Release 

Comments 

Release 2

Updated:

• assessor requirements statement
• foundation skills lead in statement
• licensing statement
• modification history to reflect 2012 standards

Equivalent outcome.

Release 1

This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Significant changes to elements and performance criteria.

New evidence requirements for assessment.

ELEMENT 

PERFORMANCE CRITERIA 

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Create a relationship of trust and respect

1.1 Apply principles of youth work practice to facilitate safe individual or group processes for interaction

1.2 Identify the conditions necessary for young people to change and grow

1.3 Listen to and observe the young person’s stories experiences, and behaviour to clarify concerns and needs

1.4 Encourage and support young people to identify relationships between their issues and social structures

1.5 Respect the young person’s culture/s and way of interacting

2. Work with young people to identify their needs, rights, strengths, hopes and opportunities

2.1 Use a range of communication skills to identify and explore the young person’s challenges, strengths and resources

2.2 Encourage the client to reframe their current circumstances to support their own understanding

2.3 Identify and acknowledge circumstances outside the young person’s control

2.4 Support the young person to communicate their issues or problems in a way appropriate to their individual needs, background and culture

2.5 Take appropriate action to address immediate issues or concerns

2.6 Confirm own understanding of issues and opportunities with the young person

3. Identify goals with the young person

3.1 Use creative methods, processes and questions to consider and create possibilities

3.2 Establish with the young person their desired outcomes

3.3 Assist young people to explore future possibilities and ways of being

3.4 Identify barriers that hinder the way young people would like changes to take place

4. Develop and implement action plans

4.1 Use a range of youth work interventions to create future opportunities

4.2 Explore additional resources needed to achieve goals

4.3 Develop proposals and strategies for action plans

4.4 Measure and ensure change is noticed

4.5 Document intervention work as required

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included.

Range is restricted to essential operating conditions and any other variables essential to the work environment.

Context for youth work must include one or more of the following:

• centre-based work
• drop-in centres, recreational facilities
• housing and residential services
• outreach and home visits, street, parks
• schools
• online youth work, web-based, emails, discussion rooms
• telephone contact

Release 

Comments 

Release 2

Updated:

• assessor requirements statement
• foundation skills lead in statement
• licensing statement
• modification history to reflect 2012 standards

Equivalent outcome.

Release 1

This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Significant changes to elements and performance criteria.

New evidence requirements for assessment.

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks:

• interacted, encouraged and supported at least two young people in both an individual and a group setting, including:

• supporting the young people according to their circumstances and the objectives of each individual’s desired goals, individual needs, risks and circumstances, including education and employment
• supporting vulnerable young people and those with special needs and risks to participate in the decision-making and planning of actions and opportunities
• creating future opportunities for the individuals using a range of youth work interventions and documented measures of change.

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:

• aspects of human behaviour and development related to young people, their personal and social development and relationships
• statutory requirements and application of the concept of duty of care and child protection
• organisation reporting procedures and practice
• case planning practices and principles
• principles of effective communication and cultural practices, and customs of the community and the young people in the service
• relevant organisation procedures and policies related to program, service and personal support for young people, referral, reporting of young people’s issues and experiences
• support services and specialists and their guidelines for access and service provision.

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 Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.