CHCYTH022 — Provide services for the needs and circumstances of young people

1 Identify and address immediate needs and circumstances, using trauma informed focus of young people.

• 1.1Identify and respond to immediate needs of young people according to nature and degree of urgency.
• 1.2Provide young people and their families or nominated carer with information tailored to their capacity of understanding and designed to calm and reassure.
• 1.3Observe for and allay distress, anxiety, aggression and apathy.
• 1.4Look for and note signs of impairment of functioning in individuals and relationships.
• 1.5Engage the young person in purposeful activity, including physical activity to deal with fight or flight, patient accompaniment for freeze behaviour and to help them activate relational and cognitive control.
• 1.6Identify and respond to longer term needs of young people according to circumstances, opportunities and threats in their environment.

2 Explore and clarify issues facing the young person as the primary stakeholder and the nature of support sought.

• 2.1Offer the young person adequate opportunity to explore and clarify the issues facing them.
• 2.2Support the young person’s agency and right to self-determination.
• 2.3Negotiate involvement of other parties as required to meet the needs of the young person.
• 2.4Listen actively and positively to young person’s issues, needs, views and feelings about their issues and accepting support.
• 2.5Make renewed attempts through modified approaches and responses where there are communication difficulties.
• 2.6Describe and analyse the nature and scope of the issues and check with the young person for completeness and accuracy.
• 2.7Clearly explain to the young person the role and capacity of the worker to provide assistance and support.
• 2.8Obtain relevant information from others about the young person’s potential need for support.
• 2.9Clearly explain young person’s right to access information and to query the worker’s actions.

3 Facilitate goal setting and action planning.

• 3.1Encourage and support the young person to work out their own goals and priorities and to assess feasibility.
• 3.2Identify and explain in a supportive manner any risks arising from the young person’s choices.
• 3.3Offer further options to the young person without imposition and pressure.
• 3.4Emphasise and negotiate young person’s responsibility for determining and achieving their goals.
• 3.5Encourage young people to identify and prioritise long- and short-term goals based on individual responsibility and personal choice.
• 3.6Support the young person to develop strategies to act on goals.
• 3.7Encourage young person to identify and analyse factors that have contributed to past behaviour and obstacles to achieving individual and family goals.
• 3.8Identify unrealistic expectations, challenge negative attitudes and unacceptable objectives, and re-negotiate plans.

4 Provide targeted assistance and referral.

• 4.1Discuss availability, type and nature of services and resources to help the young person.
• 4.2Advise the young person about legal, statutory and organisational provisions which may affect their situation and confirm young person’s understanding of information provided.
• 4.3Establish systems to ensure information and referral sources within organisation are up-to-date, comprehensive, accurate, accessible and relevant to young people.
• 4.4Continually monitor effectiveness of service delivery and resolve problems of access, services and resources.
• 4.5Ensure all documentation and reporting is in accordance with organisational policies and procedures.

5 Act as an advocate on request.

• 5.1Interpret young person requests for advocacy to identify the scope and goals of the advocacy role and outline and negotiate the scope and goals with the young person.
• 5.2Respond to young person’s request for support and accompany the young person during first stage of access to services to enable them to gain confidence to go alone.
• 5.3Represent the young person’s interests clearly and accurately as agreed with the young person.
• 5.4Explain to the young person all representations made on their behalf in a manner and language suitable to their information needs and circumstances and confirm their understanding.
• 5.5Ensure decisions and actions taken on behalf of the young person are consistent with their expressed and implied preferences and interests.

What does an assessment tool for CHCYTH022 need to cover?

To satisfy the Principles of Assessment and Rules of Evidence, an assessment for CHCYTH022 needs to address all 53 unit components: 5 elements with 33 performance criteria, 11 performance evidence requirements, 9 knowledge evidence requirements, and the foundation skills. A coverage matrix mapping each question and task to these components is what an auditor looks for.

How does Auditori generate an assessment tool for CHCYTH022?

Auditori pulls the current release of CHCYTH022 from training.gov.au and generates a complete package: candidate assessment, assessor guide with model answers and observation criteria, and a coverage matrix mapping every component. A suitably qualified person then reviews and approves the draft in a built-in workflow — consistent with ASQA's guidance on AI use in VET — before export as branded PDF and editable Word.

Is the first assessment tool really free?

Yes. Every new account includes one free credit — enough to generate the complete assessment tool for CHCYTH022 — with no card and no subscription required. After that it's pay-as-you-go per unit.

Can I check my existing CHCYTH022 assessment instead of generating a new one?

Yes — upload your existing assessment or learner guide and Auditori maps it against every element, performance criterion, PE and KE of CHCYTH022, showing exactly what's covered and what's missing. Mapping costs a quarter of a credit.