Ppt module 5 youth work programs v 21.01.2013

(c) Copyright CTA CODE of Course CHC51408, MODULE 5 Version Date: 21.01.2013

Module 5

Youth Work

Programs

CHCCS503B: Develop implement and review

services and programs to meet client needs

CHCYTH505E: Support youth programs

1


Youth Programs

Youth programs refers to the formal

activities that youth may engage in which

support them in life through peer and adult

interaction and /or to develop important

necessary skills for a good future.

Youth workers both endeavour to engage

young people in external programs and

activities as well as provide them through

their own services.

2


Identify programs and service

requirements to meet client needs in the

wider community

We’ve all heard the term don’t reinvent the

wheel...

What do you think this means?

3


Identify programs and service

requirements to meet client needs in the

wider community

Think about all the activities that may be

available in your own community that may

meet the needs of a young person to

support or train them for the future...

Discuss in group of three

Share with larger group.

4


Identify the activity / program required

that can be delivered by the youth work

service

As well as external services and programs

that we can refer our clients to, we may

have to design programs that can be

offered by our service.

Naturally if we do this we can tailor them

exactly to the needs of the clients we work

with.

5


Develop and implement programs for

meeting client needs

Think about different groups of young

people and the specific needs they might

have.

How many special needs groups can you

think of?

6


Here are a few special needs...

Alcohol and other drugs (AOD) needs

Cultural, religious and linguistic diversity

Risk of self-harm

Gender issues and specific needs of women

and/or men

Community education

Aboriginal and Torres Strait Islander youth

Mental health

Homelessness

Family breakdown

7


Special needs considerations...

Sexual health/identity

Disability

Access: distance – rural & remote issues

Access: poor resources for young people,

poor public transport

Poverty: low socioeconomical issues

Limited or lack of education facilities

One child family

Single parent family

Young people in State or Foster care 8


Special needs considerations continued

• Young women / young men

• Young children

• Relocation

• Abused young people/children

• Corrective services clients

• Community education

• Teenage mothers

• Teenage fathers

9


Where clients have disabilities the

following specific knowledge is

required: relevant legislation relating to disability

issues

relevant specific culture and language used

by people with disabilities

knowledge specific to working with families

and family systems

understanding different client requirements

according to different disabilities

10


Where clients have disabilities the

following specific knowledge is

required:

networks in the disability sector

consumer needs and rights including duty

of care

principles of empowerment /

disempowerment in relation to people with

disabilities

current issues facing clients

available client services

11


Specific knowledge required

continued...

principles of access and equity

principles and practices of confidentiality

knowledge specific to working with people

from culturally and linguistically diverse

backgrounds


at risk of self-harm

organisation policies, practices and

programs relating to the work role

12


Specific knowledge required cont.

• organisational work health and safety

(WHS) policies and procedures

• organisation philosophy and guidelines

• rights and responsibilities of people with

disabilities

• understanding of stereotypes of people

with disabilities

• existing services for addressing needs and

rights

13



awareness of own

attitudes to people with

disabilities

awareness of

discriminatory actions

common risks to safety

14


Where clients experience mental health

issues the following specific knowledge is

required: structural, political and other social factors

which operate to maintain discrimination

against people affected by mental health

problems

structural, political and other social factors

which can be addressed to improve mental

health promotion, such as:

Gender / age / ethnicity / culture / language

/ socioeconomic status

15


Specific knowledge required continued...

broad knowledge of mental illness

internal structure of the mental health

system and its relationship within the

broader context of health services, welfare

services and government

policies relevant to mental health at

national, state and local level

relevant agencies and services which may

assist in promoting and advocating for

mental illness and/or psychiatric disability

issues 16



political lobbying processes

use of media for advocacy purposes

key stakeholders and how to access them

understanding of the balance between the

rights of the general community and the

rights of people with a mental illness

and/or psychiatric disability

relevant regulatory, legislative and legal

requirements relating to mental health

issues

17




from culturally and linguistically diverse

backgrounds


at risk of self-harm

working with clients with alcohol and other

drugs issues

18


Where clients experience AOD issues

the following specific knowledge is

required:

Range of Alcohol and Other Drug (AOD)

specific treatment and intervention options:

detoxification, in-patient treatment

programs, outpatient treatment services,

and brief interventions

19


AOD specific knowledge required...

Legal and organisational knowledge:

legal and organisational requirements for

client registration, allocation and referral

organisation policies on reporting and

confidentiality

organisation policies and procedures for

documenting work with clients

understanding agency role, agency target

group and the impacts on the local

community

20


Where clients experience AOD issues

the following specific knowledge is

required:

Effects of Alcohol and Drug use:

signs and symptoms of medical risk

associated with AOD use

stages and symptoms of AOD withdrawal

basic health issues relating to alcohol and

or other drug use e.g. malnutrition, blood

borne diseases, skin infestations

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effects of drug use on health, cognitive,

social, emotional development and impact

on others

basic pharmacology - types of drugs; dose

levels; effects of specific drugs; tolerance;

treatment approaches broadly

the effects of alcohol related brain injury

range of cultural contexts - lifestyle, set of

beliefs, customs

client empowerment/disempowerment

22



• consequences and effects of drug

substitution/replacement

• effects of prescribed drugs and the use of

other drugs

• patterns of drug use in Australia and the

local community

• range of use and use scenarios e.g.

lifestyle context of illegal drug use

• legal issues

• legal status of drugs 23



harm minimisation including a range of

approaches: prevention, early intervention,

abstinence, specialist treatment, supply

control and safer drug use

common relapse precipitants

a range of strategies for working with

clients

strategies to promote participation in

programs

24



rights of workers and clients

different lifestyles

self-esteem, abuse issues, self-

awareness, own biases, ethical obligations

in helping relationships

types of counselling e.g. motivational

interviewing, brief and intensive

intervention, relapse prevention

working with clients at risk of self-harm

25



• legal issues surrounding AOD use

• Policy: public health model - interaction of

impact of drugs, individual and the

environment

• protocols around use of interpreters

• case management principles

• client-centredness

26



suicidal or self-harming behaviour, ideation

or intention

no-suicide contracts and other protective

strategies

links between predisposing factors for self-

harm, drug use and mental health

problems

legal and ethical obligations regarding

clients at risk of self-harm or with mental

illnesses

27


Other specific need areas...

Divide into small groups and choose a

specific need area for a group of young

people.

Discuss the needs and the knowledge

base required for the youth workers in this

area.

Provide an informal report back to the rest

of the group with ideas the group came up

with.

28


Design and development of client

services and principles of effective service

delivery

Discuss: In creating a program or activity for

a specific group of young people what

important things might you need to consider?

29


Youth program development stages

Stage 1. Planning

Stage 2. Develop

Stage 3. Implement

Stage 4. Monitoring

Stage 5. Review

30


Design and development of client

services...

Who has input on the design?

What the purpose of the activity is?

What WHS issues might be involved?

How you will monitor the program?

What evaluation mechanisms you will put

in place?

What staff will support the activity?

How you will promote the activity?

31


Service provision by organisations;

associated policies & procedures

In providing services to clients there

will need to be associated policies and

procedures.

What are policies and procedures?

Who writes them?

Where are they kept?

How often should youth workers refer to

them?

Why are they important? 32


Strategic planning and organisation

development

Programs don’t exist in a vacuum; they are

part of the goals of an organisation.

Programs should be created in response to

the strategic planning and development of

the organisation.

It is not good if the organisation starts to

develop programs without a plan in place.

33


Strategic planning and organisation

development

DISCUSS: Why would this

be a problem?

What about the need to be

responsive to opportunities

and client needs?

Do we rigidly stay with the ‘5

year strategic plan’?

34


Evaluation principles and practices

What are the principles of evaluation?

• Broad samples

• Unbiased evaluation tools

• Use of a number of evaluation tools

• Valid interpretation of the results (by a third party)

• Clear summary of results

• Suggestions for improvement

• Step by step strategies for implementation of

improvement.

• Regular evaluation provides good direction for a

program or service.

35


Evaluation principles and practices

Evaluation practice tools might include:

Oral feedback, Observation of benefits to clients

(through certain measure like: job acquisition or

changed attitudes etc), rates of participation, 1:1

structured interviews, stakeholder satisfaction

measured through feedback forms, pilot

programs, trials, whole team reviews both formal

and informal, random satisfaction survey,

community forums and consultation, minuted

meetings.

KPI’s for staff (key performance indicators)

for example punctuality of staff.

36


Legalities and Best Practice models in

Youth Work

Youth Work leaders need an understanding of

Local, State and Federal/Commonwealth

services and associated Commonwealth or

State regulations, acts or guidelines related to

service provision.

We have looked at this in detail in previous

units of competency.

37


Other areas for youth work managers...

• Community resources

• Cultural differences and practices

• Common health problems encountered in

clients – this may be specific to a region or

a particular population of young people.

38


Other areas for youth work managers...

• Let’s look at a case scenario.

• You are working in a rural township where

there are a lot of Aboriginal youth. One of

the issues you are concerned about is lack

of good nutrition for the young people and

the predominant problems of diabetes that

could develop.

39


What you could do....

You look at a breakfast program in the

local high school. You approach the

Rotary club for financial and practical

support as well as the local Catholic and

Adventist churches.

You ask for support from the

local elders in identifying

traditional foods.

40


What you could do...

Ask for help from local dietician to research the

nutrition value in the local traditional foods and

the benefits to the body.

You get interested teachers to develop resources

to inspire young people to build their bodies for

life through great eating.

Compare the dietary nutrition in traditional foods

and quality available breakfast foods.

You invite an Indigenous sports hero to speak to

the youth.

41


Prepare activity/program, plan & deliver

After researching needs and responding to

the goals of an organisation YOU may

have to create an activity or program plan.

Here is an outline of how you would do this.

1. Undertake appropriate planning to ensure

client needs are identified clearly

42



2. Put in place mechanisms to ensure client

service information is recorded,

maintained and applied to future client

dealings so service developments are well

informed and appropriate

3. Develop programs as required

4. Review client services in consultation with

clients and other relevant people including

primary health practitioners

43



5. Monitor client service delivery to ensure it

upholds the organisation's reputation,

addresses individual client differences and

meets duty of care responsibility

6. Identify and address problems in addressing

client needs in accordance with organisation

procedures

7. Maintain all relevant documentation relating

to clients, service delivery and communicate

in accordance with organisation procedures

44



8. Maintain high standards of client service

delivery in line with procedural and

legislative requirements

9. Seek provision of services from other

workers, agencies or primary health

practitioners as required

10. Facilitate strategies and opportunities to

meet the needs of people and develop

according to organisation policies and

procedures

45


Prepare activity / program plan and

deliver it.

11. Facilitate individual differences, rights,

needs and preferences within programs

12. Incorporate special needs in the

development of programs and services

13. Communicate the needs of clients to

carers and other workers as required

14. Make available appropriate program

resources

46


Monitor and review programs

To keep a good handle on what is

happening within activities and programs it

is important that you monitor and review

things.

DISCUSS

47



How can you do this?

Talk to staff

Talk to the young people

Take time to observe what is

going on.

Listen to other feedback from

community members or other

stakeholders.

48



Other things you should be aware of:

1. If the program or activity is new or

changed, ensure changes to the service are

within policy and budgetary frameworks!

2. Make sure that your staff are adequately

trained for the activity or program.

49



3. Modify specified aspects of the activities

or programs or service delivery as needed

to meet changing client and service

requirements.

For example a new policy has come into

the agency which requires a different ratio

of worker to client; you need to implement

this immediately.

50



4. Ensure changes to client services are

within procedural and legislative

requirements and maintain high standards

of delivery

5. Before a program gets under way it will be

important that you undertake appropriate

planning to ensure client needs are met

6. Make referrals to external services as

appropriate

51


Evaluate activity / program

As outlined previously it is important to evaluate

a program or activity to see if it is meeting the

needs of the participants. To do this:

1. Choose your tools. Define the criteria to

judge the effectiveness of the program in

consultation with clients and stakeholders

2. Evaluate regularly and at various points.

Routinely use appropriate evaluation

strategies during and after program and for

revision and development

52


Evaluate activity / program

3. Pull your data together.

Collect, organise and report evaluation

information in a format which is accessible

and meaningful to clients and stakeholders

4. Prepare and present reports as

required

53


Essential skills for youth work

managers....

It is critical that you can:

Consult effectively with

client/s

Respond to specific

client needs

Establish and maintain a

network of service

providers, including

health practitioners

54


You will also need to:

Analyse client needs

Demonstrate oral

communication skills

required to fulfil the

job role in the

organisation/service

55


Communication:

Oral communication skills may include:

Active listening, asking questions,

providing encouragement, clarifying

meaning, clarifying a situation, explaining

the needs of young people to other

workers

language used may be English, sign

language or community language

depending on client group

56


Literacy skills...

Demonstrate literacy competence required

to fulfil the procedures of the

organisation/service:

Language used may be English or a

community language depending on the

service / organisation

Demonstrate written communication skills

required to fulfil the job role as specified by

the service/organisation

57


Literacy skills...

Written skills may include:

completion of reports or documentation,

selecting appropriate language and

detail depending on the purpose of the

report and the intended audience (e.g. documentation for funding, accreditation

documents, client notes etc)

communication support is incorporated

as required e.g. using dictionaries,

medical books, other reports

58


Further skills and knowledge.,..

Demonstrated reading skills required to

fulfil the job role as specified by the

service/organisation

Skills may include reading written material

such as policies, procedure manuals and

program materials, understanding and

interpreting their content

59


Further required skills...

Demonstrate application of skills in:

Consultation

Strategic planning

Organisation development

Review and evaluation

Safe and effective use and coordination of

relevant technology in line with work

health and safety (WHS) guidelines

60


Youth Work programs

To get a program up and running you

need to develop an enormous range of

skills...

Often when you are

passionate about the

needs of young people

you launch out into the

unknown and make

things work... learning

as you go

Before you know it...your an expert! 61

Health & Medicine

Ppt module 5 youth work programs v 21.01.2013