Modification History
Not Applicable
Unit Descriptor
Descriptor |
This unit describes the knowledge and skills required by youth workers to empower young people to develop sustainable supports beyond intervention |
Application of the Unit
Application |
This unit applies to a broad context of youth work where the young person is the primary client |
Licensing/Regulatory Information
Not Applicable
Pre-Requisites
Not Applicable
Employability Skills Information
Employability Skills |
This unit contains Employability Skills |
Elements and Performance Criteria Pre-Content
Elements define the essential outcomes of a unit of competency. |
The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement. |
Elements and Performance Criteria
ELEMENT |
PERFORMANCE CRITERIA |
1. Support young people to develop and use personal resources |
1.1 Listen to understand young people's stories and experiences in relation to the family, friends, and others 1.2 Work with young person to explore desires, possibilities and goals in relation to their support networks, particularly to assess safety, benefits or other of those relationships 1.3 Encourage and assist young people to develop and maintain relationships with family, friends, support networks and service agencies according to the young person's goals and the safety, benefits or other of those relationships 1.4 Assist contact between young people and networks in the community according to the young person's needs and interests |
2. Assist young people to develop the personal skills to manage their personal relationships |
2.1 Provide support to young people in a manner which maintains the integrity of individual rights , self-determination and personal dignity 2.2. Enable young people to develop effective communication skills to build supportive relationships where possible 2.3 Where possible support young people to explore new ways of seeing relationships and situations with family and others 2.4 Assist young people to develop decision -making , coping and resiliency skills in ongoing negative situations |
3. Establish relationships and exchange information with family members with the young person's permission |
3.1 Manage your communication with the young person's family and friends / supporters, particularly confidentiality, in accordance with the interests of the young person and organisation practice 3.2 Where possible, seek the young person's permission prior to contact with other key stakeholders 3.3 Keep young people informed about your contact with other key stakeholders as fits 'young person' directed practice 3.4 Clarify your role with family members 3.5 Maintain the young person's confidentiality 3.6 Provide specific and general information about your values, practice frameworks and work processes 3.7 Listen without judgement to the experiences and concerns of family members 3.8 Gather and provide information that is relevant, timely and assists to address concerns 3.9 Analyse your values for their impact on your attitudes, interactions and other work practices, and to detect and avoid personalising issues, discrimination and stereotyping |
4. Determine a mutual approach between the young person, their family and yourself to address the needs and rights of young people |
4.1 Encourage active participation and effective communication between all stakeholders 4.2 Monitor behaviour and mood of clients, particularly young person 4.3 Support and validate young people's experiences and emotional responses 4.4 Identify issues and concerns for the young person and their family and possible areas of change to behaviour and relationships 4.5 Use interaction with family members to encourage personal reflection on relationships, expectations and personal responsibility 4.6 Identify areas of commonality and conflict in relation to hopes and goals 4.7 Look for exceptions and possibilities 4.8 Prioritise competing agendas of key stakeholders whereby the rights and interests of young people are the primary concern 4.9 Set goals and plan action, allocate resources, implement plan, monitor and evaluate progress, celebrate achievements |
5. Respond to the ongoing concerns of the young person's support network within confidentiality, duty of care and requirements negotiated with the young person |
5.1 Maintain clear, ethical and honest relationships with young people and their families 5.2 Refer family problems to relevant support and specialist staff and agencies 5.3 Refer young people and their families to suitable specialists according to the nature and urgency of their needs |
Required Skills and Knowledge
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:
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Essential skills : It is critical that the candidate demonstrate the ability to:
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:
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Evidence Guide
EVIDENCE GUIDE |
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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. |
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Critical aspects for assessment and evidence required to demonstrate this unit of competency : |
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Access and equity considerations : |
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Context of and specific resources for assessment : |
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Method of assessment : |
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Range Statement
RANGE STATEMENT |
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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. |
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Young person's goals include : |
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Networks in the community may include : |
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Individual rights may include : |
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Supportive relationships may include those with : |
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Decision -making , coping and resiliency skills may include : |
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'Young person' directed practice involves : |
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Practice frameworks include : |
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Stakeholders may include : |
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Relevant support and specialist staff and agencies may include : |
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Unit Sector(s)
Not Applicable