Modification History
Not Applicable
Unit Descriptor
Descriptor |
This unit describes the knowledge and skills required to cooperate in mutual agreement on the activities, outcomes and processes of family members for the purpose of achieving goals identified in consultation with the young person to address the young person's concerns and/or risks. |
Application of the Unit
Application |
This unit may apply to community services work in a range of contexts where the young person is considered 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. Establish relationship with the young person's nominated carer/family members |
1.1 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 1.2 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 1.3 Identify issues arising from the circumstances of young people and their families and the need for changes to behaviour and relationships 1.4 Maintain clear, ethical and honest relationships with young person as the primary client, and their families/carers as secondary clients 1.5 Use interaction with family members to encourage their personal reflection on relationships, expectations and personal responsibility 1.6 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 |
2. Exchange information with family/carers about young person's needs and/or risks within the requirements of privacy and confidentiality |
2.1 Encourage active participation and appropriate responses and model positive behaviour through the selection of effective communication techniques 2.2 Monitor and anticipate behaviour and mood of clients for signals and respond appropriately 2.3 Provide clients with clear, relevant information at a suitable language and comprehension level within the parameters of confidentiality and privacy of individual client 2.4 Analyse your values for their impact on your attitudes and interactions and to detect and avoid personalising issues, discrimination and stereotyping |
3. Determine in consultation with the young person a mutual approach to addressing their needs |
3.1 Check current commitments in time and resources for flexibility and capacity to meet client young person's needs and expectations 3.2 Check that objectives, outcomes and processes of young person's responses are consistent with organisation's policies and objectives and service outcomes 3.3 Negotiate with the young person their goals and indicators of achievement and include other persons where nominated by the young person 3.4 Plan a structured sequence of activities and timetable to achieve client objective within available resources 3.5 Consult team members for feedback on the planned program and indications of support 3.6 Identify resources needed for continuing work with clients and allocate according to priorities and availability |
4. Respond to families' concerns about young person |
4.1 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 4.2 Identify and prioritise short and long term implications of family concerns 4.3 Validate family concerns using a range of checking sources including consultation with the young person as primary client 4.4 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 4.5 Negotiate conditions and confirm agreement with families to encourage commitment, cooperation and mutual action 4.6 Check information about family members for indicators of concerns, patterns of behaviour, strengths and barriers and consider this information in the approach taken 4.7 Encourage family members to take responsibility for agreement on objectives, targets and outcomes 4.8 Ensure location of client meetings promotes, neutrality, individual empowerment, comfort, trust, privacy, energy and focus for all clients 4.9 Guide strengths and energy of clients to maintain positive direction, cooperation, achievements, respect |
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:
|
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:
|
Evidence Guide
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 : |
|
Access and equity considerations : |
|
Context of and specific resources for assessment : |
|
Method of assessment : |
|
Range Statement
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 : |
|
Work with families may be in a range of settings including : |
|
Communication strategies include : |
|
Concerns about the young person may include the following applicable to the young person and /or their family /carers |
|
Unit Sector(s)
Not Applicable