Inherent requirements – Certificate IV in Youth Work CHC40421

Youth work practice requires a sound understanding of, and compliance with, Australian and Victorian legislation.

Students must be able to operate within frameworks that protect the rights, safety and well-being of young people and communities.

Examples

• Comply with child protection and child safety legislation, including the ability to obtain and maintain a valid Working with Children Check
• Follow Occupational Health and Safety (OHS) legislation to maintain safe environments for self and others
• Comply with anti-discrimination legislation to promote equity, cultural safety and inclusive practice in all youth work settings

Ethical and professional behaviour underpins safe, respectful and effective youth work practice.

Students must adhere to professional codes, policies and guidelines that govern their conduct in academic and placement settings.

Examples

• Comply with student conduct policies in academic and placement settings, including integrity requirements in assessment and practice.
• Adhere to the YWA code of ethical practice and guidelines: Code of Ethical Practice - A First Step for the Victorian Youth Sector.
• Act with integrity, accountability and respect in all professional interactions.
• Use supervision to reflect on students roles and boundaries, principles and responsibilities.

Youth work requires students to demonstrate safe and responsible practice to protect themselves, young people and others in learning and placement settings.

This includes adhering to the scope of practice, workplace safety requirements and self-care practices that sustain professional effectiveness.

Examples

• Comply with organisational health and safety policies and procedures.
• Recognise and appropriately respond to safety systems and emergency protocols (e.g., alarms, evacuation procedures).
• Escalate matters outside of scope of practice to appropriate professionals.
• Manage personal health and wellbeing in ways that support consistent, safe participation in study and placements.

Knowledge & cognitive skills

Youth work students require well-developed cognitive skills to acquire, retain and integrate knowledge across multiple areas of study. This includes the ability to focus, apply memory, pay attention to detail and engage in theoretical and practical reasoning. 

These skills are essential for linking theory to practice and for making sound, evidence-based decisions in youth work contexts.

Examples

• Able to recall and apply knowledge of legislation, policy frameworks and developmental theories to practice situations
• Synthesise information from multiple sources to inform program planning or case work
• Apply critical thinking and problem-solving skills to respond to challenges in placement settings.

Metacognition

Metacognition is essential in Youth Work to enable students to reflect on their own thinking, recognise personal assumptions and biases and adapt strategies for improved learning and professional practice. 

This reflective capacity supports ethical decision-making, ongoing self-development and responsiveness to the diverse needs of young people.

Examples

• Engage in reflective journaling as part of supervision to evaluate personal practice and identify areas for growth.
• Demonstrate the ability to adapt approaches when initial strategies are ineffective or inappropriate.
• Use feedback from supervisors, peers, or young people to refine professional practice and learning strategies.

Youth work students require effective literacy skills in reading, writing and comprehension to engage with academic study and professional practice. 

Literacy underpins the ability to understand complex information, communicate ideas and document work in a clear and professional manner.

Examples

• Read and interpret legislation, organisational policies and youth development frameworks
• Summarise, reference and critically engage with academic and professional literature in assignments
• Produce clear, accurate documentation such as case notes, incident reports or program plans
• Complete written reflections and assessments that meet academic conventions.

Youth Work students require functional numeracy to complete tasks involving measurement, calculation, data interpretation and financial awareness.

Numeracy supports decision-making, program planning and the delivery of youth-focused services.

Examples

• Use statistical data to interpret trends in youth health, education or wellbeing
• Perform basic calculations to manage youth program budgets or resource allocations
• Support young people in developing financial literacy skills (e.g., budgeting, cost comparison)
• Apply numerical reasoning to interpret evaluation data and measure program outcomes.

Verbal

Verbal communication in English is essential for youth work students to engage in fluid, clear and meaningful dialogue.

Effective spoken communication enables students to build rapport, advocate for young people and collaborate with colleagues, organisations and communities.

Examples

• Participate in case discussions and team meetings where youth issues are explored.
• Conduct youth consultations and group work sessions using age-appropriate and culturally safe language.
• Advocate on behalf of young people in professional or community forums.
• Adapt communication styles ensuring all participants are included.

Non-verbal

Non-verbal communication is a critical aspect of youth work practice. 

Body language, eye contact, facial expressions and active listening skills support respectful engagement, demonstrate empathy and build trust with young people, particularly when verbal communication may be limited.

Examples

• Apply non-verbal strategies to de-escalate conflict or to create supportive spaces for young people.
• Use appropriate eye contact, posture, and tone to meet the needs of young people and others.
• Practice respectful non-verbal communication in all settings (for example, calm tone, open stance).

Written

Written communication in English is vital for maintaining professional records, ensuring accountability and collaborating effectively across services. Students must be able to produce text that is clear, professional, and tailored to different audiences, including young people, supervisors, and external agencies.

Examples

• Author clear and objective case notes that accurately document interactions with young people.
• Prepare reports, program proposals, or risk assessments for supervisors and community partners.
• Draft professional correspondence such as emails and letters using appropriate tone and style.

Visual

Visual capacity is important to interact safely in learning and professional environments. This can include document management, recognising visual cues and using digital platforms.

Examples

• Observe group dynamics, client behaviour and environmental cues in youth work practice.
• Monitor safety signage, workplace protocols and visual alerts in community or organisational settings.
• Use digital platforms and resources (e.g. online learning systems, reporting tools) to support study and professional practice.

Youth Work requires students to sustain physical, cognitive and emotional performance over time to provide effective, safe and ethical support to young people.

This includes maintaining focus, professional conduct and consistent engagement during learning activities, simulated practice and placement tasks.

Examples

• Sustain concentration and cognitive engagement when conducting youth consultations, assessments, and planning sessions
• Regulate emotional responses to manage professional boundaries when exposed to challenging behaviours, disclosures, or trauma-related content
• Demonstrate reliable participation in scheduled classes, supervision sessions, and placement requirements over extended periods.

Youth work requires flexibility and resilience to adapt to varied and sometimes stressful contexts. 

Students must be able to modify their behaviour, maintain respectful interactions and demonstrate professional conduct in diverse settings, while also recognising the importance of self-care and managing their own wellbeing.

Examples

• Adjust communication and support approaches when working with young people and colleagues.
• Respond appropriately to constructive feedback in supervision, training or placement contexts.
• Maintain respectful and professional communication practices during periods of increased workload, stress or conflict.
• Demonstrate capacity to adapt to changing circumstances in youth work settings (e.g., program changes, crisis events), while recognising when to engage in self-care strategies or seek support.