Supervision for Youth Workers

Trainee Assessment

Supervision for youth workers

Unit standard / Version / Level / Credits
22250 Describe professional supervision for youth workers in the youth development sector / 2 / 4 / 3
Your name:
Your workplace:
Your date of birth:
Your National Student Number (NSN), if you know it:
Declaration

I was told about and understand the assessment requirements and appeals process.
I have prepared my answers myself.
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I understand that this assessment may be used for moderation and quality control purposes.
I understand that when I achieve this unit standard my result will be registered with the New Zealand Qualifications Authority.

I confirm the above declaration: / Yes / No / Date:

Helping People Move Trainee Assessment © Careerforce – Issue 1.0 | January 20151

Assessment summary (completed by assessor)

Trainee’s performance summary

Assessment tasks / Assessor’s signature / Date achieved
Task 1: Professional supervision for youth workers
Task 2: Supervision factors and issues relevant to youth workers

Unit standard results

I have assessed the trainee and confirm that the requirements have been met to demonstrate competency in:

Unit standard / Version / Level / Credits /
22250 Describe professional supervision for youth workers in the youth development sector / 2 / 4 / 3
/ Assessor’s name: / Assessor’s number:
Signature: / Date:

Trainee information

Before you start

The assessor/verifier will meet with you and talk about what you need to do.
Read through the Careerforce Qualification and Assessment Guide if you need more information about the assessment process.

As you go

Follow the instructions for each task.
Answer all questions.

When you finish

Make sure you have completed any parts where the assessor/verifier has said you need to do more work.

Appeals

If you wish to appeal against the assessment result or process, talk to your assessor. If you are still not satisfied, you can appeal to Careerforce by completing the assessment result appeal form that can be found online at

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Definitions

There is no single definition of professional supervision that is in use across the youth development sector. For this reason, the definition of professional supervision used for this unit standard should be appropriate to the context of this assessment. Supervision as defined by this unit standard should be distinguished from supervision that is only for managerial and administrative purposes.

Forms of professional supervision may include but are not limited to: cultural, individual, tag, peer; group; team; internal; and external.

Relevant factors may include but are not limited to: expectations; form(s) of supervision; function(s) of supervision; purpose(s) of supervision; timing and frequency; confidentiality; staff appraisal issues; recording and reporting requirements; preparation requirements for supervision sessions; evaluation of the supervision contract; funding for supervision; and conflict resolution.

Relevant personal, cultural and professional issues may include but are not limited to: objectives of supervision; accountability; form(s) of supervision; the function(s) of supervision to be addressed; dates and timing of sessions; availability; confidentiality; kawa or protocols; assessment and/or staff appraisal criteria; recording; preparation for supervision; methods of evaluation of the supervision contract; funding for supervision; methods for resolving conflict or disagreements; reviewing the supervisee’s work with youth; ethical issues; reviewing written work; critical reflection; development of practice theory, methods, and models of practice; development ofskills; cultural practice; career and professional development; professional identity; accountabilities; personal awareness; empowerment; personal issues; conflict resolution; coping mechanisms; monitoring workload; morale; working relationships; and resources. Note: Personal counselling is not appropriate in supervision. Where personal counselling needs are identified, these should be attended to outside the supervision relationship.

Youth/young peopleare people between 12 and 24 years of age.

The youth development sectoris a situation where youth development practice is being intentionally used to promote the positive development of young people. Examples include education, sport, community development, religious groups, cultural groups and interest groups.

Task 1: Professional supervision for youth workers

In thistask you describe the key functions, purposes and forms of supervision for youth workers in the youth development sector.

Describe the key functions of professional supervision.

The key functions of professional youth work supervision are:

administrative and managerial.
educational and mentoring.
enabling and supportive.

All of these functions are necessary for effective supervision, but they need not all be performed by a single person.

For each of these functions, describe their relevance to your own supervision and the responsibilities your and others have for them.

Administrative and managerial:
Educational and mentoring:
Enabling and supportive:

Describe three key purposes of professional supervision.

Describe three key purposes of professional supervision and give a benefit of each for you, the youth worker.

First purpose:
Benefit to me:
Second purpose:
Benefit to me:
Third purpose:
Benefit to me:

Describe three forms of supervision.

Describe three forms of supervision and for each form identify a situation in which it would be a relevant form of professional supervision for a youth worker.

You may select three forms of supervision from the list below:

• individual• group• team
• tag• peer• cultural
• internal• external
First form of supervision:
Description:
Situation in which it would be relevant:
Second form of supervision:
Description:
Situation in which it would be relevant:
Third form of supervision:
Description:
Situation in which it would be relevant:
Task 1: Assessor’s feedback to trainee

When the assessor agrees that you have completed this task successfully, they will sign it off on the assessment summary page at the front of this assessment.

Task 2: Supervision factors and issues relevant to youth workers

Professional supervision is intended to support your self-development as a youth worker.

In this taskyoudescribe supervision factors and issues to be considered when negotiating a contract for professional supervision.

Factors to consider when negotiating a contract for professional supervision for yourself.

Name and describe four factors you need to consider when negotiating a contract for professional supervision for yourself.

In your response, you should consider how each of these factors help you with your self-development requirements as a youth worker.

First factor:
Description:
Second factor:
Description:
Third factor:
Description:
Fourth factor:
Description:

Issues to consider when you are negotiating a contract for professional supervision for your own self-development.

Describe four issues you need to consider when you are negotiating a contract for professional supervision for your own self-development

These can be relevant personal, cultural or professional issues.

First issue:
Second issue:
Third issue:
Fourth issue:
Task 2: Assessor’s feedback to trainee

When the assessor agrees that you have completed this task successfully, they will sign it off on the assessment summary page at the front of this assessment.