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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 It is recommended that assessment or information for assessment will be conducted or gathered over a period of time and cover the normal range of workplace situations and settings Where for reasons of safety space or access to equipment and resources assessment takes place away from the workplace the assessment environment should represent workplace conditions as closely as possible

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 andor Torres Strait Islander clients and communities

Context of and specific resources for assessment	This unit can be assessed independently however holistic assessment practice with other community services units of competency is encouraged Resources required for assessment include access to appropriate workplace where assessment can take place relevant organisation policy protocols and procedures

Method of assessment may include	Observation in the workplace Written assignmentsprojects Case study and scenario analysis Questioning Role play simulation

Range Statement



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.

Carers are defined as:	Family members and friends who provide care and support for a person with a disability, and/or who is frail aged and/or has a mental illness and/or chronic condition

Strategies to support the rights of families and carers may include:	Information about carer legislation Access to an assessment Information and access to complaint procedures Access to an independent advocate

Positive strategies for involving families and carers in the design and delivery may include:	Encouraging positive contact between the family, carer and friends with the service Encouraging positive contact between the family, carer and friends with the client Consultation Provision of information in appropriate formats

Implications for carers may be:	Changes in role, relationships, identity, family structure and dynamics Pathways into informal and formal care Planning for the future Accessing services and resources e.g. eligibility, waiting lists etc Social impacts e.g. isolation Financial impacts Family communication

Transitions may include:	Pre caring Taking on a carer role Engaging formal services Life cycle transitions e.g childhood, adolescence, young adulthood, middle and older age Client entry into day or overnight respite Client move from home to a supported residential setting End of life/palliative care

Strategies to maximise thepositive aspects of transition may include:	Acknowledge anxiety Provide opportunities for active involvement Maximise support structure Acknowledge loss and grief issues Promote the benefits of taking time for self care Provide reassurance

Strategies to support clients to maintain relationships through life cycle transitions may include:	Sharing interests and meaningful activities together Sharing time and meals together Sharing feelings about any difficulties Mutual respect Having valued roles Privacy and confidentiality

Barriers to self care may include:	Physical Emotional Spiritual Cultural Upbringing Personality

Strategies may include:	Learning about the client's condition Accessing supportive health professionals and services Pastoral care Self awareness Counselling Basics of healthy caring A self care plan

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CHCICS410A - Support relationships with carers and families

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Elements and Performance Criteria

Required Skills

Evidence Required

Range Statement