicate effectively with young people Reflect understanding of youth cultures and subcultures and young person’s own development Work with the young person as the focus Reflect on own practice and values
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1. 2. 3. 4.
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This resource outlines the assessment requirements to determine competency for CHCYTH001 Engage respectfully with young people from the CHC08 (Release 4.2) Community Services Training Package. This unit describes the knowledge and skills required to communicate effectively with young people (aged 12 to 25 years) in work roles with a specific focus on young people. To demonstrate competency for this unit students must be able to provide evidence that they meet the required industry standards.
Marking Criteria
Use the following criteria to ensure students have the required skills and knowledge: §
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Oral communication – in order to engage and establish collaborative, professional relationships with young people. Applied youth-‐centred practices when working with young people, including: – Using interpersonal skills to engage with at least three young people – Applying engagement skills with young people with diverse range of presenting issues and experiences – Applying principles of ethical decision-‐making to ethical dilemmas when the young person is the primary client – Establishing and maintaining a professional relationship with at least one group of young people Aspects of human behaviour and development related to young people, their personal and social development and relationships Current issues facing young people and existing services to address their needs and rights Different world views and the interrelationship of society, culture and the young person Diversity in all forms – across cultural, sexuality, ability, socioeconomic and geographic spheres, and the experiences of migrants, refugees and asylum seekers Own cultural values, cultural lens and ethnocentrism Own work role within the context of the youth sector Access and equity principles Principles of ethical decision-‐making
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§ § § §
Statutory frameworks in which the work role functions The impact of judgement-‐making skills in working with young people Youth-‐centred practices with focus on the young person as the primary stakeholder Youth cultures, social, political and economic and professional frameworks
Critical Aspects of Assessment:
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Skills must be demonstrated in the workplace. In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical. Simulated assessment environments must simulate the real-‐life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment. Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors.
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Students must read all instructions carefully prior to starting this assessment, and discuss their requirements for reasonable adjustments with the assessor.
Answer all of the questions to the best of your ability. Your assessor will tell you if more information is required. Answer the questions in the space provided or attach additional pages. Discuss the best method for submitting your work with your assessor.
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Organise and facilitate a group meeting with at least three diverse young people Conduct a one-‐on-‐one interaction where you explore an ethical issue with the young person as the focus Write a reflection (500 word minimum) about your work with young people Talk with your assessor about specific arrangements for this task.
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§ § § §
Assessment Questions
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Workplace Tasks
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Workplace Observation
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Your assessor will observe you at least twice fulfilling your duties within the context of your work role. One of the observations may take place during the Workplace Task. A list of essential skills and performance criteria that your assessor will be looking for is provided.
Students are required to submit all assessment tasks and any additional work to the assessor. Ensure students retain a copy of all documents for their records. CHCYTH001 Engage respectfully with young people v.1 June, 2015 ©
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Assessment Questions Students are required to answer the following questions to demonstrate their knowledge of communicating effectively with young people (aged 12 to 25 years) in work roles with a specific focus on young people.
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Assessors must record any reasonable adjustments and modifications made to the questions.
1. Describe the aspects of human behaviour and development related to young people, including their personal and social development, and relationships.
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Physical development: – Puberty – Hormone production; growth hormone, testosterone, oestrogen – Growth spurt in weight and height – Increased nutritional needs – Sexual maturation indicates reproductive potential Cognitive development: – Able to speculate, hypothesise, theorise, and fantasise – Moral development – Egocentrism [interested only in their personal needs and wants] – Eager for intellectual interaction Social and emotional development: – Develop a strong sense of self – Seek autonomy – Form peer group sub-‐cultures – Beginning of romantic and sexual relationships – Risk-‐taking behaviour
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Core themes include: – Autonomy and agency – Experimentation and risk taking behaviour – Identity (cultural, social, sexual, etc.) – Interests, different personalities and abilities – Personal and collective meaning – Supportive networks, friendships, family and other – Peer influence and interdependence – Purpose and meaning
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2. List the issues young people currently face and the services that can address their needs and rights.
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Issues include: § Mental health § Child protection § Domestic and family violence § Disability § Homelessness § Unemployment § Alcohol and other drugs § Crisis § Suicide and self harm § Identity (cultural, social, sexual, etc.) Services include: § Aboriginal and/or Torres Strait Islander liaisons § Counsellors § Disability services § Drug and alcohol services § Education/training/skills development § Employment/career development § Intervention and behaviour management programs § Medical services § Physical, mental, social and emotional developmental programs and strategies § Recreation/sporting groups § Religious/spiritual advisers § Specialist cultural liaison and support services § Welfare organisations
3. Describe the range of diversity you see when working with young people and their range of experiences.
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Diversity may relate to: § Aboriginal and/or Torres Strait Islander young people § Culturally and linguistically diverse young people § Young people from diverse youth cultures, and sub cultures § Young people with a disability § Young people with diminished health status § Diverse sexualities – heterosexual, bisexual, gay and lesbian § Gender differences – young women, young men, transgender young people § Cultures associated with differing socioeconomic backgrounds § Diverse family experiences and family of origin § Young migrants, refugees and asylum seekers § Young people from diverse geographical locations, urban, suburban, rural, remote, regional, transient Experiences may include: § Racism and discrimination § Violence § Trauma § Limited opportunities CHCYTH001 Engage respectfully with young people v.1 June, 2015 ©
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10. List the statutory frameworks in which your work role functions, including access and equity principles.
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Frameworks, standards, codes and guidelines differ between states and territories. Students are required to provide specific responses relating to their state/territory. § Mandatory reporting: – Legal requirement to report any suspected cases of children or young people who may be experiencing abuse or neglect at the hands of others. – All jurisdictions have mandatory reporting requirements, yet, across the different states and territories, the people mandated to report cases of suspected abuse and neglect differ, as do the abuse types for which mandatory reporting is required. § Access and equity: – Access – anyone who is eligible to use the service should face no barriers to that service. – Equity – all people receive an equitable and appropriate outcome. – Access and equity also means the absence of harassment at the service. – A commitment to providing equality of opportunity to all staff and clients – Creation of a client orientation culture – Non-‐discriminatory approach to all individuals using or accessing the service – Respect for individual differences – Review processes that ensure all documents, procedures and materials are non-‐discriminatory § National Framework for Protecting Australia’s Children 2009-‐2020 aims to provide the foundation for national, coordinated reform across all states and territories. § Human Services Quality Framework
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Workplace Tasks
Engage respectfully with young people
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Your assessor will be observing you work with a group of young people and an individual. You will need to obtain consent from the young people to be observed by the assessor. Your assessor will not take notes about any of the young people, or use their names; they will only be making observations about how you interact with them.
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1. Organise and facilitate a group meeting with at least three diverse young people. The group may be formal with a focus on a specific objective, or an informal check-‐in. Complete the checklist on the following pages. Demonstrate the following when working with the group: § Establishing and maintaining a professional relationship with a group of young people § Engaging in collaborative, professional relationships with a group of young people § Applying youth-‐centred practices when working with young people § Using effective and appropriate interpersonal skills with young people § Applying engagement skills with young people with diverse range of presenting issues and experiences § Reflect understanding of youth cultures and subcultures and young person’s own development 2. Select one of the young people from the group and have a one-‐on-‐one interaction where you explore an ethical issue with the young person as the focus. Complete the checklist on the following pages. Demonstrate the following when working with the young person: § Applying youth-‐centred practices when working with young people § Using effective and appropriate interpersonal skills with young people § Reflect understanding of youth cultures and subcultures and young person’s own development § Applying principles of ethical decision-‐making to ethical dilemmas 3. Write a reflection about your work with young people. Include the following: § Opportunities and occasions when you most need to reflect on your interactions and practices with young people § Areas where your own values, biases, background and opinions may have impacted on work with young people § Opportunities and actions to address any concerns or areas for development Assessors must record any reasonable adjustments and modifications made to the tasks.
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Performance Checklist Assess your own performance of tasks 1 and 2 by ticking the box if you feel you performed each of the skills to the expected standard. Group Meeting
One-‐ on-‐one Meeting
Listened to the young person/s to gain understanding of their experiences
Fostered communication exchanges that support the development of trust and rapport
Processed information about the young person’s situation from their perspective
Used a range of appropriate communication strategies to engage with young people
Considered cultural sensitivities in communication techniques
Adapted style and language to accommodate different cultural values and practices
Considered youth culture and subcultures of the young person/s in all actions and decisions
Considered the young person’s individual development in all actions and decisions
Evaluated issues in relation to young person’s culture and modified approaches appropriately
Selected activities and resources to promote awareness, respect the young person and value diversity
Established guidelines that are relevant to the culture and background of the young person
Applied youth-‐centred practices when working with young people
Respected the rights, needs and responsibilities of the young person
Explained worker rights and responsibilities to the young person as necessary
Established a professional relationship and boundary expectations with the client
Identified and managed power inequities in the professional relationship
Applied principles of ethical decision-‐making in working with young people
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Criteria
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Workplace Observation CHCYTH001 Engage respectfully with young people
Student Name
Student Contact
Workplace
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Record specific examples of what you observe the student doing in their work role that demonstrates an acceptable standard of performance for each component of competency. Observation must take place on at least two [2] occasions.
Components of Competency
1st date & initial
Observations
Uses interpersonal skills to engage with at least three young people
Applies engagement skills with young people with a diverse range of presenting issues and experiences
Applies principles of ethical decision-‐making to ethical dilemmas when the young person is the primary client
Establishes and maintains a professional relationship with at least one group of young people
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Applies youth-‐centred practices when working with young people
2nd date & initial
Workplace Observation
Components of Competency
2nd date & initial
Recognises areas where own biases, background and opinions may have impacted on work with the young person
Seeks opportunities to address any concerns or areas for development
Assessor Name
Assessor Signature
Date
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Identifies opportunities to reflect on own interactions and practices with young people
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1st date & initial
Observations
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Assessors must record any reasonable adjustments or modifications to this observation.
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Marking Guide CHCYTH001 Engage respectfully with young people
Student Name
Student Contact
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Indicate if the student satisfactorily performed the tasks for each component of competency to acceptable industry standards. Provide comments to support your decision.
Assessment Questions
Criteria for Competence Understands aspects of human behaviour and development related to young people, their personal and social development and relationships
Satisfactory
Comments
Y/N
Understands current issues facing young people and existing services to address their needs and rights
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Understands different world views and the interrelationship of society, culture and the young person
Understands diversity in all forms – across cultural, sexuality, ability, socioeconomic and geographic spheres, and the experiences of migrants, refugees and asylum seekers
Marking Guide
Workplace Task / Workplace Observation Satisfactory
Y/N
Criteria for Competence
Task
Recognises areas where own biases, background and opinions may have impacted on work with the young person
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Comments
Seeks opportunities to address any concerns or areas for development
q Competent
Result
q Not yet competent
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Feedback/Record of discussion with student
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Actions for further assessment if necessary
Assessor Name
Assessor Signature
Date
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Competency Mapping
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Competency Mapping CHCYTH001 Engage respectfully with young people
Assessment Method
Unit Component
Workplace Observation ✓
1.2
Foster communication exchanges that support the development of trust and rapport
1, 2
1.3
Process information about the young person’s situation from their perspective
1, 2
1.4
1, 2
1, 2
✓
1, 2
✓
2.1
Use a range of appropriate communication strategies to engage with young people Consider cultural sensitivities in communication techniques and adapt style and language to accommodate different cultural values and practices Maintain young person’s confidentiality in the context that the young person is the primary stakeholder Consider youth culture and subcultures of the young person in all actions and decisions
✓ ✓ ✓
1, 2
2.2
Consider the young person’s individual development in all actions and decisions
1, 2
2.3
1, 2
1, 2
✓
2.5
Evaluate issues in relation to young person’s culture and modify approaches appropriately Select activities and resources to promote awareness, respect the young person and value diversity Establish guidelines that are relevant to the culture and background of the young person
✓ ✓ ✓
1, 2
2.6
Assess the impact of own cultural values, cultural lens and ethnocentrism in youth work
3
3.1
Apply youth-‐centred practices when working with young people
1, 2
3.2
Respect the rights, needs and responsibilities of the young person
1, 2
3.3
Explain worker rights and responsibilities to the young person as necessary
1, 2
3.4
Establish a professional relationship and boundary expectations with the client
1, 2
3.5
Identify and manage power inequities in the professional relationship
1, 2
✓ ✓ ✓ ✓ ✓ ✓ ✓
1.5
2.4
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Element 3 Work with the young person as the focus
Workplace Task 1, 2
Listen to the young person to gain understanding of their experiences
1.6 Element 2 Reflect understanding of youth cultures and subcultures and young person’s own development
Assessment Questions
1.1
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Element 1 Communicate effectively with young people
Performance Criteria, Performance Evidence and Knowledge Evidence
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Assessment Method Unit Component
Performance Criteria, Performance Evidence and Knowledge Evidence
Assessment Questions
Workplace Task 1, 2
Identify opportunities to reflect on own interactions and practices with young people Recognise areas where own biases, background and opinions may have impacted on work 4.2 with the young person 4.3 Seek opportunities to address any concerns or areas for development Oral communication – in order to engage and establish collaborative, professional relationships with young people Applied youth-‐centred practices when working with young people, including:
3
✓ ✓
3
✓
3
✓
1, 2
✓
1, 2
§ §
1, 2
✓ ✓
1
✓
2
✓
1
✓
1
2
5
3
7
Own work role within the context of the youth sector
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Access and equity principles
10
Principles of ethical decision-‐making
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Statutory frameworks in which the work role functions
10
The impact of judgement-‐making skills in working with young people
9
Youth-‐centred practices with focus on the young person as the primary stakeholder
6
Youth cultures, social, political and economic and professional frameworks
4
Performance Evidence (Essential Skills)
Using interpersonal skills to engage with at least three young people Applying engagement skills with young people with diverse range of presenting issues and experiences § Applying principles of ethical decision-‐making to ethical dilemmas when the young person is the primary client § Establishing and maintaining a professional relationship with at least one group of young people. Aspects of human behaviour and development related to young people, their personal and social development and relationships Current issues facing young people and existing services to address their needs and rights Different world views and the interrelationship of society, culture and the young person Diversity in all forms – across cultural, sexuality, ability, socioeconomic and geographic spheres, and the experiences of migrants, refugees and asylum seekers Own cultural values, cultural lens and ethnocentrism
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Knowledge Evidence (Essential Knowledge)
4.1
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Element 4 Reflect on own practice and values
Apply principles of ethical decision-‐making in working with young people
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3.6
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Workplace Observation
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