COMPETENCY STANDARDS FOR YOUTH DEVELOPMENT WORK IN THE CARIBBEAN LEVEL LL

© Commonwealth Youth Programme Caribbean Centre, March 2012
This document is intended for the use of Commonwealth governments, intergovernmental and non-governmental
organisations, and others working in youth development work and other related fields. All rights reserved. This
publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic
or mechanical, including photocopying, recording or otherwise by any of these intended users. This is providing full
acknowledgement is given to the Commonwealth Youth Programme Caribbean Centre as the original publisher.
ISBN 978-976-8212-86-3 (pbk)

Commonwealth Youth Programme Caribbean Centre
P.O. Box 10063
Georgetown, GUYANA
Email: cypcc@cypcaribbean.org
Web: www.thecommonwealth.org/cyp
Graphic Art and Typesetting - Ms. Amera Jones, Guyana

ACKNOWLEDGEMENTS
Competency Standards Development Project Manager

Ms. Glenyss James, Programme Manager, Youth Work Education and Training
Commonwealth Youth Programme Caribbean Centre
Technical Team
Mr. Leolyn Gordon, Team Leader/Consultant, Jamaica
Ms. Cleon Athill, Director of Youth/CYP Diploma Graduate, Antigua and Barbuda
Mr. Richard Carter, Director of Youth, Barbados
Ms. Glenyss James, Programme Manager, Commonwealth Youth Programme, Caribbean Centre
Ms. Heather Johnson, CARICOM Secretariat
Mr. Jules Pascal, Director of Youth/CYP Diploma Graduate, Dominica
Mr. Carlyon Russell, Consultant, Jamaica
Editor
Ms. Bonita Harris
The Commonwealth Youth Programme Caribbean Centre

Mr. Armstrong Alexis
Mr. Henry Charles
Ms. Dwynette Eversley
Ms. Natasha Grovesnor
Ms. Glenyss James
Institutional Contributors
The National Council on Technical and Vocational Education and Training (NCTVET), Jamaica
University of the West Indies, Mona Campus, Jamaica
University of Guyana
Technical and Vocational Education and Training Advisers

Ms. Clover Barnett
Ms. Paulette Dunn-Smith
YWET Pan Commonwealth Office

Ms. Cristal de Saldanha
Mr. Layne Robinson
Lead Group
Universities and Community Colleges
Dr. Mark Kirton, University of Guyana
Mr. Matthew Merrill, Dominica State College
Mr. Lincoln Williams, University of the West Indies, Mona Campus, Jamaica
Ministries /Departments of Youth

Ms. Fortuna Belrose, St Lucia
Mr. Carl Brandon, Guyana
Ms. Dianne Finnegan, Belize
Ms. Joy Pond, Montserrat
Mr. Lenox Proctor, Anguilla
Mr. Layne Robinson, Jamaica
Regional Youth Caucus Representative

Mr. Ato Augustine, Trinidad and Tobago
Directors of Youth and other Stakeholders who participated in the National Consultations held in Anguilla, Antigua and
Barbuda, the Bahamas, Barbados, Belize, British Virgin Islands, Cayman Islands, Dominica, Grenada, Guyana, Jamaica, Montserrat,
St Kitts and Nevis, St Lucia, St Vincent and the Grenadines, Trinidad and Tobago.
CYP Competency Standards in Youth Development Work
FOREWORD
The youth development fraternity in the Caribbean has often lamented the slow pace of the
recognition of youth development as a profession; the absence of a clearly defined framework for
the professionalization of youth development work; and also the inadequacy of collaboration
among youth development stakeholders. These concerns assume even greater significance given the
centrality of youth dynamics in our overall development ethos. Indeed, our efforts at sustainable
development may be elusive unless they are impacted by a professionalized youth development
culture.
These competency standards are timely and relevant because they attempt to address the deficiencies
in the existing youth development environment. They open a whole new realm of possibilities and
opportunities, such as, professional development, job evaluation, job classification and certification.
The initiative is the product of extensive collaboration among youth development stakeholders
and other important entities, such as public service commissions, ministry of public service, tertiary
institutions, Labour and Manpower Planning Agencies, trade unions, and examination bodies across
the region. The standards articulate a holistic framework for professional development and are
useful to assess professional competences.
The standards along with other ongoing initiatives to enhance the policy development environment,
should serve to accelerate the process of professionalization of youth development work within
the Caribbean Community. They are in sync with the existing regional vocational qualifications
framework and received the endorsement of national governments. The Competency Standards
for Youth Development Work were endorsed by the Council on Human and Social Development
of the Caribbean Community (COHSOD) at its Twenty-Second Meeting, Georgetown, Guyana,
2nd -3rd February, 2012.
It is my wish therefore that the standards become integral to regional development strategies and
that youth development policy makers and practitioners will make optimal use of them to advance
the youth development agenda.
Henry Charles
Former Regional Director, Commonwealth Youth Programme Caribbean Centre (2005-2011)
4
LIST OF UNITS OF COMPETENCY: LEVEL II
CODE TITLE OF UNIT
LEVEL II
YDW CYP0012 Prom ote national pride and civic responsibility am ong young people
YDW CYP0022 Help young people to apply basic advocacy skills
YDW CYP0032 Mobilise comm unity support to address the interests of young people
YDW CYP0042 W ork with youth with special needs
YDW CYP0052 Create awareness of sexual and reproductive health, HIV/AIDS and other STIs
YDW CYP0062 Enable young people to access and use inform ation
YDW CYP0072 Enable young people to deepen their awareness of self and their environm ent
YDW CYP0082 W ork in ways that promote equality of opportunity, participation and responsibility
YDW CYP0092 Enable young people to work effectively in groups
YDW CYP0102 Plan and conduct m eetings
W ork with young people to protect the environm ent and prom ote sustainable
YDW CYP0112
developm ent
YDW CYP0122 Establish relationships and m aintain dialogue with young people
YDW CYP0132 Identify and secure resources for youth developm ent work
YDW CYP0142 Account for contributions to youth developm ent work program m es
YDW CYP0152 Apply basic research skills
YDW CYP0162 Manage work and create effective work relationships
YDW CYP0172 Apply basic project planning and im plem entation skills
YDW CYP0182 Prom ote a safe and healthy environm ent in youth developm ent work
YDW CYP0192 W ork with young people in safeguarding their own welfare
YDW CYP0202 Com m unicate effectively with young people
YDW CYP0212 Use reflection and feedback to im prove quality of work with young people
YDW CYP0222 Prom ote healthy lifestyles among young people
YDW CYP0232 Prom ote peace building
YDW CYP0242 Assist young people and parents to understand their roles and responsibilities
YDW CYP0252 Support young people to address their circum stances
5
YDWCYP0012 PROMOTE NATIONAL PRIDE AND CIVIC RESPONSIBILITY AMONG

YOUNG PEOPLE
Competency Descriptor: This unit deals with the knowledge, skills and attitudes required to effectively
inculcate in young people pride of country, including respect for authority,
national symbols and cultural heritage.
Competency Field: Youth Development Work
ELEMENT OF COMPETENCY PERFORMANCE CRITERIA
1. Encourage respect for authority and 1.1 Youth worker’s own knowledge and understanding of the meaning of each
national symbols national symbol is correct.
1.2 Youth worker’s response to national symbols is appropriate.
1.3 Young people are able to identify the national symbols of their country and
explain their meanings.
1.4 Efforts to get young people to show respect for authority and various national
symbols are effective.
1.5 Efforts to understand and mitigate disaffection and alienation among young
people are effective.
1.6 The youth worker’s interaction with authority figures appropriately models
respect.
2. Encourage understanding and 2.1 Youth worker’s own knowledge and understanding of the meaning of cultural
appreciation for cultural heritage heritage is correct.
2.2 Youth worker’s response to symbols of cultural heritage reflects appreciation.
2.3 Efforts to get young people to identify items of multi-cultural heritage are
successful.
2.4 Efforts to get young people to respond appropriately to items of cultural

heritage are effective.
3. Assist young people to participate in civic 3.1 Appropriate assistance given to young people to facilitate their understanding
activities of their roles, rights and responsibilities as individuals and members of their
communities.
3.2 Young people are enabled to identify and value the contribution of voluntary
unpaid labour to the community.
3.3 Work with young people to identify possible areas of involvement in

community activities is effective.
3.4 Opportunities and necessary resources are provided for young people to be
involved in developmental activities.
3.5 Young people are enabled to understand the effect of their individual and
collective actions on individuals and groups within the community-at-large.
3.6 Young people are enabled to appreciate the value of local governance.
3.7 Young people are encouraged to participate in the democratic process at all
levels and apply democratic principles in their interactions.
YDWCYP0012 6
3.8 Efforts to enable young people to understand the importance of their

involvement in national projects result in increased sense of national pride.
4. Assist young people to recognise their 4.1 Assistance given young people to recognise their responsibility, individually
responsibility to care for public property and collectively, to protect public property is appropriate to their level of
development.
4.2 Young people are enabled to understand their role in the sustainability of
national resources including national patrimony.
4.3 Young people are helped to understand the social and economical impact on
the community and nation when public property and material resources are
wilfully destroyed.
4.4 The importance of responsible behaviour in respect of public property is

modelled.
RANGE STATEMENTS
The Range Statements provide advice to interpret the scope and context of this unit of competency,
allowing for differences in workplace scenarios. They relate to the unit as a whole and facilitate
holistic assessment. The following variables may be present for this particular unit:
National symbols include: National resources may include:

• flag • public property such as government owned buildings and
• anthem amenities given for public use in the community/country
• designated bird/animal • natural resources
• designated flower/plant • roads and waterways
• Coat-of-Arms
• National songs National patrimony to include:
• heritage sites
Meaning of national symbols to include: • cultural norms and traditions
• flag • festivals and folklore
• anthem • national and purpose- built features of the environment
• Coat-of-arms
Care for public property includes:
National projects to include: • refrain from malicious destruction
• all activities planned and promoted by the government • refrain from defacing public structures with graffiti
that relies on volunteerism (national labour day • discouraging others from stealing public property
activities, local voluntary community efforts etc)
Responsible behaviour includes:
Appropriate response to national symbols include in • proper disposal of waste and garbage
relation to:
• the flag
• the anthem and other national songs
EVIDENCE GUIDE
The Evidence Guide identifies the critical aspects, underpinning knowledge and skills to be
demonstrated to confirm competence for this unit. This is an integral part of the assessment of
competence and should be read in conjunction with the Range Statements.
7 YDWCYP0012
(1) Critical Aspects and Evidence

Competency must be demonstrated in the ability to:
• work with young people to identify possible areas of involvement in their community
• assist young people in understanding their roles, rights and responsibilities
• identify items of cultural heritage
• demonstrate knowledge and understanding of the meaning of cultural heritage
• model respect through interaction with authority figures
• get young people to show respect for authority and various national symbols
• respond appropriately to national symbols
• demonstrate knowledge and understanding of the meaning of each national symbol of their country
(2) Underpinning Knowledge and Skills

Knowledge Skills
Knowledge of: The ability to:
• national symbols peculiar to country • undertake activities to help young people understand the
• the meaning of national symbols principles that underpin the establishment of national
• appropriate response to the national anthem symbols, values and the protection of national heritage
• correct use and handling of the flag and coat- • develop activities to help young people understand their
of- arms civic responsibility to the sustainability of national
• relationship between care of national properties resources
and reduction in taxpayers’ costs • promote respect for and proper use of national symbols
• concepts of societal values and culture • assist young people to understand the similarities and
• roles, rights and responsibilities of individuals uniqueness across the Caribbean region
and groups as citizens • assist young people to identify local issues of importance
• statutory regulations governing the use of to them
national symbols • effect of their actions on other groups and individuals
• facilitation techniques • enable young people to understand the connections
• the importance of building young people’s between current behaviours and the nation’s future
respect for public property • work in a way that is sensitive to social and cultural
• how to assist young people to develop and use traditions
a range of influencing skills through peer • enable young people to communicate
counselling, group work, team-building and their views and interests
peer mentoring
• assertiveness and confidence building
techniques
• protocols regarding interaction with authority
figures
• the importance of young people becoming
active citizens
• the importance of sustaining national patrimony
and other national resources
democratic principles and processes
(3) Resource Implications
• Access to a relevant or an appropriately simulated environment where assessment may take place.
(4) Method of Assessment
• Competency is demonstrated by performance of all stated criteria in the context of the range of variables.
• Evidence should be gathered attesting to the achievement of competence by the candidate to the standard required for
each element.
• Assessment activities may also include written or verbal short answer testing, practical exercises, role plays,
observation of practical demonstration.
YDWCYP0012 8
(5) Context of Assessment
• In order to ensure consistency of performance, evidence should be collected over a set period of time that is sufficient
to include dealings with an appropriate range and variety of situations involving young people.
• Elements of competency contain both theoretical and practical components. The theoretical components may be
assessed off the job. The practical components should be assessed either in a natural or simulated work environment.
CRITICAL EMPLOYABILITY SKILLS
Three levels of performance denote level of competency required to perform a task. They relate to
the seven areas of generic competency that underpin effective workplace practices.
Levels of Competency
Level 1. Level 2. Level 3.

• Carries out established • Manages process • Establishes principles and
processes • Selects the criteria for the procedures
• Makes judgement of quality evaluation process • Evaluates and reshapes process
using given criteria • Establishes criteria for evaluation
Collect, analyse and organise information Level 1

Communicate ideas and information Level 1
Plan and organise activities Level 2
Work with others and in team Level 2
Use mathematical ideas and techniques Level 1
Solve problems Level 2
Use technology Level 1
Please refer to the Assessment Guidelines for advice on how to use the Critical Employability Skills.
9 YDWCYP0012
YDWCYP0022 HELP YOUNG PEOPLE TO APPLY BASIC ADVOCACY SKILLS
Competency Descriptor: This unit deals with the knowledge, skills and attitudes required to help
young people apply basic advocacy skills.
1. Help young people prepare for 1.1 Guide young people in gathering information on circumstances of the
advocacy intervention situation where advocacy is needed.
1.2 Young people are assisted to clarify their thoughts and identify areas of the
situation for which they intend to advocate.
1.3 Work with young people to identify accurately the key groups, individuals and
decision-making processes in the situation.
1.4 Accuracy of information is verified and accurately recorded.
1.5 Required instruments and support materials obtained and made ready for
use.
2. Provide young people with the support 2.1 Guide young people in assessing their competence to represent themselves
they require to represent themselves and identify need for support.
2.2 Need for and sources of support to assist young people in their advocacy
efforts are correctly identified and appropriate help provided.
2.3 Guidance appropriately provided to help young people assess the quality of
assistance provided to them.
2.4 Young people are provided with the support they require to address
situations that prove difficult for them.
3. Assist young people to evaluate the 3.1 Clear and consistent advocacy review processes are agreed on.
effectiveness of advocacy action and
support
3.2 Young people are guided in their approach to advocacy evaluation and
helped to take a realistic view of the situation. .
3.3 Young people are assisted in design and use of evaluation tools.
3.4 Accurate, complete and clear records of the facts of the case and action
taken are kept.
3.5 Young people are guided in interpretation of review findings.
3.6 Work with young people to identify required follow-up actions is successful.
RANGE STATEMENTS
YDWCYP0022 10
Information to include: Information may be collected through:

• details pertaining to circumstances that necessitate • statutory procedures
advocacy • media reports and letters to the press
• independent information bases
Representation is made where: • fellow youth worker
• decisions made by others affect • peers and peer groups
young people • surveys
• rights are violated and other forms of injustice • questionnaires and interviews
• there is dereliction of duties and responsibilities • focus group discussions
• formal and informal research
Context of advocacy may include:
• presentation to organisation, individuals, groups Advocate on behalf of:
• organising events • individuals
• groups
Information may be presented by means of:
• written or spoken forms Advocacy process includes:
• formal statements • gathering information
• informal discussions • mobilising support
• visuals • developing and presenting the case
• dramatic presentations • monitoring and evaluation results of advocacy initiated
EVIDENCE GUIDE

• guide young people in gathering information
• guide young people in planning and delivering presentations
• help young people assess their competence and skill to represent themselves
• represent the views of young people
• collect sufficient and valid information
• keep accurate, complete and clear records
• help young people review and take follow-up actions

Knowledge Skills
• struggles of young men and women • gather information
• issues of those without a voice • prepare case documentation
• policies that guide advocacy intervention in youth • network and use varied communication channels
development work • make formal and informal presentations
• types of groups, individuals and decision- makers • keep accurate, complete and clear records
who may influence the advocacy situation • review the outcomes of advocacy with youths
• how to work with groups and individuals to decide • present persuasive argument
circumstances requiring advocacy
• youth worker’s roles and responsibilities within
advocacy
• relevant legislation with regard to youth rights
• a range of situations in which advocacy may take
place, and the factors affecting how the
proceedings will be conducted
• how to establish realistic goals for advocacy
• the scope of advocacy in youth work
11 YDWCYP0022
Knowledge cont’d
Knowledge of:
• the kinds of information which needs to be
collected, and methods for collecting them
• methods of preparing case documentation
• presentation skills
• procedures used in formal and informal settings
• organisational policies and local sensitivities
about independent action by young people
• ways of assessing the maturity of individuals to
decide circumstances requiring advocacy

each element.
• Assessment activities may also include written or verbal short-answer testing, practical exercises, role-plays,
research/project work or observation of practical demonstration.
• This unit is most appropriately assessed in the workplace under the normal range of workplace conditions but may be
assessed in a simulated work environment.


YDWCYP0022 12
YDWCYP0032 MOBILISE COMMUNITY SUPPORT TO ADDRESS THE INTERESTS OF

YOUNG PEOPLE
Competency Descriptor: This unit deals with the knowledge, skills and attitudes required to work with
others in the community to address the interests of young people.
1. Establish links with youth networks and 1.1 Key persons within the community are correctly identified.
other providers of services to youth
1.2 The values of working in collaboration with agencies and providers are clearly
understood.
1.3 Organisation’s role within the community is clearly articulated.
1.4 Information obtained on the roles and responsibilities of the networks/providers

is accurate and up-to-date.
1.5 Contact details of individuals and community groups/ organisations are

appropriately recorded.
1.6 The nature and extent of future contact agreed on is in keeping with job role.
1.7 Opportunities for inter-agency collaboration at the senior level in the

organisation are clearly articulated to superiors.
2. Contribute to gathering information to 2.1 Young people are appropriately engaged to gather information.
aid decision making
2.2 Community needs and rights are correctly identified.
2.3 Information on community needs, available services and community activities is

appropriately documented.
2.4 Young people and other stakeholders are adequately represented in community
discussions.
2.5 Channels and methods of communication used are appropriate.
3. Contribute to evaluating and selecting 3.1 Stakeholders are sensitised on the importance of efficient use of available
options for collective action resources.
3.2 Information on needs and rights of young people is accurately analysed.
3.3 Options for collective work are clearly prioritised.
3.4 Stakeholders’ potential to meet the desired goals and objectives is correctly
determined.
3.5 Terms of reference to guide collaborative engagement is clearly defined and

agreed on by all stakeholders.
4. Contribute to developing a plan for 4.1 Timelines set for implementation are realistic and achievable.
collective action
4.2 Assigned roles and responsibilities of stakeholders are consistent with their
capacity to deliver.
13 YDWCYP0032
4.3 Roles and responsibilities of stakeholders take into account equality of

opportunity and anti-discriminatory practice.
4.4 Resources, support services and required expertise are correctly determined.
4.5 Additional sources of support that will enhance delivery are correctly
determined.
4.6 Implementation plan is endorsed by stakeholders.
5. Contribute to implementing the plan and 5.1 Resources and support are accessed in a timely manner.
monitoring the activities
5.2 Roles and responsibilities are carried out as per agreement.
5.3 The expectations of youth and other stakeholders are effectively handled.
5.4 Strategy to gain community participation is effective.
5.5 Feedback from community/participants is appropriately documented, correctly

interpreted and used to inform relevant corrective actions.
5.6 Effective use is made of opportunity to share experiences with other

stakeholders.
RANGE STATEMENTS
Community needs may include: Resources may include:
• short or long- term projects • funds
• direct action • buildings
• providing community information and advice • equipment
• direct action • time
• fund raising • specialist skills
• education or training • support staff
Providers may include: Sources may include:

• education and training providers • statutory and non-statutory providers of service
• activity providers • youth networks
• employers • community groups
• providers of goods and services • interest groups
• health and social service agencies • rights and benefits organizations
• NGOs and FBOs • community leaders
• individual professionals
Stakeholders may include: • FBOs and other NGOs
• central and local government departments
• advice agencies Channels and methods of communication may include:
• professional bodies • formal and informal
• social services • face-to-face and distant
• education department • with individuals and groups
• voluntary organizations • electronic
• issue-based organizations • written
• lobby groups
• sports clubs
• families
• other community groups
YDWCYP0032 14
EVIDENCE GUIDE

• use basic community development techniques
• gather information
• use communication techniques
• develop a plan
• work in culturally diverse environments
• bridge inter-generational divide
• work with others to effectively address the interests and aspirations of young people
• identify potential areas of conflict of interest and manage these effectively

Knowledge Skills
• the value of collaborating with other stakeholders in • work in a way that is sensitive to social and
communities cultural traditions
• the value of working with young people • work with other agencies and
• the values and role of youth worker’s organisation in providers working with young people
relation to those of other agencies and providers • explain the values of work with young people and
• basic research methods their needs
• remit and the boundaries of own role • facilitate group discussions with young people
• basic community development techniques such as • explain the values and role of organisation in
mapping, profiling and working across the inter- relation to those of other agencies and providers
generational divide • use communication techniques such as
• presentation skills newsletters, fora, press releases, email, internet
• planning a project • monitor and evaluate the success of partnership
• the values and principles of partnership work
• setting goals and objectives • conduct basic research
• identifying and handling sensitive information • review personal role and responsibilities
• sourcing information • plan and conduct meetings
• group work theory relevant to community groups • use interactive and participative methodologies to
• how to identify and obtain resources ensure maximum participation in group work
• networks, channels of communication and dissemination
of information
• establish agreements for collaborative work
• communication techniques such as newsletters, fora,
press releases, email, internet, etc.
• Access to a relevant workplace or an appropriately simulated environment where assessment may take place.
each element.
• Assessment activities may also include written or verbal short-answer testing, practical exercises, role-plays, research/
project work or observation of practical demonstrations.
15 YDWCYP0032
• This unit may be assessed on or off-the-job. Assessment should include practical demonstration either in the
workplace or through a simulation and to include underpinning knowledge assessment.
Three levels of performance denote level of competency required to perform a task. They relate
to the seven areas of generic competency that underpin effective workplace practices.


Image copyright, iofoto, 2011; used under license from Shutterstock.com
Creating conditions in which young people can act on their own behalf
YDWCYP0032 16
YDWCYP0042 WORK WITH YOUTH WITH SPECIAL NEEDS
Competency Descriptor: This unit relates to the knowledge, skills and attitudes required to work with
youth with special needs.
1. Provide enabling environment for youth 1.1 Youth are appropriately engaged in developing the environment appropriate
with special needs to their needs.
1.2 Environment provided adequately addresses safety and other special needs
considerations.
1.3 Structures to support youth with special needs are appropriate.
1.4 Youth worker’s perceptions and attitudes towards persons with special
needs are positive.
1.5 Resources to support youth with special needs are appropriate to the
specific needs, adequate and suitably deployed.
2. Engage youth with special needs 2.1 Support and encouragement given to young people is appropriate.
2.2 Factors that give rise to feelings of exclusion are correctly identified,
appropriate and timely action to mitigate them taken.
2.3 Communication with young people is appropriate.
2.4 Boundaries established between youth worker and young people are
appropriate.
2.5 Young people are supported to explore the implications of their situations.
2.6 Opportunities are provided for young people to contribute meaningfully.
2.7 Interactions with young people engender empowerment.
2.8 Young people are accurately informed of relevant support services.
2.9 Successes and achievements are appropriately highlighted and celebrated.
3. Provide information for youth with 3.1 Information provided to young people is appropriate to their needs.
special needs.
3.2 Young people are appropriately engaged in determining and accessing

information needed to address individual and group circumstances.
3.3 Young people are supported in accessing relevant information.
3.4 Guidance provided to young people to interpret and use information is

appropriate and timely.
4. Support young people to identify and 4.1 Young people are supported to correctly identify personal strengths and
use resources talents.
4.2 Guidance is given to young people to identify specific needs and make
choices appropriate to their circumstances.
17 YDWCYP0042
4.3 Opportunities are provided for young people to address their issues
individually and collectively.
4.4 Approaches are applied that encourage youth to act on their own behalf.
4.5 Young people are supported to build independence while maintaining and
benefiting from contact with family, friends and other support services.
RANGE STATEMENTS
The Range Statements provide advice to interpret the scope and context of this unit of
competency, allowing for differences in workplace scenarios. They relate to the unit as a whole
and facilitate holistic assessment. The following variables may be present for this particular unit:
Types of support to be provided by youth worker to the Special needs may include:
young person/s may be: • visually impaired, hearing impaired
• advice • speech impediment
• provision of information • educational challenges
• a listening and affirming role • mental and other health challenges
• peer support • social dislocation
• relaying information to supervisors • victims of discrimination
• practical assistance • victims/perpetrators of violence
• referral to supervisors • youth in or recently released from penal institutions
• availability • youth marginalised because of sexual orientation,
• information on agencies providing relevant support race, creed or religious belief
Environment for youth work may be: Communication takes into account:
• indoors • personal space
• outdoors • respect and confidentiality
• privately owned • rights of youth and parents
• public • age appropriateness
• cultural and gender sensitivity
Safety considerations may include:
• ventilation Circumstances may include:
• emotional and psychological safety • family problems
• accessibility and mobility • lack of education opportunities
• illumination • migration of family members
• location • un-employability
• equipment and furniture layout • at risk of being in conflict
• terrain or actually in conflict with the law
• fire hazards • drug use and abuse
• integrity of physical structure • considering and attempting suicide
• transportation to and from venues • being idle and out of work
• feeling alienated and disenfranchised
Information required by youth with special needs may • sexual exploitation
include: • physical or mental challenges
• available support services • health problems
• how to access resources • factors that give rise to feelings of exclusion
• procedural matters and protocols • consequences of unhealthy lifestyle choices
• legal information
• personal care
• safety Factors that give rise to feelings of exclusion include:
• medical and health related • language
• seating arrangement
Support services may include: • low self-esteem
• training institutions • bullying and mis-treatment
• welfare agencies • limited responsibility and participation
• rehabilitation centres • low expectations
• peer and other support groups • special treatment/attention
• youth friendly spaces • over-protectiveness
YDWCYP0042 18
Support services may include cont’d Factors that give rise to feelings of exclusion include cont’d
• health clinics • prejudice
• mentorship programmes • feelings of inadequacy and insecurity
• crisis centres
• counselling
EVIDENCE GUIDE

• create enabling and empowering environment for youth with special needs
• guide youth to analyse the implications of their situations
• support youth in self-actualisation
• mobilise youth to work collaboratively for common interest
• communicate effectively with youth with special needs
• manage conflict
• identify and celebrate successes and achievements
• advise youth of relevant support services

Knowledge Skills
• types of special needs • create an enabling and empowering environment for youth
• the role of the youth worker in guiding youth in with special needs
their personal development • guide exploration of self with youth
• peer counselling methods • guide youth to analyse the implications of their situations
• drugs and drug abuse • model non-stigmatising and anti-discrimination behaviours
• support systems • support youth in self-actualization
• human growth and development • motivate youth to work collaboratively for common interest
• how to connect with family to support youth • identify forms of drug and other abuse
• circumstances that may present challenges for • build youth-adult partnerships
youth • build respect and trust
• methods of communicating with youth with • manage conflict
special needs • identify own biases, prejudices and values
• group dynamics • communicate effectively with youth with special needs
• how young people can act as agents of change • assist youth to communicate effectively
• basic negotiation and mediation • apply motivational techniques
• communication skills such as listening, • assist young people to take responsibility for their lives
observation, leading discussions, questioning • identify and celebrate successes and achievements
and clarifying • prepare reports
• gender theories and their application within • work with both mixed and single gender groups
different political, social and cultural traditions
• building youth-adult partnerships
• self awareness and exploration techniques
• motivation techniques
• the implications of gender issues in youth
development work
• manifestation of gender inequality in social
structures and economic issues

• Access to a workplace or to an appropriately simulated environment where assessment may take place
19 YDWCYP0042
each element.
• Assessment activities may also include written or verbal short-answer testing, practical exercises, role plays,
• This unit is most appropriately assessed in a naturally occurring environment in which young people are accessible.
to include an appropriate range and variety of situations involving young people.


YDWCYP0042 20
YDWCYP0052 CREATE AWARENESS OF SEXUAL AND REPRODUCTIVE HEALTH,

HIV/AIDS AND OTHER STIS
Competency Descriptor: This unit relates to the knowledge, skills and attitudes required to increase
young people’s awareness of sexual and reproductive health issues in order
to enable them to make healthy choices.
1. Provide information to young people 1.1 Information to build awareness of sexual and reproductive health is
provided in ways and at a level appropriate to the target population.
1.2 Initiatives to help young people to access information for themselves

are successful.
1.3 Guidance given to young people to analyse the relevance, correctness

and appropriateness of information is successful.
2. Create opportunities for young people to 2.1 Spaces created for self-exploration are safe and feel safe to young
explore their feelings and behaviours people.
relative to sexual and reproductive health.
2.2 Strategies to engage young people are effective.
2.3 Varied opportunities for self-exploration are provided.
2.4 Young people are involved in the planning, execution and evaluation of
opportunities for expression.
2.5 Young people are effectively guided to identify behaviours that support
sexual and reproductive health.
3. Analyse the impact of lifestyle choices 3.1 Research techniques are correctly used to generate data to assist in
understanding issues relative to sexual and reproductive health of
youth.
3.2 Understanding of the array of factors influencing lifestyle choices is

demonstrated.
3.3 Guidance given to young people to explore the relationship between

lifestyle choices and personal development is effective and involves
experiential learning techniques.
4. Develop youth-led behaviour change 4.1 Young people are able to demonstrate understanding of the impact of
strategies lifestyle choices.
4.2 Behaviour change interventions are appropriate to target group and

correctly implemented.
4.3 A variety of media are effectively used to share information and create
awareness for behaviour change.
4.4 Appropriate tools and resources are effectively used to measure the
impact of behaviour change strategies.
4.5 Young people are effectively guided to evaluate impact of behaviour

change interventions.
21 YDWCYP0052
RANGE STATEMENTS
Information provided may be via: Initiatives to help young people access information may
• brochures include:
• booklets • portfolios
• videos/DVD • scrap-booking
• internet • literature searches
• workshop/rap sessions
• edutainment Safe spaces are created where there is :
• electronic and print media • respect
• case studies • acceptance
• listening
Opportunities provided for self-exploration may include: • sharing
• rap sessions • confidentiality
• journaling • no judging
• interactive and participatory sessions • no stigma and discrimination
• encounter groups
• retreats Sexual health issues to include:
• youth sexuality including adolescent development and
Measurement of impact of behaviour change strategies adolescent sexuality
includes: • reproductive health
• evaluation instruments/questionnaires • HIV/AIDS, STIs and STDs
• focus groups • negotiating sexual reduction
• tracer studies/data • relationships and commitment
• sharing of personal experiences • self-awareness and self-esteem
• peer assessments • assertiveness and refusal skills
• self-evaluations
Behaviours include those in relation to:
Factors to include: • male/female interaction
• cultural • stereotypical gender expectations
• family • undesirable behaviour towards self
• economic • undesirable interpersonal behaviour
• peer pressure • emotional intelligence
• religious • attitudes to moral guidance from peers, elders and
spiritual leaders
Media that appeals to youth may include:
• ICT
• edutainment forms and popular theatre
• sports
• TV, videos and movies
EVIDENCE GUIDE
• demonstrate assertiveness and refusal skills
• demonstrate self-awareness and handle disclosure
• carry out introspection
• facilitate experiential learning
YDWCYP0052 22
Competency cont’d
• provide opportunities for young people to develop a variety of behaviour change interventions
• use research techniques to generate data
• provide varied opportunities for self-exploration
• select and implement strategies to engage young people
• create safe spaces for self-exploration
• help young people to access information for themselves
• provide information to build awareness of sexual and reproductive health in ways and at an appropriate level

Knowledge Skills
• acquisition of attitudes and values • work with culturally diverse groups and
• the importance of personal and social address stigma and exclusion
values in making choices • work in a way that is sensitive to social and
• theories of adolescence cultural traditions
• issues in adolescence • describe own attitudes and values
• availability of counselling and other relevant support • communicate information about sexual and
services and how to access them reproductive health effectively and
• basic anatomy and physiology of human sexuality comfortably
• sexual and reproductive health including use of • model assertiveness and refusal skills
contraceptives, HIV/AIDS, STIs, abstinence and fidelity. • apply self-awareness and disclosure
• perceptions of human growth and development held by techniques
young people and adults • analyse impact of media on sexual choices
• sexual behaviour of young people in varying cultural • modify own behaviour
contexts • facilitate access to counselling and other
• sexual abuse support services
• sexual identity and orientation • facilitate experiential learning
• influence of media on sexual behaviour • carry out personal introspection
• sexual health promotion policy and • facilitate introspection by youth
services • devise appropriate behaviour-change
• sexual behaviour and gender issues communication interventions
• impact of healthy and unhealthy lifestyle choices on • undertake basic youth-led research activities
quality of life • mobilise other youth
• approaches to gathering and interpreting data to • provide a non-judgemental environment for
generate information for use sharing of experiences
• behaviour change through the life cycle • analyse impact of media on sexual choices
• how to facilitate discussions without being judgmental • design and develop data gathering instrument
• strategies for devising youth-led behaviour change • adapt practice to take account of how different
communication. cultures treat young people
• self-identity, self-awareness and awareness of others
• Actual or simulated situations sufficient for the demonstration of this competence.
• Competency shall be assessed while work is undertaken under direct supervision with regular checks, but may include
some autonomy when working as part of a team.
• Competencies in this unit may be determined concurrently and may be done over an extended period of time to
facilitate demonstration of research and data gathering and interpretation competencies.
• Assessment must be in accordance with the performance criteria.
23 YDWCYP0052
• This unit may be assessed on or off-the-job. Assessment should include practical demonstration either in the workplace
or through simulation and to include underpinning knowledge assessment.

• Carries out established • Manages process • Establishes principles and procedures
processes • Selects the criteria for the • Evaluates and reshapes process
• Makes judgement of quality evaluation process • Establishes criteria for evaluation
using given criteria

Use mathematical ideas and techniques Level -
Use technology Level -
Enabling young people to manage their work and professional development
YDWCYP0052 24
YDWCYP0062 ENABLE YOUNG PEOPLE TO ACCESS AND USE INFORMATION
Competency Descriptor: This unit deals with the knowledge, skills and attitudes required to enable
young people to effectively identify, obtain, store and use information for
decision‐making.
1. Provide guidance in sourcing and 1.1 Young people’s ability to access information from various sources is assessed
organising information and areas of need identified.
1.2 Sources and types of information needed by young people are accurately
identified.
1.3 Efforts to encourage and influence information providers to assist young

people with their information needs are successful.
1.4 Young people are made aware of their right to information and any legislative
arrangements that support such right.
1.5 Ways of accessing and organising information appropriate to young people’s

situation are correctly identified.
2. Enable young people to acquire 2.1 Young people are effectively guided to identify the information they require.
information
2.2 Guidance given to young people to collect information is appropriate to their

level of understanding and facilities available to them.
2.3 Young people are enabled to access information using a variety of tools and
from a variety of sources.
2.4 Need for the referral of young people to additional relevant information sources
is correctly identified and appropriately done.
2.5 Information accessed is held and stored in line with organisational policies and
legislative requirements.
2.6 Young people are made aware of the importance of ensuring that information
sourced is current and accurate.
2.7 Information which broadens the scope of options considered by young people
is collected.
3. Enable young people to use 3.1 Appropriate strategies are applied to ensure that information provided or
information to generate options and accessed is understood.
make decisions
3.2 Strategies applied to enable young people to use information promote

independence and discourage an attitude of dependency.
3.3 Decisions taken and plan of action developed by young people demonstrate
correct understanding of information sourced.
25 YDWCYP0062
RANGE STATEMENTS
Options to include: Communication media to include:

• educational and career development • written and spoken information
• personal, family and community • telephone information services
development • displays and notices
• computer and internet-based information
Young people include:
• those in places of safety Check for understanding through:
• disenfranchised youths • questionnaires
• truants • written reports
• those with disabilities • discussions
• youth at risk • informal feedback from young people
Information may cover subjects such as: Accessibility may include:

• healthy lifestyle choices • formats adapted to meet particular needs (language,
• career options access for people with visual and hearing impairments,
• school assignments and people with other special requirements)
• sports and games • formal and informal environments
• music and entertainment
• fashion and beauty Strategies to include:
• computers and accessories • training and other capacity building
• other communication equipment such as cell phones and • mentoring
other technology • focus group
• seminars/workshops
Information providers may include: • role play/drama
• statutory and voluntary bodies
• benefits and allowances services Opportunities include:
• libraries • formal and informal
• leisure facilities
• legal services Plan of action relates to:
• web sites, search engines • continuing education and skills building
• career choices
Ways of accessing and storing information include: • matters of a social and interpersonal nature
• computer based storage • personal issues
• paper based storage • group and social networking strategies
• library/book research • current and impending matters
• subject matter experts
• local, regional and international sources
• internet research
EVIDENCE GUIDE

• use appropriate techniques and skills to communicate
• work with young people to identify and access the kind of information they need
• check that young people understand the information provided/accessed
YDWCYP0062 26
Competency cont’d
• collect information which broadens the scope of options considered by young people
• assist young people to generate options and make decisions
• use multi-media communication tools
Knowledge
Knowledge of: Skills
• the power of the media and its impact on the The ability to:
region • use appropriate forms and styles of communication
• why it is important to have a wide variety of suited to the needs and abilities of young people
information available for young people’s use • enable young people to evaluate the impact of the media
• issues affecting young people in the region
• sources of information relevant to young people • source and organise information (media and other)
• a range of media for storing and displaying • guide young people to identify the information they
information require
• storage, retrieval and display systems • enable young people to organise information
appropriate for young people • enable young people to generate options
• ways of disseminating information, or of making • enable young people to make decisions
it available to young people • enable young people to develop plan of action
• information presentation methods which are • bridge the intergenerational gap
appropriate and interesting to young people • treat young people with respect
• general education needs of young people • listen actively and respond constructively
• copyright laws • facilitate sharing of ideas by young people
• factors affecting accessibility of information • be non-judgemental
• the communication process • source information for young people
• organisational policies and legislation relevant
to the storage of information, photocopying and
copyright
• why it is important for young people to be able
to access information for themselves
• right to information
• how to assist young people to learn information
retrieval techniques
• other sources of information, and/or methods of
accessing further information
• how to assist young people to acquire
communication skills
• techniques for using information for effective
option generation, decision-making or action
planning
• the kinds of support young people may need as
they make decisions and plan action
• the use of multi-media as a communication tool
• techniques and skills for effective
communication
• systems for ensuring that information is kept
up-to-date
• Access to a relevant or an appropriately simulated environment where young people are available and assessment may
take place.
• Competency is demonstrated by performance of all stated criteria according to the range of variables applicable.
27 YDWCYP0062
• The candidate should demonstrate evidence attesting to the achievement of competence to the standard required for
each element.
• Assessment may be conducted on one or more occasions.
• Assessment activities may also include written or verbal short-answer testing, practical exercises, role plays, research,
project work or observation of practical demonstration.
• In order to ensure consistency of performance, evidence should be collected over a set period of time that is sufficient to
include an appropriate range and variety of situations involving young people.


YDWCYP0062 28
YDWCYP0072 ENABLE YOUNG PEOPLE TO DEEPEN THEIR AWARENESS OF

SELF AND THEIR ENVIRONMENT
Competency Descriptor: This unit deals with the knowledge, skills and attitudes required to
effectively help young people to explore and develop self and see
themselves in relationship with their environment.
1. Enable young people to undertake 1.1 An environment of mutual support and sharing is developed through work
purposeful reflection with young people.
1.2 Young people are encouraged through appropriate means to take time to
reflect.
1.3 Young people’s ability to differentiate between thinking and feeling is

developed.
1.4 Young people are assisted to take note of and reflect on their reactions and
feelings towards self, others, events and environment.
1.5 Experiences of the benefits of reflection are shared, without imposing values
and beliefs on young people.
1.6 Formal and informal opportunities for reflection in the youth work setting are
identified and used.
1.7 A physical environment with multi-sensual appeal is created to aid reflection

and concentration on the inner self.
1.8 Reflection sessions are introduced, conducted and concluded in ways which
build positive self-image.
1.9 Young people are encouraged to share and are shown how to deal with
feelings which surface during reflection and meditation.
1.10 Reflection sessions are brought to a close in a way that enables young
people to reconnect with others and real life situations.
1.11 Opportunities are created to discuss with individuals or groups thoughts and
emotions that arise during reflection.
2. Assist young people in the exploration 2.1 Youth worker is spiritually self-aware and understands the influence of his/her
and development of their spiritual self spiritual self on work with young people.
2.2 Young people are helped to understand the difference between spirituality,
religion and faith.
2.3 Young people are assisted to identify the common spiritual aspects of the
region’s main religions.
2.4 The range of aspects of spirituality is examined with young people.
2.5 Activities are developed to assist young people to notice aspects in their
environment that have spiritual content.
2.6 Young people are assisted to explore their feelings at times of great joy, pain
or other emotional issues in their lives.
29 YDWCYP0072
2.7 Young people are encouraged to reflect on the past, present and future of
their life’s journey and factors which may hinder or support them.
2.8 Young people are assisted to begin developing a sense of their own spiritual
reference.
2.9 Young people are encouraged to develop understanding, tolerance and

respect for people with spiritual, religious and faith-based beliefs that are
different from their own.
RANGE STATEMENTS
Reflection techniques can be: Aspects of spirituality may include:

• indoors • wonder
• outdoors • acceptance
• silent • compassion
• activity oriented • integrity
• oral or written • commitment
• creative (drawing, use of pictures, drama, dance, song or • curiosity
poetry) • respect for all life
• nature
Learning styles may include: • beauty
• activist • inspiration
• reflector • reconciliation
• theoretic • openness
• pragmatic • non-violence
• experiential
• self or other motivated Spiritual reference may include:
• spiritual values
Activities developed may include: • beliefs and practices by which they live
• role play • ethics
• meditation
• silent self-examination Encouragement may include:
• “what-if” scenarios • verbal exhortation
• giving thanks • mentoring
• counting blessings • celebrations
• learning from experiences • sharing of experiences
EVIDENCE GUIDE

• demonstrate knowledge of perceptions of human growth and development
• differentiate between spirituality and religion
• identify the inner and outer manifestations of religions in the region
• demonstrate a non-judgemental approach in youth development work
• assist young people to identify and create reflective spaces and activities, for individuals and groups
YDWCYP0072 30
Competency cont’d
• provide opportunities for young people to practice reflection
• assist young people to explore and express their feelings
• share personal sense of spirituality without imposing personal beliefs on young people
• work with young people to encourage respect for and understanding of beliefs they do not share
• assist young people to develop a sense of their own spiritual reference

Knowledge Skills
• how to work with young people to create an • create an environment of trust
atmosphere of trust and disclosure • encourage young people to express how they feel, and
• the benefits of spending time focusing on the accept their view of themselves
inner self • respect and value individual differences
• theories of human growth and development • facilitate meaningful reflection
• how a reflective approach can help young • use a variety of reflection techniques
people deal with situations when they feel • work according to the values and principles which underpin
overloaded or inadequate youth work
• a range of activities which can enable young • work within organisation’s boundaries
people to be more self- aware and other -aware • use appropriate forms of communication suited to the
• how to create a suitable environment for needs and abilities of young people
reflection • find and create appropriate places for reflection sessions
• a variety of reflection techniques suitable for • help young people embark on or deepen their spiritual
different learning styles journey
• how to support young people to deal with • work with young people without imposing views on them
issues, thoughts and feelings which may arise • help young people with issues, thoughts and feelings which
during reflection sessions arise during reflection sessions
• sources of support to address issues that are
beyond youth worker’s expertise
• ways in which youth worker’s personal beliefs
and views may influence modes of work with
others
• the difference between spirituality, religion and
faith
• a range of techniques to enable young people to
identify the nature of their own spiritual journey
• how to work with young people to encourage
respect for and understanding of beliefs they do
not share
each element.
• Assessment activities may also include written or verbal short -answer testing, multiple choice testing, practical
exercises, role-plays, research/project work or observation of practical demonstration and “what-ifs”.
31 YDWCYP0072
assessed in a classroom setting. The practical components should be assessed either in a natural or simulated
work environment.


Image copyright, HomeStudio, 2011; used under license from Shutterstock.com
Education is the key to assisting young people with their personal development plans
and to capitilise on career opportunties
YDWCYP0072 32
YDWCYP0082 WORK IN WAYS THAT PROMOTE EQUALITY OF OPPORTUNITY,

PARTICIPATION AND RESPONSIBILITY
Competency Descriptor: This unit deals with the skills, knowledge and attitudes required to effectively
promote the rights of individuals, equality of opportunity, voluntary
participation; promote justice by challenging stigma and discrimination,
prejudice and oppressive behaviour and enable young people to take
responsibility for their own decisions.
1. Promote equality of opportunity 1.1 Behaviours towards young people consistently value differences and
promote tolerance.
1.2 Opportunities for sharing experiences are identified and provided.
1.3 Young people are consistently encouraged to identify and use their
expertise, talents, skills, knowledge and creative ideas.
1.4 Opportunities for young people are sought out and created to enable
them to express their beliefs and identity and to value one another’s
ideas and opinions.
2. Challenge stigma discrimination, prejudice 2.1 Communication is done in a way that is free from offensive, stigmatising
and oppressive behaviours and facilitate or discriminatory images and language.
behaviour change
2.2 Behaviour with groups and individuals actively promote non-stigmatising

and non-discriminatory practices.
2.3 Young people are encouraged to relate to each other in ways which are
anti-discriminatory.
2.4 Oppressive or discriminatory practices or incidents are recognised.
2.5 Incidents are addressed in line with organisational procedures and

values.
2.6 Young people and colleagues who behave in ways that are not in line
with the values of youth work are challenged to change.
2.7 Young people are encouraged to participate in ways that avoid stigma
and discrimination.
3. Enable young people to take responsibility 3.1 The level of support required by young people is determined and
for their own decisions reviewed.
3.2 Young people are encouraged to take responsibility for their decisions
and actions after considering available choices and their.consequences.
3.3 Young people are provided with opportunities that encourage them to
assert themselves and promote their sense of self-worth and self-
esteem.
3.4 Young people are involved in decision-making processes.
33 YDWCYP0082
3.5 Young people are assisted in taking leadership responsibilities for youth
work activities and projects.
3.6 Facilitation styles that assist the participation of young people are
identified and used.
3.7 Young people are assisted to develop leadership skills and experience.
3.8 Young people are encouraged to reflect on and evaluate their decisions,
decision-making processes and experiences.
4. Promote volunteerism 4.1 Barriers to participation in voluntary activities are identified and
minimised.
4.2 Assistance is provided to young people to facilitate their participation in

voluntary activities.
4.3 Young people are guided in identifying the values, opportunities and
benefits of voluntary work.
5. Promote youth rights and justice 5.1 Awareness of individual and collective rights and responsibilities is
facilitated.
5.2 Young people are encouraged to act in ways that promote respect for
individual and collective rights.
5.3 Young people are helped to identify appropriate means to ensure

respect for their rights and the rights of others, especially minorities.
5.4 Assistance is provided to young people to help prevent human rights

violations.
5.5 Young people are assisted in seeking redress where their rights are
violated.
RANGE STATEMENTS
Barriers to participation include: Assistance provided to facilitate participation may include:

• physical • introduction to key members of the community/youth
• gender networks
• disabilities • providing a range of options depending on area of interest
• poverty and other forms of marginalisation • awareness, sensitisation and training sessions
• social • provision of transportation to and from venues
• emotional/attitudinal
• financial Discriminatory practices or incidents include:
• location • victimisation
• age • bullying and other forms of aggression
• cultural • harassment
• direct or indirect stigma and discrimination
Differences may include: • individual, collective, institutionalised and systematic norms
• ethnicity and practices
• culture
• religion Promotion of rights and justice to include:
• class • democracy in decision-making within groups
• age • access to educational institutions and social services
YDWCYP0082 34
Differences may include cont’d: Promotion of rights and justice to include cont’d:
• language • abuse prevention among and between genders
• gender • facilitating forms of redress
• mental or physical ability
• political beliefs Voluntarism is promoted in the context of:
• sexual orientation • formal national and community-based events
• informal voluntary activities
Opportunities include: • unplanned activities
• conversation • working in teams/individually
• youth work activities
• mentoring
• focus group discussions
• peer-to-peer sessions
inter-generational
EVIDENCE GUIDE

• facilitate the participation of young people in community and national events
• promote youth rights
• sensitise young people to recognise stigmatising and discriminatory behaviours
• encourage young people to challenge discrimination when identified
• enable young people to take responsibility for their actions
• increase levels of participation of young people in volunteer activities

Knowledge Skills
• causes and effects of unequal or non- participation of • help young people to develop awareness of their
young people self- identity
• the manifestation of gender inequality in social structures • work in a culturally diverse environment
and economic issues • use interactive and participatory methodologies
• why it is important for young people to value differences • communicate effectively
and promote tolerance • work with teams effectively
• tolerance as a key positive value • bridge inter-generational, cultural and gender gaps
• factors which may exclude young people in the community
• organisational policies and procedures relating to equal • facilitate the participation of young women and
opportunities and non- discrimination men in community activities
• potential areas of difference between individuals and • facilitate the participation of marginalised youth and
groups youth with disabilities
• how to establish an atmosphere of trust and mutual • establish an atmosphere of trust and mutual
respect respect when working with young people
• facilitation skills • challenge stigma and discrimination and
• personal values, beliefs and attitudes, and how they oppressive behaviours
impact on youth worker’s work • support young people who wish to make a
• why it is important to challenge stigma, discrimination and complaint about oppressive or discriminatory
oppressive behaviours behaviours
• causes and effects of discrimination, oppressive • support young people who wish to make a
behaviours and bullying complaint about oppressive or discriminatory
• organisational policies and procedures about behaviours
discrimination and oppression • evaluate experiences
35 YDWCYP0082
Knowledge cont’d Skills cont’d

• behaviour change communication strategies • sensitise young people to recognise stigmatising
• how to challenge young people and colleagues whose and discriminatory behaviours
behaviours are not within the values of youth work • facilitate behaviour change
• how to facilitate the participation of young people using a • help young people to find opportunities to volunteer
range of approaches
• types of leadership styles
• the importance of sharing experiences
• types of support available for individuals and groups
• role of feedback in individual and group learning
• how to encourage young people to be assertive
• why it is important for young people to take responsibility
• working in a culturally diverse environment
• Assessment may include observation, questioning and evidence gathered from the workplace environment.
• Assessment may be conducted on one or more occasions, but should include the normal range of workplace activities.
• This unit is most appropriately assessed in the workplace under the normal range of conditions.


YDWCYP0082 36
YDWCYP0092 ENABLE YOUNG PEOPLE TO WORK EFFECTIVELY IN GROUPS
Competency Descriptor: This unit deals with the knowledge, skills and attitudes required to help young
people to manage conflict and respect the rights of others
1. Create an environment of respect 1.1 The role of the youth worker within the group is clearly explained and
for all comprehension verified.
1.2 Youth worker demonstrates understanding of the role of facilitation and

utilises appropriate facilitation techniques.
1.3 A desire to ensure that all group members’ views are heard and valued is
demonstrated.
1.4 Young people are appropriately assisted to communicate clearly, listen

actively, verify and reflect on what they hear.
1.5 Relating to individuals within a group situation demonstrates that individual

differences are respected.
1.6 Young people are regularly enabled to reflect on and review the impact of
their own behaviours on the way the group works together.
1.7 Young people are effectively assisted to constructively challenge

behaviours that contravene norms.
1.8 Young people’s willingness to give, receive and value constructive

feedback is encouraged.
1.9 Young people are encouraged to acknowledge and celebrate their

achievements and those of others.
1.10 The effect of youth worker’s values and facilitation styles on groups worked
with is regularly reviewed and adjustments made where required.
2. Help young people manage conflict 2.1 Conflicts are managed in ways that maintain the quality of relationships
and enable healthy differences to remain valued.
2.2 Reasonable controls needed to ensure that conflicts do not escalate are
appropriately exercised.
2.3 Actions to deal with unacceptable behaviours are in line with organisational
procedures.
2.4 Conflict management style is appropriate to the group’s stage of

development and the issues being explored.
3. Monitor and evaluate group sessions 3.1 Young people are engaged in monitoring and evaluating group work
sessions.
3.2 The effect of group work sessions on the individuals, group and intended
outcomes is determined and appropriately documented.
3.3 Findings are used to shape future group work sessions.
37 YDWCYP0092
RANGE STATEMENTS
Organisational procedures may include: Facilitation methods may include:

• policies • organising and directing small group work
• international guidelines/statutes e.g. those dealing with • coaching
conflict management • supporting
• human rights • non-authoritarian approaches
• participatory and interactive
Reflection and review may include: • role play and simulation exercises
• self
• by others Conflict management styles may include:
• with others • competing
• collaborating
Behaviours that contravene norms may include:: • avoiding
• bullying • accommodating
• abusive language • compromising
• veiled and unveiled hostility
• violent behaviour
• sulking
EVIDENCE GUIDE

• use appropriate facilitation techniques
• encourage young people to manage group dynamics
• monitor and evaluate the effect of group work sessions
• create opportunities for young people to express their true feelings
• ensure that conflicts do not escalate
• model the ability to value difference
• take action to deal with unacceptable behaviours
• operate in a culturally diverse environment

Knowledge Skills
• why it is important for young people to learn to manage • ensure that all group members’ views are heard and
their own behaviours, both individually and in groups valued
• organisation’s policies on acceptable behaviours • create a climate conducive to group learning
• group dynamics and how to facilitate group discussions • facilitate the work of young people in groups
• the benefits of being able to give and receive • enable young people to deal with negative feelings
constructive feedback constructively
• how to work with young people in order to enable them • review personal facilitation styles
to give and receive feedback • make interventions which encourage development and
• how to identify and analyse group dynamics using empowerment
theoretical models and practical observation • work with young people to enable them to review group
• why it is important to work with young people in ways and individual behaviours
which encourage their empowerment
YDWCYP0092 38

• the factors likely to affect learning and behaviours individually and in • identify and use a range of facilitation styles
groups which encourage empowerment and take
• methods of planning, monitoring and evaluating group work sessions account of the group’s stage of development
• managing conflict • recognise and deal with power issues of groups
• techniques for dealing with unacceptable behaviours • work with young people to enable them to
• differences in the way that individuals think, relate to each other and consider their rights, needs and values in
make decisions relation to those of others
• conflict resolution styles
• forms of unacceptable behaviour
each element.
• Assessment activities may also include written or verbal short-answer testing, multiple choice testing, practical
exercises, role plays, research/project work or observation of practical.
assessed in a classroom setting. The practical components should be assessed either in a natural or simulated
environment


39 YDWCYP0092
YDWCYP0102 PLAN AND CONDUCT MEETINGS
plan and conduct meetings in informal or formal settings.
1. Plan meetings 1.1 Need for meeting and relevant participants are identified.
1.2 Meeting goals are agreed on and appropriate agenda developed.
1.3 Planned agenda items are sufficient to achieve meeting goals.
1.4 Meeting time and venue are convenient to invitees.
2. Prepare for meetings 2.1 Meeting arrangements are made in accordance with requirements and
within designated timelines.
2.2 Information on agenda items is obtained or researched to allow for

informed discussion at the meeting.
2.3 Where appropriate, meeting documents are prepared and dispatched to

participants within appropriate timeframes.
2.4 Provision is made for contingencies which may arise.
3. Conduct meetings 3.1 Meetings are chaired in accordance with enterprise procedures and
meeting protocols.
3.2 Appropriate interpersonal and communication styles are used to

encourage open and constructive communication.
3.3 Minutes of previous meetings, where available, are agreed as accurate,

and matters arising from them acted upon.
3.4 Participants are encouraged to present ideas clearly and concisely.
3.5 All participants are given the opportunity to contribute.
3.6 Meetings are efficiently managed to maintain focus on agreed goals and
make decisions.
3.7 Meetings are conducted within agreed times or adjusted with the
agreement of participants.
3.8 Minutes of the meeting are accurately recorded.
4. Debrief and follow-up meetings 4.1 Documentation from meetings is correctly processed and distributed.
4.2 Colleagues are informed regarding outcomes of meetings.
4.3 Roles, responsibilities and specific timelines for delivery/completion are

clearly defined and agreed on.
RANGE STATEMENTS
YDWCYP0102 40
Types of meetings may include: Agendas may include:

• informal • statement of the meeting’s purpose
• formal • date, time and location of meeting
• one-off • welcome
• regular • minutes of the previous meeting
• statutory • matters or business arising from the minutes
• correspondence
Meeting purpose may include: • reports
• range of business items • major agenda items
• setting of goals • any other business
• planning and development of a project
• progress reports of organisation/project Meeting arrangements may include;
• discussion forum for internal/external issues affecting • scheduling the date and time for the meeting
youth • booking an appropriate venue
• recording of meeting
Minutes may include: • organising catering
• welcome • organising accommodation and transportation
• meeting details (e.g. title, date, time, location) • organising appropriate communication technology
• names of absent and attending participants • establishing costs and operating within a budget
• apologies from absentees • preparing relevant documentation for participants
• approval of the record of previous minutes • organising a minute-taker
• matters arising from the previous minutes
• correspondence Meeting papers may include:
• agenda items • notice of meeting
• decisions taken • agenda
• reports • previous minutes
• other business • financial reports
• date and time of the next meeting • chairperson’s report
• action items • research reports
• itemised meeting papers
Communication techniques may include: • draft documentation
• clear and concise information (written and spoken) • correspondence
• keen listening • reports from sub-committees
• appropriate body language – eye contact
• polite responses
• encouraging participation Communication styles may include:
• formal communication
Designated timelines may include: • informal communication
• time frame decided by participants
• formal time frame set by the organisation
• informal time frame set by the administrative organiser
• project timelines
• contractual obligations
EVIDENCE GUIDE
(1) Critical Aspects of Evidence

• effectively plan and administer meetings
• use effective communication skills in the conduct of meetings
• effectively document and distribute outcome of meetings
41 YDWCYP0102

Knowledge Skills
• the communication process • communicate effectively with young people and adults
• standard meeting procedures and protocols • make meeting arrangements
• meeting management • use time-management skills to allow sufficient time to
• written and oral communication skills in specific prepare for meetings
relation to the conduct of meetings • develop agenda
• agenda format • prepare and dispatch meeting papers
• chairing protocols • chair meetings
• group dynamics • encourage open and constructive communication
• planning events • present information and ideas
• operating in a culturally diverse environment • manage meetings
• providers of catering and other related services • choose the appropriate solution for problems from a
• time management range of available methods
• relate to people from a range of social, cultural
backgrounds and physical and mental abilities.
The following resources should be made available:

• Actual or simulated meeting environment.
each element.
• This unit may be assessed on or off-the-job. Assessment should include practical demonstration either in the workplace
or through a simulation. Simulation should include actual conduct of a meeting. Written assessment of underpinning
knowledge is not a necessity for this unit and in the context of Youth Development Work.


YDWCYP0102 42
YDWCYP0112 WORK WITH YOUNG PEOPLE TO PROTECT THE ENVIRONMENT AND

PROMOTE SUSTAINABLE DEVELOPMENT
Competency Descriptor: This unit deals with the knowledge, skills and attitudes required to assist
young people to explore environmental issues and promote sustainable
development
1. Explore environmental issues with young 1.1 Young people and their networks are mobilised.
people
1.2 Environment for youth work is safe and takes into account needs and
aptitudes of young people.
1.3 Young people are guided to identify issues related to the natural
environment and its associated problems.
1.4 Environmental issues at the community and national levels are correctly
identified.
1.5 The key social, economic and political factors contributing to

environmental problems are clearly articulated to young people.
2. Support young people to engage in 2.1 Young people are guided to explore the concept of sustainable
environmentally friendly behaviours development for the well-being of the present and future generations.
2.2 Young people are guided in understanding the link between their
behaviours, the environment, and sustainable development.
2.3 Young people are guided to monitor and adjust where necessary their
own behaviours towards the environment.
2.4 Behaviours that demonstrate commitment to environmental sustainability

are consistently modelled.
3. Plan and implement initiatives to protect 3.1 Young people are supported to undertake a community mapping exercise
the environment to understand the main environmental issues facing their community.
3.2 Plan developed addresses at least one of the critical issues identified.
3.3 Outcomes are clearly articulated and indicators clear.
3.4 Resources mobilised to support environment protection initiatives are

appropriate and adequate.
3.5 Implementation of environmental protection initiatives is consistent with

agreed plan.
3.6 Alliances and partnerships are developed to facilitate young people in

their efforts.
3.7 Feedback is sought and used to improve mechanisms and processes.
4. Facilitate monitoring of the environment 4.1 Young people participate in identifying milestones that have contributed to
by young people environmental protection and sustainable development.
43 YDWCYP0112
4.2 Young people are guided in understanding the roles they can play in
monitoring environmental and sustainable development practices in their
communities and country.
4.3 Monitoring strategies developed with young people are appropriate for
measuring desired outcomes.
4.4 Young people are encouraged to join environment and sustainable

development networks to exchange information and strengthen their
community efforts.
4.5 Youth demonstrate their commitment to the community decision-making

processes that relate to environmental protection.
RANGE STATEMENTS
Stakeholders may include: Alliances and partnerships may take into account:
• young people and their networks • strategic significance of agency
• government agencies • special skills necessary
• civil society organisations • capacity to provide necessary resources/special
• family and kinship networks services
• media • strategic position
• forest dependent and other communities • ability to mobilise
• educational and training institutions
• research institutes Opportunities provided to young people may include:
• development agencies • fora and seminars
• workshops
Stakeholder inputs to include: • street and village fairs
• commitments from NGOs and other stakeholders • cultural and sporting events
• human, financial and material resources • youth exchanges
• technological and technical support • tours
• moral support and goodwill from the community • youth media
• access to information • environment projects
• training opportunities
• guidance through mentorship Commitment to environment and sustainable
development may be demonstrated by:
Environment and sustainability issues take into account: • respect for national patrimony
• concerns of rural and indigenous peoples • respect for the natural environment
• disempowered and marginalised groups • showing responsible use of the environment
• political considerations • clean-up exercises
• global trends • tree planting
• the natural and human environment • design and use of environmental messages
• gender and poverty
• preparation for natural disasters Environmental and sustainability issues may
explored through:
Information young people may need pertain to: • mapping
• technical information • focus group discussions
• financial • consultations
• self- discovery and mastery • surveys
• community and country • participatory learning and action
• environment • articles and interviews
• sustainable livelihood options and issues • environment and development websites
• national development • public awareness campaigns
YDWCYP0112 44
Feedback may be provided through:

• social networking channels
• discussion boards/fora
• suggestion boxes
• consultations
• surveys
• participatory evaluation processes
• sharing of personal experiences
EVIDENCE GUIDE

• mobilise young people and their networks
• guide young people to explore environmental and sustainable development issues
• support young people in environmental protection initiatives
• leverage stakeholder inputs
• build pool of youth advocates and leaders
• model behaviours that demonstrate commitment to protection of the environment and sustainable development
• undertake mapping exercises
• provide young people with information
• implement monitoring strategies
• prepare reports

Knowledge Skills
• approaches to environmental protection and • use participatory learning and action tools
sustainable development around the world, including • link environmental and sustainability issues and community
Agenda 21 and youth development
• the opportunities and approaches provided by • mobilise and work with young people
national and other agencies re: environmental • mobilise community support and resources
protection • develop strategic alliances
• short and long- term damage to the environment at • model desirable behaviours
local and global levels • effectively plan and execute activities
• key social, economic and political factors • use ICTs and other strategies for behaviour change
contributing to environmental problems and issues • undertake situational analysis
pertaining to community development • plan and execute a project
• behaviour change communication strategy • work in a culturally diverse environment
• how youth can act as agents of change • advocate and lobby
• managing environmental resources for community • support young people to design and undertake an
development environment/sustainable development-related project
• how to engage young people • manage, monitor and evaluate environmental projects
• effective communication techniques • bridge inter-generational divide
• collecting, analysing and organising information
• planning and organising activities
• community development techniques
• how to work with conflicting interests
• Access to youths in a naturally occurring environment or a simulated situation sufficient for the demonstration of
competence in this unit.
45 YDWCYP0112
• Evidence should be gathered attesting to the achievement of competence by the candidate to the standard required
for each element and unit of competency.
• Evidence is best gathered using the particular environmental context as the means by which the candidate
demonstrates competence.
to include an appropriate range and variety of situations.
assessed in a classroom setting. The practical components should be assessed either in a work environment or
simulated work environment.
• Assessment activities may also include written or verbal short answer testing, practical exercises, role-plays,
research/project work or observation of practical demonstration in the operation of a business venture.
Level 1 Level 2 Level 3


YDWCYP0112 46
YDWCYP0122 ESTABLISH RELATIONSHIPS AND MAINTAIN DIALOGUE WITH YOUNG

PEOPLE
Competency Descriptor: This unit deals with the knowledge, skills and attitudes required to effectively
engage young people in relationships and maintain dialogue that encourages
them to identify and access opportunities for development.
1. Establish and maintain relationships 1.1 Locations identified for making contact with young people are suitable for the
with young people purpose.
1.2 A range of appropriate approaches is correctly applied in developing relationships

with young people.
1.3 Engagement with young people is consistent and done in ways that respect their
views, concerns and needs.
1.4 Youth worker’s behaviour portrays an open, honest and trusting relationship with
young people.
1.5 Young people are actively listened to and constructive feedback offered.
1.6 Involvement with young people remains within the boundaries and role of a youth
worker.
1.7 Young people’s actions to negotiate and end relationships with youth worker and
others are supported.
1.8 Young people are supported to maintain and benefit from contact with family,
friends and support services.
2. Enable young people to clarify their 2.1 Young people are enabled to express their values and aspirations.
situation and express their aspirations
2.2 Young people are enabled to express their concerns and ask questions when
clarification is needed.
2.3 Young people’s expression of their values and aspirations is respected.
2.4 Strategies applied to enable young people to identify factors that affect their ability
to achieve their aspirations are effective.
2.5 Young people are enabled to differentiate between healthy and unhealthy relation-
ships.
2.6 Support given to enable young people to negotiate and prioritise goals that
address their aspirations and concerns is appropriate.
2.7 Goals and options agreed to address their priorities are specific, measurable,
achievable, realistic and timely (SMART).
2.8 Flexibility is demonstrated in responding to young people’s needs.
3. Assist young people to identify and 3.1 Young people’s capacity to perceive opportunities and possibilities for develop-
access opportunities for their ment are explored and enhanced.
development
47 YDWCYP0122
3.2 Appropriate opportunities for the development of young people are correctly
identified.
3.3 Young people’s readiness for development opportunities is accurately determined.
3.4 Actions taken to support young people with the activities they wish to pursue are in
accordance with organisational policies and constraints.
3.5 Young people in need of specialised assistance are correctly identified and
referred to appropriate agency.
3.6 Work with young people to take advantage of development opportunities is

successful.
RANGE STATEMENTS
Locations may include: Young people:

• youth centers • as individuals and in groups
• schools
• community locations (e.g. street corners, bus parks) Factors include:
• rural areas • personal and social advantages and disadvantages
• cities • communities and individuals
• juvenile detention institutions
• entertainment venues Goals may include:
• hostels • individual, group
• night clubs • emotional, spiritual, cognitive, physical, cultural
• FBOs and NGOs • knowledge and skills
Boundaries of youth work: Range of approaches may include:

• ethical, legal, contractual • those on site
• off site- electronically, telephonically and other
Establish and maintain dialogue may include: • individual
• listening to young people’s views and taking them seriously • in groups
• encouraging young people to express concerns and needs • through youth work activities
• using language that they will understand • by contact with other agencies and groups
and terms that they are familiar with • through sports
• being trustworthy and fair
• abiding by rules which have been agreed to for young people Particular development needs:
• setting rules which are in line with young people’s rather than • individual, group
children’s norms • emotional, spiritual, cognitive, physical
• knowledge and skills
Constraints may include:
• resource availability Resources may include:
• organisational policy and aims • people
• group and individual values and policy • time
• youth work purpose and values • funds
• equipment
• resources of other organisations
• media
EVIDENCE GUIDE
YDWCYP0122 48

• use multi-media equipment
• demonstrate a non-judgemental approach in his/her work
• actively uphold, support and promote the right of youth in the workplace
• establish contact with a range of young people in a variety of settings
• enable young people to express their feelings, aspirations and concerns
• enable young people to order their priorities
• identify learning opportunities
• demonstrate a willingness to respect the views expressed by others

Knowledge Skills
• locations in the community where young people • identify locations for making contact with young
meet people
• why it is important to make contact with young • enable young people to express their concerns and
people on their terms ask questions
• how to establish relationships with a wide range of • create a non-judgemental environment
young people • enable young people to identify factors that affect their
• boundaries of youth worker’s role ability to achieve their aspirations
• organisational procedures on equal opportunities • enable young people to negotiate and prioritise goals
and confidentiality • identify opportunities for development
• issues of risk and personal safety and ways of • use various multi-media tools
dealing with them • identify locations for making contact with young
• techniques and skills for effective communication people
• negotiation skills • enable young people to express their concerns and
• issues affecting young people and their ask questions
communities • respond to young people’s needs
• communication styles of young people from • enable young people to identify factors that affect their
different communities ability to achieve their aspirations
• why it is important to enable young people to • work in a culturally diverse environment
identify and set their own goals and targets and • use appropriate communication techniques
develop their own solutions • access support for young people without breaching
• basic group dynamics confidentiality
• organisational policy and constraints with regard to • work with others to help young people
working with young people • bridge the intergenerational gap
• how to use a range of approaches, such as • give feedback sensitively
structured activities or chance and informal • recognise and interpret signals of readiness for
encounters to build relationships with young people learning such as verbal expression, body language
• how young people are motivated and how to clearly expressed and hinted at
express respect for others • facilitate individuals and groups of young people using
• how to spot informal learning opportunities active listening techniques and other tools
• available resources, constraints attached to them
and how they can be accessed
• theories of human development
• This unit is most appropriately assessed in a naturally occurring environment where young people are likely to be.
49 YDWCYP0122


Enabling young people to work together in groups
YDWCYP0122 50
YDWCYP0132 IDENTIFY AND SECURE RESOURCES FOR YOUTH DEVELOPMENT

WORK
Competency Descriptor: This unit deals with the knowledge, skills and attitudes required to identify
and secure resources for youth development work.
1. Identify resources for youth 1.1 Young people are appropriately engaged in helping to identify resources.
development work
1.2 Resources identified are appropriate for the accomplishment of project goals.
1.3 List of individuals and organisations which currently provide resources for youth
development work is up-to-date and accurate.
1.4 Organisation’s role in the community is fully articulated.
1.5 Positive relationships with existing resource personnel are established and
maintained.
1.6 Resources required are sufficiently quantified to facilitate sustainable youth work
intervention.
1.7 Relevant strategic plan is consulted in the determination of required resources.
1.8 Identification of resource requirements embraces the input of target population.
2. Develop and present proposals to 2.1 Information obtained on the conditions and timelines for proposals is correctly used.
secure necessary resources
2.2 Information gathered to develop proposals is adequate.
2.3 Decision makers are provided with the information they require to make decisions.
2.4 Proposal for obtaining finances and other resources is clear and fully costed.
2.5 Proposal is fully endorsed by relevant stakeholders.
2.6 Submission for relevant approval from organisation is appropriate and timely.
2.7 Contingency plan to address problems regarding finances and other resources is
realistic.
3. Secure resources for youth 3.1 Proposals for resources are submitted to respective agencies in a timely manner.
development work
3.2 The limits and constraints of available resources and potential support are identified
accurately.
3.3 All stakeholders are informed promptly of the outcome of submitted proposal.
3.4 Formalities are completed within the required timeframes.
3.5 Provision made for transportation, safe and secure storage of resources is
adequate.
3.6 Support services are accessed in a timely manner.
51 YDWCYP0132
3.7 Procurement of resources is conducted in a way that maintains the trust, respect
and goodwill of all interested parties involved in the negotiations.
3.8 Resources are inventorised according to organisation’s procedures.
3.9 Stakeholders are appropriately advised of the conditions that apply to the use of
resources obtained.
RANGE STATEMENTS
Resources may include: Project goals include:

• expertise and experience • those identified by young people’s organisations
• money
• facilities Required information:
• materials • specified in grant proposal document by providers
• equipment
• voluntary service Decision-makers may include:
• senior managers
Resource holders may include: • officers of local and national government
• local authority, committees and managers • company managers
• donor agencies (local & international)
• private sector organisations Information may include:
• ministries of Governments • background to organisation/group
• service clubs • proposed objectives
• corporate sector • methods
• civil society • responsibilities
• loan and grant making bodies • timings and costs
• detailed plans
Stakeholders may include: • indicators
• young people • evaluation reports
• colleagues • capabilities
• senior managers • resources available
• FBOs and NGOs
• youth networks
• community groups
EVIDENCE GUIDE

• establish clear goals and objectives
• establish and maintain positive relationships
• make a business case for youth work
• promote the benefits of his/her work
• communicate and negotiate with resource holders
• negotiate for and secure resources
• develop and present proposals
YDWCYP0132 52

Knowledge Skills
• the overall aims and objectives of youth development work • search for information online, in libraries and
• the value of working with young people wherever it is stored
• budgeting • prepare a budget
• the priorities and focus of actual and potential resource holders • write a project proposal to seek resources for
• how to maintain positive relationships with resource holders youth work
• where information on youth issues can be found • promote the benefits of youth work
• marketing and communication skills • make a business case and promote the benefits
• negotiation skills of programme of work
• how to make a business case and promote the benefits of youth • communicate and negotiate with resource
work holders
• organisational policies and procedures on acquisition of • set up processes to ensure that resources are
resources used carefully
• organisation’s track record in past delivery of youth work • communicate the importance of using resources
• history of the relationship with the decision maker’s organisation obtained for agreed purpose
• the requirements of prospective donors for proposals • report writing skills
• project accounting • maintain positive relationships with resource
holders
• This unit is most appropriately assessed in the workplace under the normal range of workplace conditions.

• Carries out established processes • Manages process • Establishes principles and procedures
• Makes judgement of quality using • Selects the criteria for the • Evaluates and reshapes process
given criteria evaluation process • Establishes criteria for evaluation

53 YDWCYP0132
YDWCYP0142 ACCOUNT FOR CONTRIBUTIONS TO YOUTH DEVELOPMENT WORK

PROGRAMMES
Competency Descriptor: This unit deals with the knowledge, skills and attitudes required to account for
contributions made for youth development work.
1. Record contributions received 1.1 Purpose for which contribution is made and conditionalities of the same are
understood.
1.2 Acknowledgement of contributions received complies with established protocols and

procedures.
1.3 Recording system is consistent with organisation’s procedures.
1.4 Entries are timely and accurately reflect information on source documents.
1.5 Banking records reflect compliance with organisational procedures for accountability
of funds received.
1.6 Records of contributions received are accurate, and are appropriately kept.
1.7 In-kind contributions are valued and appropriately recorded.
2. Apply contributions to the purpose 2.1 Records accurately reflect how contributions are used.
intended
2.2 Receipts for services and goods paid for are appropriately filed.
2.3 Expenditure shown against budgeted item in the project document corresponds
correctly with actual payment.
2.4 Organisation’s procedures regarding use of donor contributions are adhered to.
2.5 Authorisation for use of contributions is obtained as required.
2.6 Contributions disbursed are consistent with the purpose for which it was provided.
3. Prepare statements of income and 3.1 Income and expenditure statements are prepared in accordance with established
expenditure guidelines.
3.2 Income and expenditure statements are prepared after each event and filing
procedures adhered to.
3.3 Reports are prepared and presented according to agreed plan and timelines
4. Prepare for audit 4.1 Requirements for audit are ascertained.
4.2 Records kept made available for audit.
4.3 Relevant documents are appropriately filed according to organisation’s procedure.
RANGE STATEMENTS
allowing for differences in workplace scenarios. They relate to the unit as a whole and facilitate holistic
assessment. The following variables may be present for this particular unit:
YDWCYP0142 54
In-kind contributions may include: Conditionalities may relate to:

• goods • cause to which the contribution can be put
• services • the recipients/beneficiaries of the effort
• time • benefactors overall vested interest
• space • implementation timelines
• equipment • gender
• land • age
• waiving of interest
• discounts Organisational guidelines and procedures may address:
• nature of the contribution
Source documents may include: • money value of the contribution
• Terms of Reference • the political, social and cultural relevance of the benefactor
• proposal document • ethical behavior of youth worker
• donor contribution document • reporting obligations
• donation letter • monitoring of handling of contribution
• award letter
• receipts Valuation of in-kind contributions takes into account:
• invoices • fair market value of contribution
• material used
Recording system may include: • professional’s quote or assessment
• asset register • use of special skills to do task or service
• inventory log • valuation from donor
• donation journal
Acknowledgement of contribution may be through:

• receipt and/or acceptance letter
• signed term of reference
certificate of contribution
EVIDENCE GUIDE

• record accurately contributions received
• keep up-to-date records of all expenditure
• use contributions in ways that promote transparency and accountability
• adhere to organisation’s procedures and guidelines with regard to contributions
• prepare statements of income and expenditure
• prepare reports according to organisation’s guidelines and procedures

Knowledge Skills
• basic book keeping principles • apply basic book keeping principles
• types of contributions • record donations appropriately
• acceptable sources of in-kind contributions • value in-kind contributions
• basic ethical guidelines in financial accounting • prepare receipts
• how to account for in-kind contributions • prepare basic financial reports
• organisational procedures governing receiving and using • communicate effectively
donations/ contributions • understand and work within statutory guidelines
• statutory regulations governing donations • act ethically and transparently
• filing procedures
• basic accounting procedures
55 YDWCYP0142
• Evidence should be gathered attesting to the achievement of competence by the candidate to the standard required for each
element.
include dealings with an appropriate range and variety of situations involving young people.
• Elements of competency contain both theoretical and practical components. The theoretical components may be assessed in
a classroom setting. The practical components should be assessed either in a natural or simulated environment.
Three levels of performance denote level of competency required to perform a task. They relate to the
seven areas of generic competency that underpin effective workplace practices.


YDWCYP0142 56
YDWCYP0152 APPLY BASIC RESEARCH SKILLS
Competency Descriptor: This unit relates to the knowledge, skills and attitudes required to apply basic
research skills to support youth work
1. Contribute to research effort 1.1 Importance of research in youth development work is clearly demonstrated.
1.2 Significance of research activity is clearly understood.
1.3 Assistance given to research effort is appropriate to achieving overall goal.
1.4 Use of research tools reflects a proper understanding of given protocols and
procedures.
1.5 Youth are appropriately mobilised to participate in research efforts.
1.6 The importance of youth participation in research efforts is effectively modelled.
1.7 Contribution to research effort is consistent with expectations of youth worker.
1.8 Expert assistance and resources that may be required to facilitate research
efforts are anticipated and appropriate arrangements to access these resources
are in place.
2. Plan research to inform youth work 2.1 Literature identified for review is relevant to the issue being researched.
2.2 Areas for research are correctly identified.
2.3 Research plan developed is sufficient to achieve desired outcomes.
2.4 Research tools are appropriately developed.
2.5 Key stakeholders are identified and appropriately engaged in research efforts.
2.6 Resources needed to conduct research are determined and accessed.
2.7 Data collection method is appropriate to the type of research being undertaken.
3. Conduct research and prepare report 3.1 Young people are appropriately engaged in the conduct of research.
3.2 Research activities are conducted in accordance with established research

protocols and procedures.
3.3 Evidence exists that literature review process reflects good research practices.
3.4 All interactions reflect consideration for cultural sensitivities.
3.5 All relevant data is collected consistent with research design.
3.6 Research topics are appropriate and sufficient to ensure findings are
representative of the population.
4. Collate research data and prepare 4.1 Relevant data management tool is correctly used.
report
4.2 Data is appropriately collated and documented.
57 YDWCYP0152
4.3 Data analysis is consistent with research design.
4.4 Research report correctly reflects the research methodology, data analysis and
research findings.
4.5 Opportunities to mentor youth in research techniques are identified and acted
upon.
RANGE STATEMENTS
Protocols and procedures take into account: Key people or stakeholders may include:
• confidentiality • youth
• anonymity • community groups
• disclosure • special interest groups
• informed consent • parents
• research ethics • community leaders
• data storage • political leaders
• accuracy • church
• media
Research tools and approaches may include: • business
• questionnaires
• focus groups Research activities may include:
• consultations • piloting
• PLA • sampling
• observation • data collection
• surveys • participatory learning and action (PLA) activities
• interviews • data analysis
• case studies • documentation and presentation of findings
Assistance given to research effort may include: Resources may include:

• literature review • financial
• data gathering • technical and technological
• mobilising youth • human
• gaining community access
• securing endorsement of the research activity
EVIDENCE GUIDE

• identify and use research tools appropriately
• identify areas of research correctly.
• determine appropriate data collection method
• conduct research in accordance with established protocols and procedures
• prepare report of findings
YDWCYP0152 58

Knowledge Skills
• basic research methods • undertake research activity
• participatory research methodologies • conduct participatory research
• importance of research in youth development work • identify issues to be researched
• research ethics • observe ethical guidelines
• information systems, manual and electronic • work with a wide range of stakeholders
• documenting and analysing research findings • mobilise youth
• writing reports • design basic research instruments
• importance of cultural sensitivity in research • use consultation methods
• collect and analyse data
• write report of research findings
• Access to appropriate workplace where assessment can take place.
• Assessment may include observations, questioning and evidence gathered from the workplace.
• It is recommended that assessment take place overtime sufficient to cover all aspects of research activities – preparing
for, implementing, analysing, and reporting on research.
• This unit is most appropriately assessed in the workplace or in a simulated workplace and under the normal range of
workplace conditions.


59 YDWCYP0152
YDWCYP0162 MANAGE WORK AND CREATE EFFECTIVE WORK RELATIONSHIPS
Competency Descriptor: This unit deals with the knowledge, skills and attitudes required to enable the
youth worker to work in line with organisational strategies, policies and
procedures and support colleagues in the implementation of youth
development work programmes
1. Work in line with organisational strategies, 1.1 Organisational strategies, policies and procedures relevant to youth worker’s
policies and procedures role are correctly identified.
1.2 Work is consistently carried out according to organisational strategies,

policies and procedures.
1.3 Financial and other resources accessed are processed accurately in line with
organisational procedures.
1.4 Young people’s involvement in youth development work is always within

safety and personal boundaries.
1.5 Situations requiring immediate action are identified accurately and

appropriate action promptly taken.
1.6 All situations beyond youth worker’s competence or remit are identified and
appropriate help sought.
1.7 Communication with team members about current activities and action taken
is regular and covers key elements adequately.
1.8 Accurate, up-to-date and complete records of work are maintained.
1.9 Accountability for time, reporting on work assignments and commitment to

meeting deadlines are demonstrated.
2. Fulfil responsibilities to colleagues and 2.1 Open, honest and appropriate professional relationships with colleagues are
teams established.
2.2 Objectives and role boundaries are identified, clarified and agreed on in
conjunction with colleagues.
2.3 Support is offered to colleagues and support is requested when necessary.
2.4 Responsibilities as agreed on with colleagues are carried out, taking into
account other priorities and commitments.
2.5 Information and views are shared with colleagues, in ways that are clear,
accurate, concise and complete.
2.6 A constructive response is given to challenges, advice and support offered by

colleagues.
2.7 Other team members are helped to regularly review and improve team work.
2.8 Communication with colleagues is open and honest, and differences of

opinion and conflicts are managed in ways that build and maintain respect for
all parties.
YDWCYP0162 60
2.9 Diversity within work environment is actively valued.
2.10 Colleagues are assisted to achieve their potential.
3. Build and maintain effective 3.1 An effective relationship is built and maintained with all personnel with
relationships with supervisors and whom youth worker collaborated.
decision makers
3.2 Effective working relationships are built and maintained with other
decision makers who affect youth worker’s job role.
3.3 Concerns and priorities of supervisors and other decision makers are
consistently identified.
3.4 Regular communication is maintained with supervisors, decision makers

and other stakeholders involved in youth worker’s role and activities.
3.5 Plans for work with young people are consistent with organisational
policies and procedures.
3.6 Feedback from team members and supervisors on youth work plans is
sought and welcomed.
3.7 Feedback from team members and supervisors informs modification of

youth work plans.
RANGE STATEMENTS
Situations requiring immediate action may include: Decision makers may include:
• hazards of any kind • young people
• contraventions of laws and regulations • youth councils
• violations of organisational procedure • management committees
• steering groups
Abuse includes: • trustees
• emotional and verbal • local government committees
• neglect • advisory groups
• physical • patrons
• sexual
Regular communication involves:
Colleagues include: • being proactive
• team members • keeping key decision-makers informed
• members of related teams • being involved and enthusiastic about work
• supervisor • being trustworthy and impersonal
• colleagues working on the same and/or different sites • giving and getting honest feedback
• full-time, part-time, volunteer colleagues • sensitive and sensible handling of feedback
• internal & external stakeholders
The way teams work together includes:
• decision making Valuing diversity includes:
• reviewing team progress • recognizing and respecting different beliefs and cultures and
• supporting learning within the team experiences
• sharing best practice
• delivering results
• internet based information gathering and dissemination
61 YDWCYP0162
EVIDENCE GUIDE

• identify situations requiring immediate action and take appropriate action promptly
• maintain accurate, up-to-date and complete records of work
• respond constructively to challenge, advice and support offered by colleagues
• communicate with colleagues openly and honestly, and deal with differences of opinion and conflicts in ways that
maintain respect for all parties.
• present plans for work with young people to supervisor and other relevant decision makers
• build and maintain effective partnerships

Knowledge Skills
Knowledge of: The Ability to:
• youth worker’s role and the limits of remit • work in partnership with other colleagues
• organisational procedures, including those on • collect and process financial contributions
confidentiality and safeguarding the welfare of • engage young people
young people • communicate actions and decisions to others
• organisational procedures for work settings • maintain and store records
• effective communication techniques • offer , request and accept constructive feedback
• sources of support for young people and relevant • resolve conflict
procedures for accessing same • maintain good communication with supervisor and other
• nature of the inter-relationships between youth decision makers
worker, youth and colleagues and how this may • make presentations in good faith and accept outcomes with
affect ability to work effectively good grace
• range of authority and responsibilities • negotiate
of supervisor and other key decision makers • build partnerships
• organisation’s processes and procedures for • use effective communication techniques
collecting and processing financial and other • manage time effectively
resources • complete assignments and reports within agreed timelines
• presentation and negotiation skills
• organisational requirements for record keeping
and procedures on confidentiality
• the importance of maintaining good
communication with supervisor and other
decision makers who affect job role
• why it is important to clarify job role and how it
relates to roles of colleagues
• the benefits of team and individual goal setting
• reporting relationships and communication
channels with colleagues, teams and young
people
YDWCYP0162 62


63 YDWCYP0162
YDWCYP0172 APPLY BASIC PROJECT PLANNING AND IMPLEMENTATION SKILLS
Competency Descriptor: This unit deals with the basic knowledge, skills and attitudes required to plan,
`implement and evaluate a community project
1. Establish links with young people and youth 1.1 Youth networks in the community are accurately identified.
networks
1.2 Contact details of young people and youth networks are appropriately
researched and recorded in a manner that allows for easy access.
1.3 Community is appropriately engaged.
1.4 Young people are appropriately mobilised and engaged in needs

assessment.
1.5 Means by which young people and youth networks are engaged models
inclusivity and non-discriminatory approach to youth work.
1.6 Terms of engagement are communicated with stakeholders and

commonality of understanding verified.
1.7 Expectations from youth and youth networks are consistent with their level
of development.
2. Evaluate project feasibility 2.1 Young people are involved in identifying and agreeing on project.
2.2 Project goals are evaluated to address the identified needs appropriately.
2.3 The political, cultural, social and financial implications of the project are
duly considered.
2.4 Factors that may hinder the success of the project are correctly identified
and documented.
2.5 Strategies are devised to safeguard against factors that may mitigate
against project success.
2.6 Project feasibility is established through the input of stakeholders with the
relevant competencies.
3. Develop project plan 3.1 Young people and other key stakeholders are appropriately engaged in
developing project plan.
3.2 Project goals are specific, measurable, achievable, realistic and time-
based (SMART).
3.3 The resources required to carry out project activities are estimated
realistically and costed accurately.
3.4 Strategy to procure resources is consistent with organisational guidelines

and procedures.
3.5 Relationships with potential donors and community partners are

appropriately established to meet project needs.
YDWCYP0172 64
3.6 Project design takes into consideration contingencies and appropriate

strategies are planned.
3.7 Success factors are realistically incorporated into work-plan.
3.8 Project timelines are comprehensive and realistic.
4. Implement project 4.1 Stakeholders including young people are actively involved in project
implementation.
4.2 Resources are procured and utilised in an efficient and timely manner.
4.3 Critical timelines are met in project implementation.
4.4 Young people and relevant stakeholders review project progress regularly.
4.5 Contingencies are dealt with according to project plan.
4.6 Project is completed within budget and agreed time lines.
5. Monitor and evaluate project 5.1 Monitoring and evaluation mechanism and tools are agreed on and
appropriate.
5.2 Relevant stakeholders are appropriately engaged in project monitoring and

evaluation.
5.3 Monitoring and evaluation takes into account all phases of project
implementation.
5.4 Monitoring and evaluation exercise identifies challenges and implements

recommended actions implemented in a timely manner.
5.5 Successes and achievements are celebrated.
5.6 Project is correctly evaluated against agreed outcomes.
5.7 Project process is documented and made available.
RANGE STATEMENTS
Stakeholders may include: Project success factors include:

• young people • adequate resources
• parents • timeliness
• community leaders • team work
• sponsors • accuracy of information collected
• other members of the community • requisite skill sets
• NGOs, CBOs and FBOs • meaningful community involvement and support
Factors that hinder project success may include: Needs that give rise to project may include:
• lack of human resources • lack of family support
• change in priorities • community and environmental issues
• emerging issues • crisis support
• lack of commitment and support • recreation/leisure
• sabotage • lack of national pride
• national initiatives
• employment and livelihood issues
65 YDWCYP0172
Contingencies may include: Project process documentation may take into

• resource shortfall consideration:
• illnesses • stages of the project process
• cultural and social happenings • management of resources
• cost increases • achievement of objectives
• accidents • community support
• natural disasters • lessons learnt
Resources include: Project plan takes into consideration:

• financial • phases of the project
• buildings • resources (human and material)
• equipment • timelines
• human • outcomes and indicators
• technology • budget
• reporting arrangements
Project monitoring and evaluation • contingencies
may include: • impact
• progress charts
• review meetings
EVIDENCE GUIDE

• identify and mobilise youth networks
• record contact information
• work with a variety of young people and community leaders
• develop project goals and objectivers
• develop project implementation plan
• communicate effectively
• mobilise project resources
• monitor and evaluate project
• document project process

Knowledge Skills
• the importance of planning and the reasons for it • identify and use a range of tools for data
• participatory learning and action method collection
• basic principles of project planning • plan, monitor and evaluate projects effectively
• the importance of involving the relevant stakeholders in • establish relationships in the community
planning and agreeing on the scope of the project • map the community
• potential contingencies and risks in youth work projects • use logical framework in project planning
• basic monitoring and evaluating methods • plan for contingencies and risks in youth work
• effective communication techniques projects
• organisational policies and procedures relevant to project • set up effective monitoring and control
implementation methods
• leadership styles • use communication and negotiation skills
• non-conventional sources of funding • apply appropriate leadership skills
• the importance of keeping stakeholders up-to-date on • manage project budget efficiently
project progress • prepare project reports
YDWCYP0172 66
• Access to a relevant workplace or an appropriately simulated environment where assessment can take place.
• Assessment may include practical exercises, role-plays, research/project work or observation of practical demonstration
and evidence gathered from the workplace environment.
• Assessment is best conducted over time to allow demonstration of competence in the areas listed in the Critical Aspect
and Evidence.


67 YDWCYP0172
YDWCYP0182 PROMOTE A SAFE AND HEALTHY ENVIRONMENT IN YOUTH

DEVELOPMENT WORK
Competency Descriptor: This unit deals with the knowledge, skills and attitudes required to promote a
safe and healthy environment in the youth development work setting.
1. Identify potential risk factors 1.1 Appropriate guidance is given to young people to enable them to correctly
identify possible hazards and risk factors.
1.2 Young people and other persons are actively encouraged to report possible
hazards.
1.3 Individual and group risks associated with identified hazards are assessed
accurately and appropriate action taken according to established guidelines.
1.4 Report on unacceptable hazards is timely, clear and in accordance with

established guidelines.
2. Take measures to reduce risk 2.1 Health and safety awareness education and training programmes conducted
address risk factors.
2.2 Guidelines to reduce individual, group and environmental risks are correctly
interpreted and implemented.
2.3 Routine health and safety checks are carried out as required according to
procedures.
2.4 Appropriate information on safety and emergency procedures is clearly

communicated to young people.
2.5 Established guidelines are correctly followed in the conduct of safety drills.
2.6 Measures to reduce risk reflect consideration for environmental health and
safety.
2.7 Young people are effectively helped to develop appropriate safety ground
rules.
2.8 Safety and emergency procedures used by providers of specialist activities

are consistent with sector guidelines.
2.9 Young people are supervised in a way that minimises exposure to risk.
2.10 Young people are actively encouraged to be responsible for their own safety
and that of others.
2.11 Personal conduct promotes safety and minimises risk to young people.
3. Respond to accidents and 3.1 Incidents and emergencies are responded to promptly with a proposed
emergencies course of action.
3.2 Contact information for providers of specialised assistance is readily

accessible.
3.3 Own limitation to respond to situations is correctly determined and

appropriate assistance obtained where necessary.
YDWCYP0182 68
3.4 Incidents are reported accurately to relevant authority and parties.
3.5 Emergency kit is appropriately stocked and easily accessible.
4. Maintain healthy environment for youth 4.1 Personal conduct promotes and models healthy behaviour.
work
4.2 Resources to deal with health and safety issues are requested in a timely
manner.
4.3 Selection of location for youth work programmes takes into consideration
accessibility and safety issues.
4.4 Appropriate information is regularly provided to assist young people to

understand the importance of health and safety.
RANGE STATEMENTS
Youth work environments may include: Potential for hazards may include:
• organised group meeting • unhealthy and unsafe aspects of the environment
• informal/social setting • activities
• home environment • equipment and materials
• schools/colleges and other training • personal risk factors
institutions
Risks factors may include:
Young people may include: • electrical shocks/electrocution
• rural youths • violent reactions
• inner-city youths • improper use of equipment
• differently-abled youth • food poisoning
• males/females • high water levels
• those with issues of sexual orientation • specific health issues of young people
• exposure to alcohol and other substances
Environmental health and safety considerations may include: • falls
• arrangement of space • fires
• storage of equipment and supplies • floods
• design and implementation of activities • dangerous chemicals
• air quality
• noise levels Personal risk factors may include:
• health conditions such as diabetes, respiratory ailments etc.
Risks to well-being of individuals or group may be: • depression
• physical • suicidal tendencies
• emotional • addictions
• heredity factors
Safety and emergency procedures may include: • allergic reactions to food and chemicals
• Heimlich manoeuvre
• cardiac pulmonary resuscitation (CPR) Relevant authority and party may include:
• mouth-to-mouth resuscitation • colleagues and team members
• basic first-aid • young people
• site owners
Personal conduct may include: • parents and guardians
• responding quickly to crises with a proposed course of action • government health and other regulatory agencies
• vigilance
• compliance with professional ethics and other relevant Guidelines may include:
regulations • organisational and universal precautions
• tolerance and openness • sector standards
• codes of practice
69 YDWCYP0182
Incidents and emergencies may include: Occupational Health and Safety regulations may include:
• minor accidents which can be treated on-site • water safety guidelines
• accidents requiring outside medical attention • building codes
• major accidents reportable to the police/medical personnel • electrical safety
• missing persons • fire safety
• fire
• extreme natural conditions
• sudden illness
• hazardous substances
• failure of equipment
• structural failure
• abnormal or anti-social behaviours
EVIDENCE GUIDE

• assess accurately the risks associated with identified hazard
• carry out routine health and safety checks
• develop appropriate safety ground rules for youth work
• actively encourage the young people to be responsible for their own safety and that of others
• follow safety procedures
• recognise indicators of accidents and emergencies
• promote healthy environment

Knowledge Skills
• the importance of being constantly vigilant about • identify hazards and assess risks
safety hazards in the youth work environment • interpret and implement guidelines
• the types of health and safety risks that are likely to • carry out routine health and safety checks
occur and how to spot them • take measures to reduce risks
• health and safety procedures • work effectively with young people to develop appropriate
• safety drills safety ground rules for youth work
• organisational, local and national OHS requirements • supervise young people in a way which is appropriate to
• repertoire of responses to risks most likely to be the level of risks and the aims of the youth work
encountered in the youth work setting opportunity
• competent specialists who need to be consulted when • encourage young people to be responsible for their own
a risk or hazard has occurred safety
• training required to assist young people in observing • model health and safety practices and behaviour
health and safety regulations and procedures • recognise indicators of accidents and emergencies
• approaches in working with young people to develop • ensure assistance appropriate to the nature of the illness,
appropriate safety ground rules for youth work injury or incident is obtained
• various forms of communication • provide the necessary information to relevant authority
• how to engage young people in a way which is • manage an emergency situation
appropriate to the level of risks and the aims of the • direct others to deal with injuries, illness or incidents in a
youth work opportunity way which is consistent with the safety and emergency
• ways to encourage young people to be responsible for procedures
their own health and safety • record and report illness, injuries, incidents and
emergencies according to organisational requirements
• influence young people
• work in stressful situations
YDWCYP0182 70
• Assessment may include observation, case study, questioning, role-plays, research/project work or observation of
practical demonstration and evidence gathered from the workplace environment.
• This unit is most appropriately assessed in the workplace under the normal range of workplace conditions over time.


Please refer to the Assessment Guidelines for advice on how to use the Critical Employability Skills
71 YDWCYP0182
YDWCYP0192 WORK WITH YOUNG PEOPLE IN SAFEGUARDING THEIR OWN

WELFARE
Competency Descriptor: This unit deals with the knowledge, skills and attitudes required to work with
young people in safeguarding their own welfare.
1. Identify and respond to signs of distress 1.1 Young people are empowered to identify hazards associated with their life-
in young people styles and the environment.
1.2 Young people are empowered to assess risks associated with their lifestyles
and behaviour.
1.3 Signs of distress are correctly identified.
1.4 Appropriate interventions are devised and applied in response to identified

signs of distress.
1.5 The youth worker operates in ways that encourage disclosure.
2. Enable young people to safeguard their 2.1 Suitable opportunities are provided that encourage young people to assert
own welfare themselves.
2.2 Clear and relevant information is provided in good time to young people about
potentially risky situations.
2.3 Young people are helped to identify appropriate ways to keep safe.
2.4 Information is communicated clearly to young people in ways that are

appropriate to their level of maturity.
2.5 Appropriate opportunities are used to raise young people’s awareness about
respect for one another and healthy lifestyle choices.
2.6 Young people are provided with timely and appropriate guidance on steps to
take if they or their friends have been abused.
2.7 Appropriate interventions are implemented to build capacity in young people to

enable them to act in their own interest.
3. Identify resources for supporting young 3.1 List of range of support services developed is appropriate to the needs of
people young people.
3.2 Support systems are appropriately accessed.
3.3 Support services are determined and correctly matched with identified needs.
3.4 Information provided enables young people to access support services in a

timely manner.
4. Operate as a reflective and supportive 4.1 The youth worker operates in ways that reinforce respect and trust.
practitioner
4.2 Principle of confidentiality is consistently observed.
4.3 Personal conduct promotes the physical and emotional safety of young people.
YDWCYP0192 72
4.4 Feedback is encouraged and effectively used to improve practice.
4.5 Organisational policies and procedures are followed.
4.6 Awareness of own competence and responsibility is demonstrated.
RANGE STATEMENTS
Young people may include: Capacity building interventions may include:

• young people from diverse educational, social and/or • negotiation
cultural backgrounds • assertiveness
• people of different sexual orientation • communication
• young people with disabilities • conflict resolution
• males • anger management
• females • social and emotional intelligence
• sexual and reproductive health issues
Potential hazards with lifestyle and environment
may include: Incidents that could be misinterpreted may include:
• unprotected sex • incidents where a member of staff, volunteer or young
• substance abuse person innocently and inadvertently contravenes
• criminality protection procedures
• gangs
• violence Disclosure may be to:
• unemployment • someone other than a colleague
• alcohol • youth group member
• prostitution • adult
• social networking • family member
• speeding
• driving under the influence Ways that encourage disclosure may include:
• active listening
Potentially risky situations may include: • building rapport
• domestic violence • building trust
• gang affiliation • interviewing
• sexual activity • engaging in dialogue
• dangerous driving • being sensitive
• poor attention to health • showing empathy
Maturity may be: Support services may include:

• physical • family and kinship systems
• intellectual • peer support
• emotional • NGOs and FBOs
• social • social services
• government agencies
Risks to individual or group may affect: • legal aid
• physical health and safety • private sector
• emotional well-being
• social interactions Other staff and volunteers may include:
• paid staff
Opportunities that encourage young people to • volunteers
assert themselves may include: • full-time and part-time staff
• mentorship • line managers or supervisors
• simulations • policy makers
• advocacy initiatives
• exposure to role models
• shadowing
73 YDWCYP0192
Abuse may be: Distress may be evidenced by:

• physical • promiscuity
• neglect • substance abuse
• emotional • withdrawal
• sexual • overeating
• bullying • significant weight loss
• harassment • excessive aggression
• verbal • alcohol abuse
• talk of suicide
• depression
• bullying
EVIDENCE GUIDE

• communicate information clearly to young people and others who impact the welfare of young people
• raise young people’s awareness about what is appropriate behaviour.
• operate in ways to safeguard the welfare of young people
• enable young people to safeguard their own welfare
• operate in ways that reinforce respect and trust

Knowledge Skills
• types of risk affecting physical and emotional health • recognise signs of distress and danger
of young people • use appropriate methods of communication
• importance of healthy self-worth and self-esteem in • create an environment of trust with young people, parents
adolescent development and guardians
• communicating with young people • support young people to build resilience
• how to negotiate and agree on safety ground rules • recognise when a young person’s life is endangered and
with young people take appropriate action
• risk and protective factors • identify when a young person is under- achieving
• basic resiliency theory • advocate for young people
• hazards to healthy living and their impact on physical • develop appropriate relationship with young people
and emotional health • listen actively and respond constructively and sensitively
• group dynamics to concerns
• basic counselling skills • demonstrate confidentiality
• facilitation skills • provide young people with safe environments in which to
• the impact of drug and alcohol abuse on the lives of explore beliefs and values
young people • engage in self reflection
• issues in adolescence • encourage young people to be assertive
• theories of adolescent development • identify signs and indicators of physical, emotional, sexual
• how to encourage young people to be assertive abuse, neglect, bullying and harassment in young people
• the behaviour change cycle • respond appropriately to a young person’s disclosure of
• organisational procedures relevant to youth abuse
protection and why it is important to follow them
• organisational procedures for dealing with disclosures
of abuse
• the common signs and indicators of physical,
emotional, sexual abuse, neglect, bullying and
harassment in young people
• the people who will need to be informed of evidence of abuse
• sources of help available for young people who might have been abused
• what is confidentiality and why it is important
YDWCYP0192 74
• Assessment may be conducted on one or more occasion.


75 YDWCYP0192
YDWCYP0202 COMMUNICATE EFFECTIVELY WITH YOUNG PEOPLE
communicate effectively and build and maintain rapport with young people.
1. Create an enabling environment for 1.1 Meeting places and times for meeting with young people are appropriate.
establishing contact with young people
1.2 Methods of communication used are suited to the needs and abilities of young
people.
1.3 Communication techniques exercised are effective.
1.4 Language used is familiar to and understood by young people.
1.5 Language used and behaviours toward young people show respect and
understanding.
2. Provide ongoing support and 2.1 Interest shown in young people and their development is positive.
encouragement to young people
2.2 The needs, motivations and factors shaping young people are correctly
determined through process of genuine consultation.
2.3 The ideas of young people are responded to enthusiastically and constructively.
2.4 Interactions with young people model integrity, fairness and consistency.
2.5 Young people are supported in careful examination of available options.
3. Maintain professionalism 3.1 Care is taken to ensure boundaries are established in relationships with young
people.
3.2 Relationships with young people are consistent with youth development work
ethics.
3.3 Young people are encouraged to maintain healthy relationships with family and
kinship networks.
3.4 Requirements regarding confidentiality are known and maintained.
RANGE STATEMENTS
Abilities of young people may include: Effective communication includes:

• physical • identifying and evaluating what is occurring within an
• emotional interaction in a non- judgemental way
• intellectual • understanding choices and consequences prior to
decision making
Communication includes: • making decisions about appropriate words, behaviours
• all verbal and non-verbal interactions and posture
YDWCYP0202 76
Communication difficulties may include: Effective communication includes cont’d

• language • using active listening
• speech and hearing impairment • clarifying, summarising questions
• prejudices • putting together a response that is culturally appropriate
• perceptions • sensitivity to the views of others
• cultural differences • good facilitation skills
• helping people understand each other
Communication methods include but not limited to: • articulating issues in a very clear and simple manner
• signing
• creating an enabling environment to facilitate stakeholder
• Braille
contribution
• use of multimedia ,billboards etc
• obtaining feedback
• use of computers, internet and social networks
• written material
EVIDENCE GUIDE

• identify suitable locations and environments for establishing contact with young people
• provide ongoing support and encouragement for young people
• encourage young people to express their views respectfully
• respect and value individual differences
• mobilise young people
• use effective communication methods and techniques
• work according to the values and principles which underpin youth development work

Knowledge Skills
• techniques of effective communication • use appropriate communication techniques
• locations in the community where young people • understand body language
meet • recognise non-verbal triggers
• social networks used by young people • provide helpful and honest feedback
• importance of non-verbal communication • accept negative feedback gracefully
• operating in a culturally diverse environment • minimise conflict and tensions
• needs, concerns and aspirations of young people • be non-judgmental
• values and principles of youth development work • mobilise young people
• youth development work ethics • create a conducive environment for sharing of views
• importance of building rapport with young people and personal experiences
• principle of informed consent • respect the views of others
• treat young people with respect
• determine best methods of communication
• work according to the values and principles of youth
development work
• Access to appropriate workplace where assessment can be conducted or simulation of realistic workplace setting for
assessment.
• Assessment may include observation, questioning and evidence gathered from the workplace environment. Workplace
evidence can include testimonials from youth and colleagues.
77 YDWCYP0202
• This unit is most appropriately assessed in the workplace or in a simulated workplace setting with the normal
range of workplace conditions.

Collecting, analysing and organising ideas and information Level 1

Image copyright, Mangostock, 2011; used under license from Shutterstock.com
Working to promote equality of opportunity, participation, national pride and civic responsibility among young people,
YDWCYP0202 78
YDWCYP0212 USE REFLECTION AND FEEDBACK TO IMPROVE QUALITY OF WORK

WITH YOUNG PEOPLE
Competency Descriptor: This unit deals with the knowledge, skills and attitude required to enable
youth development worker to reflect on, evaluate performance and use
feedback to enhance performance.
1. Reflect on and evaluate personal values, 1.1 The youth worker identifies and documents understanding of role in the
priorities, interests and abilities organisation and how it relates to the role required by the organisation.
1.2 The youth worker identifies and documents personal values, interests and
priorities, and those of organisation.
1.3 The youth worker identifies and documents personal strengths,

weaknesses, opportunities for growth and limitations.
1.4 The effects of youth worker’s values, interests and strengths in work with
young people regularly evaluated.
1.5 The youth worker’s behaviours are in line with organisational values and
practice.
1.6 The youth worker’s behaviours encourage young people to develop

positive attitudes and behaviours towards others and society.
1.7 The youth worker demonstrates how using the core values of youth work
informs and develops his/her personal and professional practice.
2. Use reflection and feedback to manage 2.1 The youth worker records and monitors the processes and outcomes of
and develop personal practice own work.
2.2 Feedback from others is sought on work done.
2.3 The growth of competence and experience within the youth worker’s role
is regularly self-evaluated.
2.4 The youth worker identifies areas of own work where development is
appropriate and realistic.
2.5 Youth worker participates in regular meetings with an appropriate person

for discussions about work and performance.
2.6 Ways are identified in which youth worker’s performance can be

improved.
2.7 The ways in which the youth worker works within the organisation’s core
values are reviewed.
2.8 Lessons learned from reflection sessions are applied to personal practice.
3. Conduct self-assessment to determine 3.1 Work, life and study experiences necessary for effective youth
training needs development work are identified.
3.2 Current knowledge, skills and attitudes are assessed against a checklist
of competencies required for job position, with assistance from immediate
supervisor.
3.3 Further skills development needs are identified.
79 YDWCYP0212
3.4 Results of self- assessment are discussed with trainer or assessor.
3.5 A personal learning/development plan is developed.
3.6 Development plan is implemented in a timely manner.
3.7 Meetings are held regularly with an appropriate person to review the
effectiveness of the development plan and agree on next steps.
RANGE STATEMENTS
Evaluation includes: An appropriate person may be a:

• self-evaluation • manager
• discussion with colleagues and friends • more experienced practitioner
• performance appraisal • co-worker
• youth work advisor
Skills development may include: • mentor
• on-the-job coaching or mentoring • sponsor
• formal studies
• participation in training workshops or demonstrations Checklist of competencies may include:
work experience • practical skills
• personal skills and attributes
Feedback may be received by: • strengths and weaknesses
• obtaining oral or written comments from supervisors and • attitude
colleagues
• receiving guidance, technical support and information to
assist performance
EVIDENCE GUIDE

• conduct reflection and self-evaluation
• develop a learning/development plan
• implement learning/development plan
• apply new knowledge and skills to enhance performance
• encourage and use feedback

Knowledge Skills
• personal beliefs, preferences, values, interests and • evaluate the effect of personal values and practices,
priorities strengths and limitations on work
• changes in interests, priorities and values and how • monitor and review personal practice
they affect work • monitor and review tasks and processes in youth
• factors affecting health and social well-being development work
YDWCYP0212 80

• the relationship of strengths and limitations to • give and receive feedback
different contexts and work with different people • identify an appropriate person to assist with self-
• the benefits of self reflection assessment
• how to evaluate the effect of personal values, • identify development opportunities and constraints
practices, strengths and limitations on work • identify development opportunities appropriate to role,
• tools to aid reflection, such as learning journals interests and learning style
• organisational values and practice • access and use networks and support systems
• values and behaviours with regard to others and • encourage and accept positive and negative feedback
society • develop a learning/development plan
• why it is important to monitor and review practice
regularly
• advances in knowledge and practice relevant to
area of work
• ways of monitoring and reviewing tasks and
processes in youth development work
• techniques for giving and receiving feedback
• how to use youth work standards to identify skills
and knowledge gaps
• the range of development opportunities available in
youth development work
• how to identify development opportunities
appropriate to role, interests and learning style
• how to access and use networks and support
systems
each element.
• In order to ensure consistency of performance, evidence should be collected over a period of time that is sufficient to
assessed off the job. The practical components should be assessed either in a work environment or simulated work
environment.
81 YDWCYP0212


Image copyright, Carsten Reisinger, 2011; used under license from Shutterstock.com
Combining partnerships and networks to create a cohesive environment
YDWCYP0212 82
YDWCYP0222 PROMOTE HEALTHY LIFESTYLES AMONG YOUNG PEOPLE
Competency Descriptor: This unit relates to the knowledge, skills and attitudes required to promote
healthy lifestyles among young people.
1. Explore lifestyles with young people 1.1 Young people are appropriately mobilised.
1.2 Young people are sensitised on the importance of healthy lifestyles.
1.3 The implications of young people’s values and beliefs on themselves and
how others respond to them are explored and clarified.
1.4 Environment is conducive for young people to explore values and beliefs
different from their own.
1.5 Young people are encouraged to express their feelings.
1.6 Young people are appropriately engaged in focus group discussions on

lifestyle issues of concern to them.
1.7 Environment is non-judgemental and values and respects individual

differences.
1.8 Information gathered leads to a better understanding of lifestyle issues

amongst young people.
1.9 Information gathered is carefully analysed.
2. Plan programmes to promote healthy 2.1 Young people are engaged in community mapping exercise to identify
lifestyles. potential partners.
2.2 Stakeholders, including young people, are engaged in planning innovative

and creative programmes.
2.3 Programme plan includes monitoring and evaluation components.
2.4 Initiatives agreed on are appropriate to desired outcomes.
2.5 Cost of implementation is accurately determined.
2.6 Requests for funding are submitted in a timely manner.
2.7 Stakeholder support is adequate for successful implementation.
3. Implement programmes to promote 3.1 Young people are actively involved in the implementation of programmes.
healthy lifestyles
3.2 Programme implementation is consistent with plan.
3.3 Opportunities are provided for young people to share information and
influence others in a positive way.
3.4 All interactions with young people respect their rights.
83 YDWCYP0222
3.5 Evaluation and feedback from young people are an integral part of
programme implementation.
3.6 Youth worker’s behaviours are consistent with principles and practice of
youth development work.
RANGE STATEMENTS
Young people mobilised to include those who are: Lifestyle issues may take into account:
• differently-abled • early sexual activity
• at risk • sexuality issues
• high achievers • leisure activity
• school drop-outs • criminal behaviours such as gang involvement
• marginalised males and females • risky social activities
• health challenges
Stakeholders to include: • spirituality
• parents and parent networks • early parenthood
• education and training institutions • substance abuse
• FBOs
• community health workers Stakeholder support may be in the form of:
• business community • community buy-in
• youth networks • financial support
• community leaders • provision of skills and expertise
• service providers • technological
• NGOs • technical
• media • making available community facilities/amenities
• mentoring
Information gathering strategies may include: • sharing of experiences
• focus groups
• participatory learning and research
• surveys
• review of local data
EVIDENCE GUIDE

• engage young people and other stakeholders
• plan innovative and creative youth-centred programmes
• model appropriate behaviours
• explain implications of values and beliefs on young people and how others respond to them
• provide a conducive environment for free expression of personal views
• provide appropriate information on sexual and reproductive health in a non-judgemental manner
• demonstrate understanding of personal attitudes and values and impact on service delivery
• listen, ask questions and provide clear information
• communicate effectively
• promote, monitor and celebrate behaviour change
YDWCYP0222 84

Knowledge Skills
• the relationship between values, beliefs and behaviours • facilitate group sessions
• theories of adolescent growth and development • facilitate self-awareness sessions
• the beliefs of the major religions in the region • use interactive methodologies
• how to access community resources • build rapport and trust
• values and principles of youth development work • provide guidance in making healthy lifestyle choices
• lifestyle issues of young people • conduct basic research
• issues impacting youth health and well being • facilitate reflection
• principles of community development • facilitate peer education and support
• facilitation techniques • assist young people to explore and clarify values
• effective communication techniques • model healthy lifestyle
• group dynamics • engage the media
• behaviour change strategies and process • mobilise community resources
• basic research methods including PLA • promote, note and commend behaviour change
• value of peer education and support • apply active listening skills
• importance of value-based education • communicate effectively
• activities and techniques which allow young people to
become more self aware
• techniques and activities which enable young people to
identify their strengths and build a positive self-image
• Access to appropriate workplace where assessment can take place or
• Human resources consistent with those outlined in the range statements;
• Simulation of realistic workplace setting for assessment.
• Assessment may include observations, questioning or evidence gathered from a workplace setting.
• Assessment is recommended to be on more than one occasion or done over time.
• Competency must be demonstrated in a real work environment.
• Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written
questioning on underpinning knowledge, skills and consideration of required attitudes.
• Where performance is not directly observed and/or is required to be demonstrated over a "period of time" and/or in a
"number of locations", evidence should be authenticated by colleagues, supervisors, youth or other appropriate
persons.

85 YDWCYP0222

Training young people to understand their roles and responsibilities,

thus enabling them to become active citizens in society
YDWCYP0222 86
YDWCYP0232 PROMOTE PEACE BUILDING
Competency Descriptor: This unit deals with the knowledge, skills and attitudes required to help
young people plan and implement peace building initiatives in response to
their own needs.
1. Engage young people in peace building 1.1 Methodology used in engaging youth is appropriate.
initiatives
1.2 Youth representatives appropriately selected for focus groups.
1.3 Background research conducted yields relevant information including security

issues.
1.4 Plan of engagement developed is age and context appropriate.
1.5 Other key stakeholders are correctly identified and engaged.
2. Build the capacity of young people and 2.1 Definition of peace is clearly communicated to young people and other key
other key stakeholders in peace stakeholders.
knowledge, skills and attitudes
2.2 Young people’s perception of peace and their own role in peace building is
discussed.
2.3 Young people and other key stakeholders are guided in understanding the
factors contributing to peace.
2.4 Benefits of a culture of peace identified are culturally appropriate and

relevant.
2.5 Young people are guided in their discussion on the benefits of peace in the
home, family and community.
2.6 Young people are assisted in acquiring skills to manage their emotions.
3. Plan and implement peace building 3.1 Critical issues are identified through analysis of relevant research findings.
initiatives
3.2 Plan developed in collaboration with young people and key stakeholders
addresses critical issues identified.
3.3 Resources mobilised to support peace building initiatives are appropriate and
adequate.
3.4 Relevant stakeholders from the wider community are mobilised.
3.5 Implementation of peace building initiative is consistent with agreed plan and
responsive to emerging issues.
3.6 The youth worker operates in ways that demonstrate cultural sensitivity.
4. Measure impact of peace building 4.1 Baseline is determined based on situational analysis.
initiative
4.2 Data gathering instruments are appropriate.
87 YDWCYP0232
4.3 The gathering of information is timely and involves a representative sample.
4.4 Data gathered is successfully collected and analysed.
4.5 Report accurately prepared and findings shared with appropriate stakeholders.
4.6 Findings are used to inform current peace building initiatives.
4.7 Capacity gaps are appropriately assessed.
4.8 Efforts to engage youth as active participants in peace building are successful.
4.9 Efforts to build capacity in peace knowledge, skills and attitudes result in
young people demonstrating peace supporting behaviours.
4.10 Best practices and lessons learnt documented and shared with relevant
stakeholders.
RANGE STATEMENTS
allowing for differences in workplace scenarios. They relate to the unit as a whole and facilitate holistic
assessment. The following variables may be present for this particular unit:
Factors contributing to peace may include: Threats to security include:

• respect and understanding • social injustice
• equality • racial discrimination
• rule of law • crime
• access to information • intolerance e.g. religious, cultural etc.
• democratic participation • gender discrimination
• social justice • poverty
• tolerance
Peace relates to: Critical issues include:

• absence of conflict • gender disparity
• manifestation of respect and understanding • religious/cultural/ethnic intolerance
• poverty
Measurement of impact may include: • violence
• formal surveys • lack of opportunities
• informal surveys • class discrimination
• interviews • institutionalised discrimination
• focus groups • other social injustices
• observation • intergenerational conflict
• participatory learning and action(PLA) research
• feedback Peace knowledge, skills and attitudes (supporting
behaviours) include:
Data gathering may include: • cooperation
• questionnaires • negotiation
• checklist • mediation
• rating scale • problem solving
• interview schedule • integrity
• participatory learning and action(PLA) tools • healthy communication
• high level of emotional intelligence
Resources may include:
• financial Methodologies may include:
• literature and materials • role play and other forms of simulation
• icons • experiential learning
• stakeholder networks • reflective learning
• youth networks • participatory and interactive
YDWCYP0232 88
EVIDENCE GUIDE
The Evidence Guide identifies the critical aspects, underpinning knowledge and skills to be demonstrated to
confirm competence for this unit. This is an integral part of the assessment of competence and should be
read in conjunction with the Range Statements.

• engage youth and establish youth focus groups
• conduct basic research
• engage other key stakeholders
• communicate definition of peace to young people and other key stakeholders
• guide young people and other key stakeholders in understanding the factors contributing to peace
• guide young people in their discussion on the benefits of peace in the home, family and community
• mobilise resources to support peace building initiatives
• implement peace building initiatives
• demonstrate cultural sensitivity
• prepare and distribute report findings
• use findings to influence nature of current peace building initiatives
• engage youth to be active participants in peace building
• build capacity in peace knowledge, skills and attitudes in young people

Knowledge Skills
• contributions of traditional and contemporary peace • manage personal emotions and help others manage
icons theirs
• youth rights conventions • conduct research
• building self-awareness • mobilise resources
• participatory research methodology • implement projects
• social issues including, gender, race, sexuality, • conduct situational analysis
state engendered injustices • develop and implement programmes for young
• adult learning techniques people to use peace building skills
• the behaviour change process • engage stakeholders
• definition of peace • monitor and evaluate progress
• principles and practice of peace building/conflict • provide support to young people in their peace
resolution building initiatives
• threats to peace • work in a culturally diverse environment
• general causes and effects of peace and conflict • recognise the existence of pre-conflict and conflict
• kinds of conflict situations confronting young people situations in youth development settings
and appropriate strategies to address them • help young people to understand the origin of conflict
• importance of peace to national development facing them
• problem solving skills
• peace supporting behaviours including emotional
intelligence
• how the political culture contributes to peace and
conflict
• emotional intelligence
• examples and origins of conflict in the region where
youth worker lives and the course the conflict has
taken
• Access to a relevant or an appropriately simulated environment where assessment can take place.
89 YDWCYP0232
4) Method of Assessment
each element.
• Assessment activities may also include written or verbal short -answer testing, practical exercises, role-plays,

CRITICAL EMPLOYMENT SKILLS
Three levels of performance denote level of competency required to perform a task. They relate to the seven
areas of generic competency that underpin effective workplace practices.


YDWCYP0232 90
YDWCYP0242 ASSIST YOUNG PEOPLE AND PARENTS TO UNDERSTAND THEIR ROLES

AND RESPONSIBILITIES
Competency Descriptor: This unit relates to the knowledge, skills and attitudes required to guide
young people and parents in understanding their roles and responsibilities.
1. Provide information 1.1 Situations and needs of young people and their parents are determined in
collaboration with target population.
1.2 Information is provided in appropriate ways and levels to young people and
parents.
1.3 Initiatives to help young people and parents in their efforts to access
information are appropriate and practicable.
1.4 Guidance is given to assist young people and parents to determine the
relevance and usefulness of information.
1.5 Young people and their parents are guided to use information in meaningful
ways.
2. Build capacity of youth and 2.1 Efforts to engender a sense of responsibility and purpose in young people and
parents their parents are undertaken.
2.2 Young people, parents and other stakeholders are engaged in determining
issues and capacity building needs.
2.3 Strategies for building capacity are developmentally appropriate, culturally

sensitive and address differing situations and needs of male and female
parents or primary care-givers.
2.4 Opportunities are provided for young people and parents to use/hone skills.
3. Promote mutual respect and 3.1 Interaction with youth and parents demonstrates respect for the authority of
support between young people the parent and the centrality of the family.
and parents/families
3.2 Efforts are consistently made to review organisational policies that may
infringe on parental authority and disregard the centrality of the family.
3.3 Opportunities are provided for young people and parents to explore rights,
responsibilities and issues of mutual concern.
3.4 Young people and their parents are supported to interact in ways that reflect
respect for one another.
3.5 Opportunities are provided for young people and their parents to work
collaboratively.
4. Facilitate access to support 4.1 Young people and parents are involved in mapping and evaluating services
services and support networks.
4.2 Measures are in place to facilitate access to support services by young people
and their parents.
91 YDWCYP0242
4.3 Young people and their parents are supported in their advocacy for relevant
services and support.
5. Build awareness of relationship 5.1 Community mapping appropriately links family and community issues.
between families and the
community
5.2 Strategies developed to monitor impact of community issues/development on

family life are appropriate.
5.3 Young people and parents are engaged in efforts to monitor impact of
community issues/development on family life.
5.4 Young people and parents are engaged in activities and programmes
designed to improve family and community life.
5.5 Capacity building initiatives undertaken to build skills to enable young people
and their parents/families to participate in community building initiatives are
appropriate.
RANGE STATEMENTS
Information needed by youth and parents may include: Other stakeholders may include:
• resources available in the community • teachers/school
• development opportunities available in the community for • religious leaders
youth • community health workers
• how to access services • business community
• parent support services • youth groups
• welfare services • politicians
• educational and recreational services • NGOs
• youth development needs • Media
• development opportunities for young parents and persons
with child care responsibilities
Youths may require support due to:
• neglect
Support and services may be provided through: • abusive situation
• mobile services • economic needs
• play groups • crises and emergencies
• home visiting programmes • feelings of guilt and worthlessness
• advice and information • excessive pressure from parents/guardians
• referrals
• support groups Strategies for building capacity may include:
• crisis centres • peer coaching/counselling
• counselling • mentoring
• life-skills building programmes • workshops
• training
Efforts to measure impact may include: Needs of parents and youth may include:
• participatory leaning and action (PLA) • information on parenting, early childhood and adolescent
• focus groups development
• suggestion boxes • moral/emotional support
• town hall meetings/consultations • capacity building
• crisis intervention
• counselling
YDWCYP0242 92
Programmes designed to improve the community may include: Needs of parents and youth may include cont’d
• infrastructural development • academic and career guidance
• recreational facilities • livelihood support
• care for the elderly
• child care Guidance may include :
• academic support e.g. literacy programmes • career options
• neighbourhood watches • healthy lifestyle choices
• rehabilitation • dealing with negative peer pressure
• guidance and counselling • relationship building and maintenance
• crisis intervention • managing emotions
• environment and sustainable development • helping to build self-esteem
• relationship and life skills
EVIDENCE GUIDE

• assist young people and parents in their efforts to access information
• engage young people and parents in determining issues and capacity needs
• design and implement strategies for building capacity
• provide opportunities for young people and parents to use/hone skills
• interact with youth and parents in ways that demonstrate respect for the authority of the parent and the centrality
of the family
• review organisational policies that infringe on parental authority and disregard the centrality of the family
• provide opportunities for young people and parents to explore issues of mutual concern
• support young people and their parents in their interactions with each other
• map services and support networks
• support young people and their parents in accessing services
• support young people and their parents in their advocacy for relevant services and support
• conduct community mapping
• design and implement capacity building initiatives to enable young people and their parents/families to participate in
community building initiatives

Knowledge Skills
• values and principles underpinning youth development • communicate effectively with young people and
work adults
• the role of the family • work in a culturally diverse environment
• social and family structures • apply basic counselling skills
• family dynamics • facilitate parenting sessions
• group dynamics • promote the integrity of the family unit, kinship and
• positive youth development strategies community networks
• risk and protective factors • build rapport and trust
• resiliency theory • use principles of empowerment
• basic principles of community development • promote healthy lifestyle choices
• social issues impacting the family • facilitate cross-generational dialogue
• community networking • work with parents and caregivers
• mobilising community resources • manage conflict
• problem solving • facilitate interactive group sessions
• current and emerging issues in youth development work • do research using participatory learning and action
• key theories of learning (PLA) methods
• use a range of interactive techniques
93 YDWCYP0242
Knowledge cont’d
Knowledge of:
• basic research methods including participatory learning
and action(PLA) methods
• basic techniques and skills for effective communication
• behaviour change process
• facilitation skills
• how attitudes and values are acquired
• key features of positive parenting
• Assessment requires access to young persons who are already parents and those who are not.
• In order to ensure consistency of performance, evidence should be collected over a set period of time which is
sufficient to include an appropriate range and variety of situations.
• This competency contains both theoretical and practical components. The theoretical components may be assessed
off the job. The practical components should be assessed either in a naturally occurring or simulated environment.


YDWCYP0242 94
YDWCYP0252 SUPPORT YOUNG PEOPLE TO ADDRESS THEIR CIRCUMSTANCES
Competency Descriptor: This unit relates to the knowledge, skills and attitudes required to support
youth to address their circumstances
1. Guide young people to identify 1.1 Young people are appropriately engaged and assisted in describing
circumstances and obtain relevant circumstances and identifying contributory factors.
information
1.2 Young people are encouraged and supported to explore their circumstances and
clarify relevant issues.
1.3 Young people are appropriately engaged in determining information needed to

address their circumstances.
1.4 Young people are supported in accessing relevant information.
1.5 Guidance provided to young people is appropriate and timely.
2. Support young people to identify, 2.1 Young people are supported in realistically identifying personal resources.
develop and use resources
2.2 Young people are guided in investigating range of options and choices available
to address different aspects of their circumstances.
2.3 Guidance is given to young people to make choices appropriate to their

circumstances.
2.4 Young people are encouraged to maintain and benefit from contact with family,
friends and support services.
3. Support young people to develop and 3.1 Support and encouragement given to young people to develop and use
use strategies strategies are appropriate and sustained.
3.2 Plan of action for personal development is agreed on.
3.3 Communication with young people is appropriate.
3.4 Youth are supported to create and utilise strategic alliances with key
stakeholders to their benefit.
3.5 Capacity building interventions allow young people to maximize opportunities.
3.6 Young people are supported to establish and benefit from collaborative networks.
4. Assist young people to monitor and 4.1 Young people are encouraged to appreciate the need for meaningful self-
evaluate strategies evaluation and reflection.
4.2 Youth are guided and supported to engage in ongoing evaluation of strategies
being pursued.
4.3 Youth are supported to make appropriate adjustments to strategies being

pursued.
4.4 Youth are encouraged to celebrate successes.
95 YDWCYP0252
RANGE STATEMENTS
Types of support to be provided by youth worker to young people Capacity building may include:
may include: • participatory learning and action (PLA) methods
• advice • advocacy
• provision of information • social and life skills
• a listening and affirming role • accessing resources
• short term or crisis counselling • documentation
• mediation (family and other) • project planning
• advocacy (legal and other)
• practical assistance Information youth may need to address their
• referral to other agencies/service circumstances many include:
• linking with others, groups, networks • available support services
• how to access resources
Stakeholders may include: • procedural matters and protocols
• family and kinship networks • legislative requirements
• youth and youth networks/ service organisations
• service providers Support services may include:
• community groups • training institutions
• sports clubs • welfare agencies
• religious groups • rehabilitation centres
• political directorate • support groups
• special interest groups • youth friendly spaces
• media • health clinics
• culture clubs • mentorship programmes
• private sector • crisis centres
• counselling
Circumstances may include situations that cause young people to:
• terminate education prematurely Communication takes into account:
• be at risk • personal space
• be in potential or actual conflict with the law • confidentiality
• leave home prematurely • rights of youth
• consider using drugs or use drugs • age appropriateness
• be in conflict with parents • cultural and gender sensitivity
• consider suicide rights of parents
• be idle and out of work
• feel alienated and disenfranchised Evaluation strategies take into account:
• make unhealthy choices • personal development
• be afflicted physically and/or mentally • need to measure and assess strategies
• need for information to enhance intervention
Strategies for youth to improve their circumstances may include:
• capacity building initiatives
• psycho-social support Collaborative networks to include:
• family and kinship support • youth networks
• peer support • private sector organisations
• youth adult partnerships • neighbourhood networks
• spiritual development • FBOs and NGOs
• physical and wellness programmes • Media
EVIDENCE GUIDE
YDWCYP0252 96

• encourage and support young people to explore their circumstances
• support young people to make choices
• guide young people to develop and apply plan(s) of action for personal and collective development
• guide young people to evaluate choices

Knowledge Skills
• national, regional and international youth development • guide youth in self-exploration
framework • guide youth to analyse their circumstances
• the role of the youth worker in guiding youth in their • support youth in self actualisation
personal development • mobilise youth networks
• legislation and policies relating to youth • mobilise youth to work collaboratively for
• basic advocacy methods common interest
• peer counselling methods • work within the framework of a matrix of
• different forms of abuse and their indicators partnerships created to achieve key
• prevalence and impact of mental health issues(psycho- objectives
social trauma, grief and suicidal tendencies)on the • identify forms of abuse
youth population • apply advocacy skills
• support systems • access support systems for youth
• human growth and development development
• how to connect with family to support youth • identify personal biases and values
• circumstances that may present challenges for youth • communicate effectively with youth
• the specific needs of identified target groups • assist youth to communicate effectively
• how young people can act as agents of change • build youth adult partnerships
• basic negotiation and mediation • manage conflict
• interventions in youth work • apply motivational techniques
• communication skills such as listening, observation, • assist young people to take responsibility for
leading discussions, questioning, clarifying their actions
• decision-making processes • establish and facilitate groups.
• working with communities to support youth • prepare reports
• engaging parents • work in difficult circumstances
• building youth/adult partnerships
• self-awareness and exploration techniques
• principles of leadership
• building networks among youth
• motivation techniques
• Access to a workplace or to an appropriately simulated environment where assessment may take place
• Competency is demonstrated by performance of all stated criteria according to the range of variables applicable.
• The candidate should demonstrate evidence attesting to the achievement of competence to the standard required for
each element.
• Assessment activities may also include written or verbal short-answer testing, practical exercises, role plays,
97 YDWCYP0252
to include an appropriate range and variety of situations involving young people.
assessed off the job. The practical components should be assessed either in a natural or simulated work
environment.


Please refer to the Assessment Guidelines for advice on how to use the Critical Employability Skills
YDWCYP0252 98
REFERENCES
This Competency Standards Package has been developed with reference to documents
which include:
Commonwealth Secretariat (2006); Stimulating Excellence in Youth Work, London:

Commonwealth Secretariat.
Commonwealth Secretariat (2006);The Commonwealth Plan of Action for Youth

Empowerment, London: Commonwealth Secretariat.
Commonwealth Secretariat (2007) Commonwealth Diploma in Youth Development Tutor

Manual: Commonwealth Secretariat.
Haftendorn, K., Salzano, C. (2003) SEED WORKING PAPER No. 59. Facilitating Youth
Entrepreneurship Part 1. International Labour Office Geneva.
Available from:
http://www.ilo.org/public/libdoc/ilo/2003/103B09_403_engl.pdf
HEART Trust NTA, Jamaica; Community Service Standards (2005)
PAULO (2002),(2008); National Occupational Standards for Youth Work.

Available from:
http://www.llik.org/documents/whole_suite_of_Professional_and National
_Occupational_Standards_for_Youth_Work.pdf
PAULO (2003); National Occupational Standards for Community Development Work.

Available from:
http://www.fcdl.org.uk/publications/documents/nos/Standards%20040703.pdf
Rabbior, G., Lang, J., Cranson, L., Smith, L.(1996) Catching the Wave: Framework for
Youth Entrepreneurship Success
http://usasbe.org/knowledge/proceedings/proceedingsDocs/USASBE1997
proceedings-P157Deyglio.PDF
Secrétariat à la Jeunesse Canada; Youth Entrepreneurship Challenge Three-Year Action Plan

004=2005-2006.Available from:
http://www.defi.gouv.qc.ca/publications/depliant_defi_en.pdf
The Royal Melbourne Institute of Technology,(RMIT)(2009) Manage Projects Course.

Available from:
http://www.rmit.edu.au/courses/C5225busm6234c0945
99

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© Commonwealth Youth Programme Caribbean Centre, March 2012

ISBN 978-976-8212-86-3 (pbk)

Graphic Art and Typesetting - Ms. Amera Jones, Guyana

Competency Standards Development Project Manager

The Commonwealth Youth Programme Caribbean Centre

Technical and Vocational Education and Training Advisers

YWET Pan Commonwealth Office

Ministries /Departments of Youth

Regional Youth Caucus Representative

LIST OF UNITS OF COMPETENCY: LEVEL II

CODE TITLE OF UNIT

YDW CYP0022 Help young people to apply basic advocacy skills

YDW CYP0042 W ork with youth with special needs

YDW CYP0092 Enable young people to work effectively in groups

YDW CYP0102 Plan and conduct m eetings

YDW CYP0152 Apply basic research skills

YDW CYP0162 Manage work and create effective work relationships

YDW CYP0202 Com m unicate effectively with young people

YDW CYP0222 Prom ote healthy lifestyles among young people

YDW CYP0232 Prom ote peace building

YDW CYP0252 Support young people to address their circum stances

YDWCYP0012 PROMOTE NATIONAL PRIDE AND CIVIC RESPONSIBILITY AMONG

Competency Field: Youth Development Work

ELEMENT OF COMPETENCY PERFORMANCE CRITERIA

1.2 Youth worker’s response to national symbols is appropriate.

2.2 Youth worker’s response to symbols of cultural heritage reflects appreciation.

2.4 Efforts to get young people to respond appropriately to items of cultural

3.3 Work with young people to identify possible areas of involvement in

3.8 Efforts to enable young people to understand the importance of their

4.4 The importance of responsible behaviour in respect of public property is

National symbols include: National resources may include:

(1) Critical Aspects and Evidence

(2) Underpinning Knowledge and Skills

(3) Resource Implications

(4) Method of Assessment

(5) Context of Assessment

CRITICAL EMPLOYABILITY SKILLS

Level 1. Level 2. Level 3.

Collect, analyse and organise information Level 1

YDWCYP0022 HELP YOUNG PEOPLE TO APPLY BASIC ADVOCACY SKILLS

Competency Field: Youth Development Work

ELEMENT OF COMPETENCY PERFORMANCE CRITERIA

1.4 Accuracy of information is verified and accurately recorded.

3.5 Young people are guided in interpretation of review findings.

Information to include: Information may be collected through:

(1) Critical Aspects and Evidence

(2) Underpinning Knowledge and Skills

(3) Resource Implications

(4) Method of Assessment

(5) Context of Assessment

CRITICAL EMPLOYABILITY SKILLS

Level 1. Level 2. Level 3.

Collect, analyse and organise information Level 1

YDWCYP0032 MOBILISE COMMUNITY SUPPORT TO ADDRESS THE INTERESTS OF

Competency Field: Youth Development Work

ELEMENT OF COMPETENCY PERFORMANCE CRITERIA

1.3 Organisation’s role within the community is clearly articulated.

1.4 Information obtained on the roles and responsibilities of the networks/providers

1.5 Contact details of individuals and community groups/ organisations are

1.7 Opportunities for inter-agency collaboration at the senior level in the

2.2 Community needs and rights are correctly identified.

2.3 Information on community needs, available services and community activities is

2.5 Channels and methods of communication used are appropriate.