Assessment 3 of 3 - Working in the Industry

33580/03 E1031BT CHC40413 Certificate IV in Youth Work Page 1 of 9
Student Name:
Student ID:
Short Answer Questions
33580/03 Short answer
E1031BT
Certificate IV in Youth Work
Module 6: Working in the
industry
This is assessment 3 of 3.
1. Background/Overview
Working in the health and community services industry means
dealing with a wide range of people in a wide range of settings.
Workers must know, understand and follow the policies and
procedures that apply in their workplace so they make informed
decisions that are in the best interests of the people in their care
and the organisation itself.
Sometimes workers in the health and community services industry
will come into contact with people who are seeking help who are in
distress and/or not able to communicate their needs clearly. This
may be due to one or more ‘communication barriers’ including the
state of mind or language or cultural differences of the person
seeking help. In all cases, it is very important that workers follow the
organisation’s policies and procedures and if they are unsure about
anything, that they ask a more senior/ experienced member of staff
for their advice before any decisions are made.
2. Brief
This assessment follows on from assessment number two.
Remember you met Joyce, a Chinese woman and Amy, her niece
seeking help from the local PCYC. Amy is depressed, her aunt says
she is not going to school and accuses her of drinking. The PCYC
doesn’t provide residential care yet Susan, the worker from the
PCYC is concerned for Amy's welfare.
Susan and Irene (PCYC) are talking to Amy and Joyce and
suggested referring Amy to an adolescent mental health crisis
team.
Eventually an adolescent mental health crisis team are called and
Amy is taken to be assessed at a secure adolescent unit.
Your understanding of how to manage all aspects of a meeting,
including the related communications, will be established in the
assessment as we follow Amy though the remainder of the
scenario.
Deliverables
This assessment will be submitted in
Word doc format.
To do list:
1. Read the Background/ Overview
and Brief sections of this
document.
2. Read the sections of the case
study and answer the questions
that follow each part of the case
study.
3. Save the Word document using
the naming convention: [your
student
number]_[assessment]_[assessme
nt number].doc. For example:
“12345678_31135_01.doc.”
4. Upload your document in Open
Space using the relevant
Assessment Upload link in this
Study Period.

1. Activities
Scenario (continued)
As Amy is taken away (with Joyce accompanying her) Susan vents her frustration:
“This system is crazy! We could have taken him to a residential service. Or maybe we
should have some residential facility here or a link with a service. She didn’t need to be in a
secure unit. This is just wrong. We need to have a big meeting about this, with all the other
agencies. I should say something to our Manager.”
“About time you did that” mutters Irene.
Susan spends the next few days asking clients and staff about this issue of people being
turned away because the PCYC doesn’t have access to a residential facility. Everyone
agrees that the system is too limited and the clients are missing out. There needs to be a
better system with better communication between services. She decides she will talk to the
boss about what people have been saying.
A few days later and Susan is speaking with her Manager, who agrees that an inter-agency
meeting would be a good idea. She asks Susan to write up an agenda and publicise the
meeting. She tells Susan to make sure that the purpose of the meeting is clear so everyone
knows why they are coming. She says she wants a range of stakeholders there – advocacy
organisations, services, departmental people, and clients. The title of the meeting will be:
“No Wrong Doors - improving service coordination of intake processes”. The goal will be to
have a local service system where nobody will be turned away. A system where intake
workers are able to quickly assess ‘walk-in’ clients and either accept them or make
appropriate referrals that are likely to be accepted promptly.
Question 1
(a) List four ways in which Susancould publicise the meeting and communicate details of the
meeting to the participants and other stakeholders. Think about using digital media. (50-
100 words)
1. Social Media
2. Mails
3. Official notice
4. Pamphlets
(b) Name five people, or groups of people, who should participate in the meeting. (50-100
words)
The group of people who needs to be included in the meeting are supervisor, general manager,
facilitators and executive manager. These are the primary people who needs to be present in a
meeting.
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(c) List at least 5 items, or objectives, that should be on a typical meeting agenda. (50-100
words)
Items for a meeting agenda: (objectives)
1) To improve the quality of service
2) To provide effective and emergency solutions
3) To help the community people with necessary support
4) To reduce the number of complain against the organization
5) To establish effective and appropriate communication
Items for a meeting agenda: (items)
1) White board
2) Marker
3) Projector
4) Required Database
5) Pen and Paper
(d) Why is it important for Susan to record aspects of the meeting? Think about legal
requirements, and written correspondence protocols. (50-100 words)
(e) How can Susan encourage others to contribute to, and follow, the meeting objectives and
agenda?(50-100 words)
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Susan can pass the importance of holding the meeting regarding the welfare of
Amy by casual communication with other employees. In addition, Susan can
present some examples of such cases as Amy to reflect the current condition of her
which can be effective to motivate others involve in the meeting.
The importance of the recording of aspects of the meeting lies in the legal
consideration of the matter. To avoid any legal hazards, the minutes of meeting
needs to be recorded. In addition, it comes under the correspondence protocol to
write down the minutes of meeting for further use and help.