Course Title: Provide services for young people appropriate to their needs and circumstances

Part B: Course Detail

Teaching Period: Term1 2023

Course Code: HWSS6020C

Course Title: Provide services for young people appropriate to their needs and circumstances

Important Information:

Please note that this course may have compulsory in-person attendance requirements for some teaching activities. 

To participate in any RMIT course in-person activities or assessment, you will need to comply with RMIT vaccination requirements which are applicable during the duration of the course. This RMIT requirement includes being vaccinated against COVID-19 or holding a valid medical exemption. 

Please read this RMIT Enrolment Procedure as it has important information regarding COVID vaccination and your study at RMIT: https://policies.rmit.edu.au/document/view.php?id=209. 

Please read the Student website for additional requirements of in-person attendance: https://www.rmit.edu.au/covid/coming-to-campus 

Please check your Canvas course shell closer to when the course starts to see if this course requires mandatory in-person attendance. The delivery method of the course might have to change quickly in response to changes in the local state/national directive regarding in-person course attendance. 

Students typically complete 80 hours of Placement for this unit

School: 535T Social Care and Health

Campus: City Campus

Program: C4352 - Certificate IV in Youth Work

Course Contact: Dianne MacKay

Course Contact Phone: +61 3 99254454

Course Contact Email: dianne.mackay@rmit.edu.au

Name and Contact Details of All Other Relevant Staff

Nominal Hours: 90

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

None

Course Description

In this unit students will develop the skills and knowledge required to provide guidance and role models to young people and their families. This will include the skills necessary to maintain positive and supportive relationships, identifying problems and establishing goals for change based on maintaining support from family and the general community.

This unit is delivered and assessed with:

CHCPRT001 Identify and respond to children and young people at risk  

CHCYTH004 Respond to critical situations

CHCYTH001 Engage respectfully with young people

CHCYTH002 Work effectively with young people in the youth work context

CHCYTH003 Support young people to create opportunities in their lives

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:	CHCYTH010 Provide services for young people appropriate to their needs and circumstances
Element:	1. Identify and address immediate needs and circumstances of young people
Performance Criteria:	1.1 Identify and respond to immediate needs of young people according to nature and degree of urgency 1.2 Provide young people and their families with information tailored to their capacity of understanding and designed to calm and reassure 1.3 Observe and note any signs of distress, anxiety, aggression and apathy 1.4 Look for and note signs of impairment of functioning in individuals and relationships
Element:	2. Explore and clarify issues facing the young person and the nature of support sought
Performance Criteria:	2.1 Offer the young person adequate opportunity to explore and clarify the issues facing her/him 2.2 Negotiate involvement of other parties as required by young person and worker 2.3 Listen actively and positively to young person's issues, needs, views and feelings about their issues and accepting support 2.4 Make renewed attempts through appropriately modified approaches or responses where there are communication difficulties 2.5 Describe and analyse the nature and scope of the issues and check with the young person for completeness and accuracy 2.6 Clearly explain to the young person the role and capacity of the worker to provide assistance and support 2.7 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
Element:	3. Facilitate goal setting and action planning
Performance Criteria:	3.1 Encourage and support the young person to work out their own goals and priorities and to assess feasibility 3.2 Identify and explain in a supportive manner any risks arising from the young person's choices 3.3 Offer further options to the young person without imposition or pressure where appropriate 3.4 Emphasise and negotiate clients' responsibility for determining and achieving their goals 3.5 Encourage clients to identify and prioritise long- and short-term goals based on individual responsibility and personal choice 3.6 Support the young person to develop strategies to act on goals set 3.7 Encourage clients to identify and analyse factors that have contributed to past behaviour and obstacles to achieving individual and family goals 3.8 Identify unrealistic expectations, challenge negative attitudes and unacceptable objectives and re-negotiate plans when required
Element:	4. Provide targeted assistance and referral
Performance Criteria:	4.1 Discuss availability, type and nature of services and resources in a manner appropriate to the young person's right of choices 4.2 Encourage young person to use services and resources appropriate to their needs in line with legal, statutory and organisational requirements 4.3 Advise the young person about legal and statutory provisions which might affect their situation and confirm young person's understanding of information provided 4.4 Establish systems to ensure information and referral sources within organisation are up-to-date, comprehensive, accurate, accessible and relevant to clients 4.5 Continually monitor effectiveness of service delivery and resolve problems of access, services or resources as appropriate 4.6 Ensure all documentation and reporting is in accordance with organisation procedures
Element:	5. Act as an advocate on request
Performance Criteria:	5.1 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 5.2 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 5.3 Represent the young person's interests clearly and accurately in a manner consistent with the identified agreement between them and the worker 5.4 Explain to the young person all representations made on their behalf in a manner and language appropriate to their information needs and circumstances and confirm their understanding 5.5 Ensure decisions and/or actions taken on behalf of the young person are consistent with their expressed or implied preferences and interests

Learning Outcomes

On successful completion of this course you will have developed and applied the skills and knowledge required to demonstrate competency in the below elements.

1. Identify and address immediate needs and circumstances of young people	1.1 Identify and respond to immediate needs of young people according to nature and degree of urgency 1.2 Provide young people and their families with information tailored to their capacity of understanding and designed to calm and reassure 1.3 Observe and note any signs of distress, anxiety, aggression and apathy 1.4 Look for and note signs of impairment of functioning in individuals and relationships

2. Explore and clarify issues facing the young person and the nature of support sought	2.1 Offer the young person adequate opportunity to explore and clarify the issues facing her/him 2.2 Negotiate involvement of other parties as required by young person and worker 2.3 Listen actively and positively to young person’s issues, needs, views and feelings about their issues and accepting support 2.4 Make renewed attempts through appropriately modified approaches or responses where there are communication difficulties 2.5 Describe and analyse the nature and scope of the issues and check with the young person for completeness and accuracy 2.6 Clearly explain to the young person the role and capacity of the worker to provide assistance and support 2.7 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

3. Facilitate goal setting and action planning	3.1 Encourage and support the young person to work out their own goals and priorities and to assess feasibility 3.2 Identify and explain in a supportive manner any risks arising from the young person’s choices 3.3 Offer further options to the young person without imposition or pressure where appropriate 3.4 Emphasise and negotiate clients’ responsibility for determining and achieving their goals 3.5 Encourage clients to identify and prioritise long- and short-term goals based on individual responsibility and personal choice 3.6 Support the young person to develop strategies to act on goals set 3.7 Encourage clients to identify and analyse factors that have contributed to past behaviour and obstacles to achieving individual and family goals 3.8 Identify unrealistic expectations, challenge negative attitudes and unacceptable objectives and re-negotiate plans when required

4. Provide targeted assistance and referral	4.1 Discuss availability, type and nature of services and resources in a manner appropriate to the young person’s right of choices 4.2 Encourage young person to use services and resources appropriate to their needs in line with legal, statutory and organisational requirements 4.3 Advise the young person about legal and statutory provisions which might affect their situation and confirm young person’s understanding of information provided 4.4 Establish systems to ensure information and referral sources within organisation are up-to-date, comprehensive, accurate, accessible and relevant to clients 4.5 Continually monitor effectiveness of service delivery and resolve problems of access, services or resources as appropriate 4.6 Ensure all documentation and reporting is in accordance with organisation procedures

5. Act as an advocate on request	5.1 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 5.2 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 5.3 Represent the young person’s interests clearly and accurately in a manner consistent with the identified agreement between them and the worker 5.4 Explain to the young person all representations made on their behalf in a manner and language appropriate to their information needs and circumstances and confirm their understanding 5.5 Ensure decisions and/or actions taken on behalf of the young person are consistent with their expressed or implied preferences and interests

Details of Learning Activities

This course will be a blended delivery with face to face on campus sessions and online via Canvas/Collaborate Ultra sessions

In-class (campus-based and online classroom) activities: 

teacher directed group activities/projects 
group discussion 
class activities to review discussions/lectures 
role play activities

Out-of-class activities: 

independent assessment -based work, research
independent study 
Assessment based Group work
Placement

Teaching Schedule

Semester 1
Week	Topic	Assessment due
1	Introduction to WIL Cluster Student Expectations and Student Conduct Policy Student /Staff communication (Email) Domains of learning throughout course: Classroom Canvas: Online learning management system, and practical hands-on learning on placement Campus Tour/ Library Tour/ RMIT Connect
2	Introduction to WIL Cluster Student Expectations and Student Conduct Policy Student /Staff communication (Email) Introduction to placement
3	History of youth culture and subcultures Harmful and helpful stereotypes about young people Where does the concept of “youth” come from? Why do we need youth workers What role do youth workers play in society? Professionalisation of youth work Youth culture in Australia Current topics of debate about young people in Australia Develop comprehensive understanding of youth sector
4	History of youth culture and subcultures Harmful and helpful stereotypes about young people Where does the concept of “youth” come from? Why do we need youth workers What role do youth workers play in society? Professionalisation of youth work Youth culture in Australia Current topics of debate about young people in Australia Develop comprehensive understanding of youth sector
5	Communicating with young people Confidentiality with young people Working with the young person as the focus Rights, responsibilities and needs of young people Professional relationship boundaries Power inequities in professional relationships Social and media myths about young people Myths about the ways youth worker's work
6	Situating young people within their context. Maintaining up to date knowledge and awareness of social, political, economic, and legal contexts of young people Apply knowledge and understanding of historical and cultural contexts to individual young people. Psychological Theories of Development
7	Situating young people within their context. Maintaining up to date knowledge and awareness of social, political, economic and legal contexts of young people Apply knowledge and understanding of historical and cultural contexts to individual young people. Psychological Theories of Development
8	Identify goals with the young person Develop and implement action plans Work with young people to identify their needs, rights, strengths, hopes and opportunities Documentation of work. Reflect understanding of youth culture and subculture and individual experiences and development Recognise the role cultural diversity plays in young people’s development Recognise the ways other diversities play roles in young people’s development eg: sexuality, gender, disability, family structure etc.
9	Research, analyse and maintain up-to-date knowledge and awareness of the social, political, economic and legal contexts of young people. Reputable and disreputable sources of information about young people. Analysing data on young people. Translating data into meaningful information
10	Allocated time in class to complete assessment task 1 Core values and practice frameworks of youth work as a profession Core values and practice frameworks of different youth work organisations Identifying organisations that align with your personal values and beliefs.
11	Allocated time in class to complete assessment task 1	Assessment task 1
12	Workplace investigation Legislative requirements including and workplace practices which support the protection of children and young people Maintain a safe environment for young people Implement prevention, risk-minimisation, and risk response strategies De-escalation, co regulation Internal and external reporting requirements Using an ethical and nurturing approach to working with work with children and young people
13	Workplace investigation Legislative requirements including and workplace practices which support the protection of children and young people Maintain a safe environment for young people Implement prevention, risk-minimisation, and risk response strategies De-escalation, co regulation Internal and external reporting requirements Using an ethical and nurturing approach to working with work with children and young people
14	Workplace investigation Legislative requirements including and workplace practices which support the protection of children and young people Maintain a safe environment for young people Implement prevention, risk-minimisation, and risk response strategies De-escalation, co regulation Internal and external reporting requirements Using an ethical and nurturing approach to working with work with children and young people
15	Allocated time in class to complete assessment task 2A	Assessment task 2A
16	Placement preparation and support with sourcing placement Targeted support for students with ELP, Special consideration and other learning needs Finalising late assessments Students to ensure all Semester 1 assessments and resubmissions are completed
17	Placement preparation and support with sourcing placement Targeted support for students with ELP, Special consideration and other learning needs Finalising late assessments Students to ensure all Semester 1 assessments and resubmissions are completed
18	Placement preparation and support with sourcing placement Targeted support for students with ELP, Special consideration and other learning needs Finalising late assessments Students to ensure all Semester 1 assessments and resubmissions are completed

Semester 2
Week	Topic	Assessment due
1	Placement preparation and sourcing placement Workplace investigation Referral processes Sustainability Ethnocentrism Rights, responsibilities, and engagement of young people
2	Placement preparation and sourcing placement Workplace investigation Referral processes Sustainability Ethnocentrism Rights, responsibilities, and engagement of young people
3	Placement preparation and sourcing placement Workplace investigation Referral processes Sustainability Ethnocentrism Rights, responsibilities, and engagement of young people
4	Placement preparation and sourcing placement Workplace investigation Referral processes Sustainability Ethnocentrism Rights, responsibilities, and engagement of young people
5	Allocated in class time to practice and prepare for role plays
6	Allocated in class time to complete assessment task 3
7	Allocated in class time to complete Assessment task 3
8	Allocated in class time to complete Assessment task 3	Assessment task 3
9	Workplace codes of conduct Workplace procedure documents Managing ethical issues in the workplace Implementing risk-minimisation strategies in the workplace Maintaining a safe environment before, during and after critical situations Prevent escalation of violent behaviour Strategies to minimise risk and handle aggressive behaviour
10	Workplace codes of conduct Workplace procedure documents Managing ethical issues in the workplace Implementing risk-minimisation strategies in the workplace Maintaining a safe environment before, during and after critical situations Prevent escalation of violent behaviour Strategies to minimise risk and handle aggressive behaviour
11	Workplace codes of conduct Workplace procedure documents Managing ethical issues in the workplace Implementing risk-minimisation strategies in the workplace Maintaining a safe environment before, during and after critical situations Prevent escalation of violent behaviour Strategies to minimise risk and handle aggressive behaviour
12	Allocated in class time to complete Assessment task 2B Placement presentations/ verbal assessments linked to placement Assessment and placement support Logbooks and observations	Assessment task 2B
13	Placement presentations/ verbal assessments linked to placement Assessment and placement support Logbooks and observations
14	Placement presentations/ verbal assessments linked to placement Assessment and placement support Logbooks and observations
15	Placement presentations/ verbal assessments linked to placement Assessment and placement support Logbooks and observations	Assessment task 4 Assessment task 6 Assessment task 5
16	Preparation for employment and further study Targeted support for students with ELP, Special consideration and other learning needs Finalising logbooks and observations for late placements	Logbooks
17	Preparation for employment and further study Targeted support for students with ELP, Special consideration and other learning needs Finalising logbooks and observations for late placements
18	Preparation for employment and further study Targeted support for students with ELP, Special consideration and other learning needs Finalising logbooks and observations for late placements

Learning Resources

Prescribed Texts

References

Other Resources

The University Library has extensive resources and provides subject specialist expertise, research advice, help with referencing
Library - RMIT University

The Study Support Hub
One-on-one consultations - RMIT University

Overview of Assessment

This course is assessed in accordance with competency-based assessment.
To demonstrate competency in this course you will need to complete the following assessment tasks to a satisfactory standard. You will receive feedback from the teacher when you have completed the assessment tasks.
ASSESSMENT REQUIREMENTS ALIGNED TO WORK PLACEMENT ACTIVITIES.
Students must complete required hours of work placement supported by RMIT to achieve competency in these units. These units support students learning and assessment in the workplace.
Assessment Task 1: Working with Young People Research questions
This assessment requires you to answer a series of questions about working with young people in the youth work context.
Assessment Task 2: Working with Young People: Workplace Investigation
This assessment requires you to participate in two separate role plays about ethics and a critical incident experienced in the youth work context.
Assessment Task 3: Workplace Observation – Responding to children and young people at risk
This assessment requires you to conduct a workplace investigation locating policies and procedures and interviewing an experienced youth worker.
Assessment Task 4: Workplace Observation: Working with a Group.
This assessment requires you to be observed working with a group of young people and verbally answering a series of questions.
Assessment Task 5: Workplace Observation: Working with young people in an individual setting
This assessment requires you to be observed working with a number of individual young people and verbally answering a series of questions.
Assessment Task 6: Workplace Observation: Working with young people to set goals and provide information
This assessment requires you to be observed working with a number of individual young people and verbally answering a series of questions.
Completed Logbook also need to submit to successfully complete the assessment requirements

Grades that apply to courses that are delivered and assessed in accordance with competency-based assessment are: You should refer to the assessment plan which is available on Canvas for details of each assessment task and for detailed assessment criteria.
CA: Competency Achieved
NYC: Not Yet Competent
DNS: Did not Submit for Assessment
You will be given two (2) attempts for each assessment to demonstrate the required skills. A third (3rd) attempt can only be offered after discussions between teacher and the Program Coordinator and is not automatic. Resubmissions beyond two (2) attempts are at the discretion of the teacher and/or coordinator.
If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Equitable Learning Unit if you would like to find out more (https://www.rmit.edu.au/students/support-and-facilities/student-support/equitable-learning-services)
A student charter http://www.rmit.edu.au/about/studentcharter summarises your responsibilities as an RMIT student as well as those of your teachers.
Your course assessment conforms to RMIT assessment principles, regulations, policies, procedures and instructions which are available for review online: https://www.rmit.edu.au/students/student-essentials/assessment-and-exams

Assessment Tasks

Assessment Task 1: Working with Young People Research questions
This assessment requires you to answer a series of questions about working with young people in the youth work context.
Assessment Task 2: Working with Young People: Workplace Investigation
This assessment requires you to participate in two separate role plays about ethics and a critical incident experienced in the youth work context.
Assessment Task 3: Workplace Observation – Responding to children and young people at risk
This assessment requires you to conduct a workplace investigation locating policies and procedures and interviewing an experienced youth worker.
Assessment Task 4: Workplace Observation: Working with a Group.
This assessment requires you to be observed working with a group of young people and verbally answering a series of questions.
Assessment Task 5: Workplace Observation: Working with young people in an individual setting
This assessment requires you to be observed working with a number of individual young people and verbally answering a series of questions.
Assessment Task 6: Workplace Observation: Working with young people to set goals and provide information
This assessment requires you to be observed working with a number of individual young people and verbally answering a series of questions.
Completed Logbook also need to submit to successfully complete the assessment requirements

Assessment Matrix

The assessment matrix (Rubric) Available in Canvas.

Other Information

Please refer to the RMIT student page for extensive information about the support available for students in a range of matters:

Current students - RMIT University

Equitable Learning Services provide support and equal opportunities for students with a disability, long-term illness and/or mental health condition and primary carers of individuals with a disability.

Equitable learning and disability - RMIT University

Course Overview: Access Course Overview

Course Title: Provide services for young people appropriate to their needs and circumstances

Part B: Course Detail

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