Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCCS601B Mapping and Delivery Guide
Work with clients with unique needs

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CHCCS601B - Work with clients with unique needs
Description This unit describes the knowledge and skills required by higher skill workers who undertake specialised work with clients with exceptional needs and with complex and multiple issues, including working with offenders with a disability
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application This unit may apply in a range of community service contexts
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not Applicable
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Conduct complex assessment
  • Identify and apply appropriate assessment tools to evaluate complex clients need/s
  • Apply a risk management approach to client assessment
  • Identify health implications for clients
  • Identify educational and developmental needs of client
  • Determine the need for additional communication support for the client
  • Access information from a range of sources to determine services available to support client needs
  • Determine emotional, social and other needs of the client
  • Consult with the client and significant others throughout the assessment process
       
Element: Design and apply appropriate strategies and program/s
  • Use the assessment outcomes to design an intervention and support strategy
  • Identify and access information from a range of sources to determine services available to support client/s needs
  • Design a comprehensive plan including appropriate referrals
  • Incorporate contingency and risk management strategies into the plan
  • Communicate appropriately with the individual, significant others, colleagues and support staff
       
Element: Monitor and evaluate the plan
  • Identify and implement strategies to monitor the effectiveness of the approaches taken
  • Maintain relevant data and keep accurate records to monitor the effectiveness of the plan
  • Review outcomes of the plan and make adjustments as needed
  • Review and adapt risk management strategies as required
       


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 of competency will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions

Assessment may be conducted over one or more occasions and should include both the development and promotion of best practice

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

Resource requirements for assessment include access to a workplace or similar environment over a number of occasions

Method of assessment:

Assessment may include observation, questioning and evidence gathered from the workplace setting (e.g. from workplace based project or evidence portfolio)

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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:

Range of disabilities with complex characteristics including:

autism

sensory loss

Prader-Willi syndrome

cerebral palsy

ABI

The community services systems including government and non government services

A broad range of health implications associated with complex needs

Occupational health and safety (OHS) policies and practices

Risk management strategies

The psychosocial impact of a range of complex needs

Specialist services that support people with complex needs

Assessment practices and models

Referral practices and protocols

Monitoring and review practices

Complex communication skills

Offending behaviours

Appropriate and inappropriate social behaviour

The legal system relating to offending behaviours

Specific sexuality issues that may be confronted

Human relationships and sexuality

The life cycle and transition stages

Human development issues

Duty of care

Ethical practices

Working with diversity

Harm minimisation strategies

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate high-level judgement and autonomy to be able to:

work with people with complex and/or multiple issues

select and apply assessment tools appropriately

ensure the safety of the individual, self and the community

identify risks and apply risk management strategies

provide opportunities for the person with complex needs to achieve individual needs and personal goals

apply a range of intervention strategies

make whole of life assessments

apply relevant monitoring and review techniques

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:

Apply complex theoretical models of behaviour management

Manage the application and administration of assessment tools

Work with offenders

Work under guidance of a health professional and in liaison with other health professionals

Work with clients on a range of complex and interrelating issues including sexuality, human development, grief and loss, aging, depression, threat of harm to self or others

Apply understanding of the impact on clients of frustration with the service

Apply understanding of the impact on physical capacity of specific disabilities

Apply understanding of the impact on emotional responses of specific disabilities such as autism, lack of sight, Prader-Willi, cerebral palsy

Protect themselves, the person and the community as needed

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.

Complex issues may include:

Dual/multiple disabilities

Intellectual disability, physical disability, neurological,

Offending behaviours

Complex medical needs

ABI, autism, sensory loss, Prader-Willi syndrome

Communication needs

Social/economic disadvantage

ADD/ADHD

Behavioural issues

Language and diversity

People with complex issues could include:

Children

Adolescents

Adults

Persons under court/protective/statutory orders

People with a physical/sensory/ intellectual/psychiatric disabilities

Appropriate assessment tools may include:

Taking a case history

Psychosocial assessments

Specialised assessment tools

Risk frameworks - self and others

Genograms

Risk management approach may include:

Established risk management frameworks/models

Organisation risk assessment protocols and guidelines

Occupational health and safety (OHS) regulations, policies and procedures

Duty of care requirements

Harm minimisation strategies

Health implications for clients may include:

Neurological

Physiological

Alcohol and other drugs (AOD) use

Self injurious behaviours

Nutrition

Inactivity

Access to appropriate health care

Inability to manage own health and well being

Sexual health and lifestyle issues

Educational and developmental needs may include:

Aetiology

Early intervention

Opportunity and support to access appropriate education opportunities at

pre primary

primary

secondary

post secondary levels

support at different life stages

Additional communication support may include:

Communication aids i.e. picture books, TTY

Augmented communication aids i.e. electronic devices

Interpreting services

Speech pathology services

Family support

Culturally specific resources

Emotional, social and other needs may include:

Sexuality issues

Socioeconomic issues

Isolation, rural and geographical issues

Family support

System support

Grief and loss

Vulnerability

EEO, discrimination, privacy issues

Significant others may include:

Family

Friends

Partners

Carers

Other professional support persons

Intervention and support strategy could include:

Development of individual program/support plans

Justice plans

General service plans

Allied health plans/support

Support services could include:

Range of pre determined supporting organisations and services

Individualised/tailored strategies

Family and significant others

Self managed

Externally monitored

Government and non government

Private practice

Sources of information may include:

The person with complex needs

Family and significant others

Health support services

Juvenile justice services

Child protection services

Mental health services

Alcohol and other drugs (AOD) services

Community service networks

Maintain relevant data and keep accurate recordsmay refer to:

Files and file notes

Reports formal and informal

Organisation records

Statutory orders

Consultation would include:

The person with complex needs

Family members and significant others

Professional support workers

Formal and informal meetings

Networks

Review processes may include:

Reports: verbal, written, formal and informal

Organisation review processes

Case management meetings

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
Identify and apply appropriate assessment tools to evaluate complex clients need/s 
Apply a risk management approach to client assessment 
Identify health implications for clients 
Identify educational and developmental needs of client 
Determine the need for additional communication support for the client 
Access information from a range of sources to determine services available to support client needs 
Determine emotional, social and other needs of the client 
Consult with the client and significant others throughout the assessment process 
Use the assessment outcomes to design an intervention and support strategy 
Identify and access information from a range of sources to determine services available to support client/s needs 
Design a comprehensive plan including appropriate referrals 
Incorporate contingency and risk management strategies into the plan 
Communicate appropriately with the individual, significant others, colleagues and support staff 
Identify and implement strategies to monitor the effectiveness of the approaches taken 
Maintain relevant data and keep accurate records to monitor the effectiveness of the plan 
Review outcomes of the plan and make adjustments as needed 
Review and adapt risk management strategies as required 

Forms

Assessment Cover Sheet

CHCCS601B - Work with clients with unique needs
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CHCCS601B - Work with clients with unique needs

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: