Student Name:
Student Number:
Assessment 33478/03
Written Assessment
E1031B Certificate IV in Youth Work
Module 2: Working with Diversity
This is assessment 3 of 3.
1. Background/Overview
Sociological factors play a huge role in shaping a client, especially in youth care. These factors can impact on the decision as to whether one is fit for society or not. As a worker you must understand and identify how these factors can shape the client as an individual, and as part of community and family groups.
Scenario: Patrick is a 15 year old Sudanese refugee who recently came into your care. Patrick finds it hard to make friends due to cultural differences and appears lonely. He discloses to you that as a Sudanese person, he often receives racist name callings from other clients, which is the reason why he does not like to stay in residential care and absconds often.
However, he still shows pride in being Sudanese by putting up the Sudanese flag in his room. Patrick has a hard time at school as he cannot read or write, and instead plays basketball as he refuses to work. As he seems to enjoy basketball, staff enrol Patrick into basketball lessons. Patrick also has a history of drug abuse but refuses to go to health check-ups and is seen to be disengaged to government organisations.
2. Brief
In completing this assessment, you will demonstrate that you understand:
· How to identify and implement strategic cultural safety within youth work services
· How to identify ba
iers to social and cultural diversity and form partnerships with diverse people
· The importance of social and cultural services to individuals and how it affects them
· How to identify knowledge of social and cultural factors and social and cultural inequality in individuals
· How to monitor and analyse the impacts of social and cultural factors on community workers and services provided to the client.
Deliverables
Please submit this assessment in Word doc format.
To do list:
1. Write your name and student ID at the top of this page.
2. Read the background/overview and
ief sections of this document.
3. Read the Scenario.
4. Answer the questions in Part A.
5. Collate your written answers into one Word document.
6. Save the Word document using the naming convention: your student number, assessment number.doc. For example: “12345678_31135_01.doc.”
7. Upload your document in Open Space using the relevant Assessment Upload link in this Module.
3. Questions/Task
Part A: You are in the residential care home and need to create a group activity with the clients which promotes cultural safety for Sudanese people. Answer the following questions.
1. Design a group activity for Patrick based on this case study and identify what this group activity aims to achieve XXXXXXXXXXwords)
2. Patrick’s social and cultural background has created ba
iers for him to integrate into society. Using the table below, identify at least three social and cultural factors that might create possible ba
iers for him, his family and the community, in at least three different situations.
Situation 1:
From the case study identify a social/cultural factor creating ba
iers XXXXXXXXXXwords)
Type of impact XXXXXXXXXXwords)
Individual impact XXXXXXXXXXwords)
Family impact XXXXXXXXXXwords)
Community impact XXXXXXXXXXwords)
Situation 2:
From the case study identify a social/cultural factor creating ba
iers XXXXXXXXXXwords)
Type of impact XXXXXXXXXXwords)
Individual impact XXXXXXXXXXwords)
Family impact XXXXXXXXXXwords)
Community impact XXXXXXXXXXwords)
Situation 3:
From the case study identify a social/cultural factor creating ba
iers XXXXXXXXXXwords)
Type of impact XXXXXXXXXXwords)
Individual impact XXXXXXXXXXwords)
Family impact XXXXXXXXXXwords)
Community impact XXXXXXXXXXwords)
3. What strategies would you implement in residential care to address diversity challenges? XXXXXXXXXXwords)
4. How can Patrick identify with his Sudanese culture in a residential care environment, and how should you as a youth worker support Patrick in this? XXXXXXXXXXwords)
5. Patrick was denied a job at the local supermarket with no legitimate reason. Using the case study:
a. Examine and identify possible consequences of social and cultural inequality in this scenario XXXXXXXXXXwords)
. What impact can this have on an individual, community and family groups? XXXXXXXXXXwords)
XXXXXXXXXXa. What factors do you think age has to do with Patrick’s disengagement from school, XXXXXXXXXXgovernment organisations and drug abuse? XXXXXXXXXXwords)
b. What impact can this have on an individual, community and family groups? XXXXXXXXXXwords)
7. What are some ways you can balance the needs of one cultural group to another and create unity? XXXXXXXXXXwords)
8. List, and describe a way in which you could form a culturally safe partnership or link with your local Sudanese community XXXXXXXXXXwords)
9. Create a youth service and describe:
a. How it could benefit young Sudanese people to become interested in attending school XXXXXXXXXXwords)
. What type of strategies would you consider? XXXXXXXXXXwords)
4. Assessment Ru
ic
Certificate IV in Youth Work– Analytic ru
ic for assessment
Below is a ru
ic that determines whether your answers and knowledge is satisfactory or not yet satisfactory.
To pass the assessment, you must complete ALL the requirements for the column that is titled ‘satisfactory’.
It is advisable to read the ru
ic before attempting the assessments to help you attain the co
ect submission standard.
33478/03 Module 3, Assessment 3
Criteria
Satisfactory
Not yet satisfactory
Demonstrates understanding of cultural safety for ethnic people in the workplace.
The student gives a suitable activity and demonstrates an understanding of cultural safety for Sudanese people in the workplace
The student does not give a suitable activity and does not understand cultural safety for Sudanese people in the workplace
Identify ba
iers to social and cultural diversity in the workplace.
The student shows an understanding of social and cultural diversity ba
iers in the workplace
The student shows limited understanding of social and cultural diversity ba
iers in the workplace
Able to understand importance of services and the ongoing role they provides to the client.
The student gives suitable examples of the importance of services and the ongoing role they provide to the client
The student does not give suitable examples of the importance of services and the ongoing role it provides to the client
Identifies knowledge of social and cultural factors impacting individuals, families and communities.
The student gives suitable examples of identifying social and cultural factors that impact individuals, families and communities
The student does not give suitable examples of identifying social and cultural factors that impact individuals, families and communities
Demonstrates an understanding of the importance of health care services to a client.
The student shows an understanding of the importance of health care services and the role it has on a client
The student shows only a basic understanding of the importance of health care services and the role it has on a client
Identifies how community services can impact social and cultural factors.
The student adequately identifies how education systems and Medicare can affect social and cultural factors
The student does not adequately identify how education and Medicare can affect social and cultural factors
Understands the challenges of diversity and can implement strategies to overcome them.
The student sufficiently implements strategies to overcome the challenges of diversity
The student does not implement strategies to overcome the challenges of diversity
Implements cultural safety in a working environment.
The student successfully implements and provides examples of cultural safety in an working environment
The student does not implement or provide examples of cultural safety in an working environment
Identify possible consequences of social and cultural inequality and the impact it can have on an individual, family and community
The student adequately discusses and identifies the possible consequences of social and cultural inequality and the impact it can have on an individual, family and community
The student shows only a basic understanding of social and cultural inequality and the impact it can have on an individual, family and community.
Identify how age can have an impact on an individual, family and community
The student sufficiently outlines how age can have an impact on an individual, family and community
The student shows only a basic understanding of how age can have an impact on an individual, family and community.
Engage in a culturally safe partnership with local ethnic communities
The student gives suitable examples of engagement in a culturally safe partnership with the Sudanese community
The student does not give suitable examples of engagement in a culturally safe partnership with the Sudanese community
Communicates positively with ethnic people while developing strategies for improved cultural safety
The student sufficiently creates a service which could benefit young Sudanese people to be interested in attending school
There is insufficient information about the service for young Sudanese people
Overall assessment expectations
Word counts
As per tasks.
Plagiarism
All the student’s work is original and sourced where appropriate.
Referencing
Appropriate referencing conventions are used.
5. Units of Competency
This assessment meets the following units of competency:
CHCDIV001 Work with diverse people
CHCDIV002 Promote Aboriginal and/or To
es Strait Islander cultural safety
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33478/03 E1031B – CHC40413 Certificate IV in Youth Work Page 7 of 7