Hi and welcome to CHCYTH401A Engage respectfully with young people. This unit describes the knowledge and skills required to communicate effectively with young people (aged 12– 25) in work roles with a specific focus on young people.
This unit applies to work undertaken in work roles where the young person is the primary client.
But if you want to begin the learning activities for this competency, then start with the Learning Topics. these can be accessed either in the left hand navigation bar, or by clicking the computer icon in the navigation bar above.
This unit has 3 Elements
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.
Communicate effectively with a diversity of young people
Listen to the young person to gain understanding of their experiences
Foster communication exchanges that supports the development of trust and rapport
Process information about the young persons situation from their perspective
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
Reflect understanding of youth cultures, sub cultures and development
Take into account youth culture, sub cultures and development of the young person in all actions and decisions
Evaluate issues in relation to young person’s culture and modify approaches appropriately
Select activities and resources to promote awareness, respect and value of diversity
Establish guidelines that are relevant to the culture and background of the young person
Assess the impact of own cultural values, cultural lens and ethnocentrism in youth work
Work with the young person as the focus
Apply youth centred practices when working with young people
Respect the rights needs and responsibilities of the young person
Convey worker rights and responsibilities as necessary
Establish a professional relationship and boundary expectations with the young person
Recognise, and manage power inequities in the professional relationship
Apply principles of ethical decision-making in working with young people
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:
Own work role within the context of the youth sector
Different world views and the interrelationship of society, culture, and the young person
Aspects of human behaviour and development related to young people, their personal and social development and relationships
Principles of access and equity
Diversity in all forms – cultural, sexualities, abilities, socioeconomics, experiences of migrants, refugees and asylum seekers, geographical locations
Statutory frameworks in which the work role functions
Current issues facing young people and existing services to address their needs and rights
Youth centred practices with focus on the young person as the primary stakeholder
Youth cultures, social, political and economic and professional frameworks
Principles of ethical decision-making
The impact of judgement making skills in working with young people
Own cultural values, cultural lens and ethnocentrism
Essential skills:
It is critical that the candidate demonstrate the ability to:
Demonstrate interpersonal communication with diversity of young people
Work as part of a team or as a sole worker in working with young people
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:
Advocate for young people as the primary client
Apply engagement skills with young people with diverse range of presenting issues and experiences
Celebrate diversity and value uniqueness
Appreciate and critique difference
Establish and maintain a professional relationship with young people
Apply principles of ethical decision-making to ethical dilemmas when the young person is the primary client
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.
Diversity of young people includes:
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
Appropriate communication strategies and techniques
Use communication strategies that are appropriate to the young person, including:
language
visual
signed
gestures
interpreters
location and proximity
relevant content
cultural protocols, sensitivities and awareness
consideration of abilities and any technical aids
access to hidden populations of young people via third party peers
Effective communication techniques including:
active listening (reflecting and questioning)
normalising and summarising
reframing and challenging
language levels and styles
complexity of content
tone
body language
physical and sensory contact
community languages
adaptation to purpose
Youth culture and sub cultures include:
As defined by the groups of young people with whom worker has contact and can include:
shared experiences within ethnicity based groups
shared interest and ideologies
shared social practices and rituals, religion and spirituality
other
Value the importance youth cultures challenge and promote change to broader community
Development of the young person may include:
Physical development
Psychological and emotional development
Core themes could include:
identity
autonomy and agency
sexuality
supportive networks, friendships, family and other
personal and collective meaning
experimentation and risk taking behaviour
interests, different personalities and abilities
Activities and resources to promote diversity include:
Establish welcoming and inclusive youth spaces, work environment and community settings
Inclusive attitudes and behaviours of staff and volunteers
Enjoyment of young people and a genuine commitment to the well being and value of young people in the community
Not under-estimating or over-estimating young people
Avoid stereotypes and generalisations about young people
Challenging assumptions of existing world views e.g. hetero-sexism, racism
Where appropriate seek to understand and challenge discriminatory behaviours and attitudes of young people and other key stakeholders
Work creatively to celebrate diversity
Promote positive images that represent diversity in work practices e.g. printed resources, art works, posters etc
Inclusive organisation policies that promote cultural competence, inclusion and anti-discrimination
Youth centred practices include:
Commitment to the young person as primary client and all other stakeholders as secondary
Consideration of the young person and their experiences as unique
Always seek to engage with young people to hear and understand their perspective in all issues related to them
Prioritise the young person’s experiences, goals and concerns in all work practices
Work with the young person may include:
Individual youth work
Group work with young people
Community work with young people
Community education with young people
Education support work
Power inequities in the professional relationship may include:
Perceived or real power differentiation
Authoritative positioning
Age and physical appearance
Vulnerability and experiences of the young person
Economic disadvantage
Information and life skills
Developmental imbalances
Principles of ethical decision making includes:
Appropriate use of professional and person power
Recognise the impact of values and beliefs upon practice
Identify the organisation culture and ideology
Commitment and skills to be able to work within the organisation ideology, culture and belief system when making ethical decisions
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
This unit is best assessed in the workplace or in a simulated workplace under the normal range of conditions
Consistency in performance should consider the organisation and individual context within which work takes place
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resource requirements for assessment of this unit include access to:
a workplace or an accurately simulated environment where assessment may take place
If you want to begin the learning activities for this competency, then start with the Learning Topics.
