Inherent requirements for Diploma of Youth Work

Communication

Verbal expression and comprehension (understanding)

What do I need to be able to do?

Understand and respond to verbal communication.
In a field placement setting, this will assist you with listening, understanding and responding to clients to meet their service needs.

Verbally communicate clear instructions and explanations in a time responsive way.
In a field placement setting, verbal communication is the primary source of communication between you, your clients, supervisors and health professionals. It will assist you to provide information, gain and confirm your client’s consent and provide clients the chance to raise issues or concerns.

Clear communication assists with establishing and maintaining rapport with clients and establishing effective relationships with host organisations, community groups and other service providers.

What adjustments to my study conditions can I access?

A range of adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

Additional time allowances for comprehension and expression may be available to you for on-campus learning activities.

Professional experience placement tasks in a field education setting may require time responsive communication. This should be discussed with your placement coordinator prior to commencement.

Social communication

Social Communication refers to the capacity to understand and use appropriate non-verbal communication such as: eye contact, gestures, facial expression, speaking volume, tone of voice, proximity and verbal turn-taking.

What do I need to be able to do?

Recognise, interpret, use and respond to non-verbal communication appropriately in both on-campus and field placement settings to demonstrate understanding, build relationships and establish trust with others.

In a field placement setting, tasks which require your use of social communication abilities include:

recognising the social communication used by clients and identifying client’s emotional states through their non-verbal cues
responding to clients by using your own social communication skills, such as open body language, eye contact and facial expressions to display understanding and empathy

What adjustments to my study conditions can I access?

A range of adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

Consideration will be given to the use of non-verbal communication appropriate to your disability or condition for example, if you have a vision or hearing impairment, you may rely more on using either auditory or visual means of social communication.

Reading and writing

Reading

What do I need to be able to do?

Read and understand a range of written material in differing forms from a variety of sources such as: on screen material, screen-based and image-based texts.

In the field education setting, essential information is communicated in written form. Tasks which require your use of reading include:

reading and comprehending essential client information which may include client notes and reports from other health professionals
reading and comprehending referral documents from service providers, resource material and host organisation policy documentation

The ability to read, understand and interpret written information is fundamental for the delivery of client support and services.

What adjustments to my study conditions can I access?

A range of adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

You may use specialised software to support your literacy for on-campus learning activities. The appropriateness and practicality of using such software during professional experience placements may vary between placements and should be discussed with the placement coordinator prior to commencing your placement.

Writing (Written Language)

N.B. This refers not to the physical act of writing but rather to the written content.

What do I need to be able to do?

Produce coherent written communication appropriate to both on-campus learning activities and professional experience placement tasks.

In the field placement setting, tasks which require clear, concise, accurate and time-efficient writing include:

contributing to client notes and producing client reports
writing letters, reports, program proposals and program review documentation according to the host organisation standard and protocol

The accuracy of written notes in a field placement context has both professional and legal ramifications.

What adjustments to my study conditions can I access?

A range of adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

Concentration, memory and problem solving skills

What do I need to be able to do?

Correctly use and apply knowledge of theory and research gained from on-campus learning to practice in the field placement setting.

In a field placement setting, client assessment and intervention tasks include:

undertaking assessment, advocacy and referrals with clients and co-planning with service providers
remaining focussed during client assessment and intervention
demonstrating your capacity to work with a level of focus and concentration throughout a designated period of duty which is typically 3 to 6 hours weekly

What adjustments to my study conditions can I access?

A range of adjustments can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

You may use assistive technology and strategies such as rest breaks to support your memory, planning and organisation in the on-campus learning environment. The use of these strategies during professional experience placements should be discussed with the placement coordinator prior to commencing your professional experience placement.

Mental wellness and behavioural stability

Mental wellness is a state of well-being in which an individual can realise their own abilities or potential, can cope with the normal stresses of life and can work productively and fruitfully.

Behavioural stability refers to an individual’s ability to moderate their own behaviour.
Stable mental health promotes optimal and safe engagement in on-campus learning environments. Many people who live with mental health conditions complete their studies successfully. The following services are available to support students living with mental health conditions at RMIT:

What do I need to be able to do?

The on campus learning environment can be challenging and will require you to engage with peers and teaching staff, reflect on your work and respond appropriately to constructive feedback.

Interpreting simulations can present complex and unpredictable human situations which require the following:

managing multiple demands with engagement, focus and composure
undertaking interpreting assessments when your performance will be recorded either in audio or video format in an enclosed sound proof booth room or a small classroom with specialised equipment
managing client content of a sensitive, confronting or traumatic nature with objectivity and accuracy

What adjustments to my study conditions can I access?

A range of adjustments such can be organised through the Equitable Learning Services (ELS). Contact the ELS to discuss what adjustments may be helpful to you.

Flexible arrangements for your professional experience placement will be considered. The appropriateness and practicality of these arrangements may vary between placements and agencies and should be discussed with your placement coordinator prior to commencement of the placement.

You may be supported to take time off from your studies if you become unwell or have difficulties with behavioural stability until you are ready to recommence.