- CHCCW503A - Work intensively with clients
Assessor Resource
CHCCW503A
Work intensively with clients
Assessment tool
Version 1.0
Issue Date: June 2024
This unit may apply in a range of community service contexts
This unit describes the knowledge and skills required to deliver targeted specialised client services based on individual case management and intervention
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Prerequisites
Not Applicable
Employability Skills
This unit contains Employability Skills
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package. | |
Critical aspects for assessment and evidence required to demonstrate this unit of competency: | The individual being assessed must provide evidence of specified essential knowledge as well as skills This unit will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions Assessment must include assessment of competence with a number of clients |
Access and equity considerations: | All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities |
Context of and specific resources for assessment: | This unit can be delivered and assessed independently, however holistic assessment practice with other community services units of competency is encouraged Resources required for assessment of this unit include access to: an appropriate workplace where assessment can take place or simulation of realistic workplace setting for assessment |
Method of assessment: | Assessment may include observations, questioning or evidence gathered from the workplace |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
This describes the essential skills and knowledge and their level required for this unit. |
Essential knowledge: The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include knowledge of: Professional service provision codes of conduct, ethical codes, referral protocols Group dynamics models/practices Range of services available Organisation procedures and program standards Indicators of pathology i.e. Substance use, mental health Cultural protocols, taboos and language systems Facilitation model/practices Statutory mandate and responsibilities Behaviour change models/practices Central ideas and frameworks for understanding love, sex and intimacy in relationships Different areas and levels of well being such as psychological, physiological, social, economic and spiritual. Theoretical developmental approaches to human development and understanding of life stages and physical, emotional, social, cognitive characteristics of human development Human lifespan and personality theory Major psychological approaches to human behaviour. Main approaches - psychoanalytic, behavioural, humanistic and cognitive relate approaches to social welfare work Links between personality theory and abnormal psychology including main definitions of health and well being Stress indicators Sociological understanding including: culture and diversity critique of socialisation theory family, power |
Essential skills: It is critical that the candidate demonstrate the ability to: Work cooperatively with clients and significant others to achieve behavioural life skills changes Work with individuals in a range of settings to achieve maximum outcomes In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role These include the ability to: Demonstrate application of high level communication skills, including establishing a trusting relationship information gathering reflective listening, respectful responding, development of empathy and rapport Demonstrate application of skills in: crisis intervention demonstration of empathy relationship building communication negotiation assertion conflict management |
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts. | |
Working with clients will be carried out within requirements established by: | Relevant legislation and statutory requirements International conventions relating to the rights of individuals Organisation policy and codes of conduct Relevant program standards Professional association codes of conduct and ethical and ethical positions |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
---|---|---|---|
Make available to the client appropriate strategies and activities to facilitate achievement of agreed goals and to maximise outcomes within statutory, legislative and organisation requirements | |||
Identify and effectively communicate the rights and responsibilities of clients to them | |||
Employ appropriate processes to optimise outcomes when working with groups | |||
Implement appropriate strategies to continually monitor the effectiveness of approaches in achieving agreed goals, enabling client access to relevant services and programs and meeting client and stakeholder needs | |||
Negotiate any proposed changes with clients and other relevant parties | |||
Respond appropriately to potential and actual difficulties and crises including: | |||
Implement appropriate mechanisms to assess the need to change case plans and strategies | |||
Where decisions are made to implement case closure, employ procedures consistent with organisation procedures | |||
Assess the need for specialist services, considering: | |||
Where referrals are made to specialist services, implement processes to ensure progress will be monitored | |||
Negotiate with relevant people, the need for ongoing resources, services and support | |||
Make arrangements with relevant parties for participation in programs and other support activities | |||
Negotiate appropriate levels of ongoing contact with client and significant others to ensure needs continue to be met once intensive work is completed |
Forms
Assessment Cover Sheet
CHCCW503A - Work intensively with clients
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
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Result: Competent Not yet competent
Feedback to student
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Assessment Record Sheet
CHCCW503A - Work intensively with clients
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: