Application
This unit may apply in a range of community service contexts |
Prerequisites
Not Applicable
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
1 Conduct complex assessment | 1.1 Identify and apply appropriate assessment tools to evaluate complex clients need/s 1.2 Apply a risk management approach to client assessment 1.3 Identify health implications for clients 1.4 Identify educational and developmental needs of client 1.5 Determine the need for additional communication support for the client 1.6 Access information from a range of sources to determine services available to support client needs 1.7 Determine emotional, social and other needs of the client 1.8 Consult with the client and significant others throughout the assessment process |
2. Design and apply appropriate strategies and program/s | 2.1 Use the assessment outcomes to design an intervention and support strategy 2.2 Identify and access information from a range of sources to determine services available to support client/s needs 2.3 Design a comprehensive plan including appropriate referrals 2.4 Incorporate contingency and risk management strategies into the plan 2.5 Communicate appropriately with the individual, significant others, colleagues and support staff |
3. Monitor and evaluate the plan | 3.1 Identify and implement strategies to monitor the effectiveness of the approaches taken 3.2 Maintain relevant data and keep accurate records to monitor the effectiveness of the plan 3.3 Review outcomes of the plan and make adjustments, as needed 3.4 Review and adapt risk management strategies as required |
Required Skills
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: A broad range of health implications associated with complex needs A range of disabilities with complex characteristics, including: ABI autism cerebral palsy Prader-Willi syndrome sensory loss Appropriate and inappropriate social behaviour Assessment practices and models Complex communication skills Duty of care Ethical practices Harm minimisation strategies Human development issues Human relationships and sexuality Monitoring and review practices Offending behaviours Referral practices and protocols Risk management strategies Specialist services that support people with complex needs Specific sexuality issues that may be confronted The community services systems, including government and non-government services The legal system relating to offending behaviours The life cycle and transition stages The psychosocial impact of a range of complex needs Work health and safety (WHS) policies and practices Working with diversity |
Essential skills: It is critical that the candidate demonstrate the ability to: Demonstrate high-level judgement and autonomy to be able to: apply a range of intervention strategies apply relevant monitoring and review techniques ensure the safety of the individual, self and the community identify risks and apply risk management strategies make whole of life assessments provide opportunities for the person with complex needs to achieve individual needs and personal goals select and apply assessment tools appropriately work with people with complex and/or multiple issues 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 Apply understanding of the impact on clients of frustration with the service Apply understanding of the impact on emotional responses of specific disabilities, such as ABI, autism, lack of sight, Prader-Willi and cerebral palsy Apply understanding of the impact on physical capacity of specific disabilities Manage the application and administration of assessment tools Protect themselves, the person and the community as needed 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 and threat of harm to self or others Work with offenders |
Evidence Required
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 and linguistically diverse (CALD) environments 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) |
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. | |
Complex issues may include: | ABI Autism Sensory loss Prader-Willi syndrome Attention deficit disorder (ADD)/attention deficit hyperactivity disorder (ADHD) Behaviours of concern Communication needs Complex medical needs Dual/multiple disabilities Intellectual, physical and/or neurological disability Language and diversity Offending behaviours Social/economic disadvantage |
People with complex issues may include: | Adolescents Adults Children People with a physical/sensory/ intellectual/psychiatric disabilities Persons under court/protective/statutory orders |
Appropriate assessment tools may include: | Genograms Psychosocial assessments Risk frameworks – self and others Specialised assessment tools Taking a case history |
Risk management approach may include: | Duty of care requirements Established risk management frameworks/models Harm minimisation strategies Organisation risk assessment protocols and guidelines WHS regulations, policies and procedures |
Health implications for clients may include: | Access to appropriate health care Alcohol and/or other drugs (AOD) use Inability to manage own health and wellbeing Inactivity Neurological Nutrition Physiological Self-injurious behaviours 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: | Augmented communication aids i.e. electronic devices Communication aids (i.e. picture books and TTY) Culturally specific resources Family support Interpreting services Speech pathology services |
Emotional, social and other needs may include: | Equal employment opportunity (EEO), discrimination and privacy issues Family support Grief and loss Isolation, rural and geographical issues Sexuality issues Socioeconomic issues System support Vulnerability |
Significant others may include: | Carers Family Friends Other professional support persons Partners |
Intervention and support strategy may include: | Allied health plans/support Development of individual program/support plans General service plans Justice plans |
Support services may include: | Externally monitored Family and significant others Government and non government Individualised/tailored strategies Private practice Range of pre-determined supporting organisations and services Self-managed |
Sources of information may include: | AOD services Child protection services Community service networks Family and significant others Health support services Juvenile justice services Mental health services The person with complex needs |
Maintain relevant data and keep accurate records may refer to: | Files and file notes Organisation records Reports formal and informal Statutory orders |
Consultation may include: | Family members and significant others Formal and informal meetings Networks Professional support workers The person with complex needs |
Review processes may include: | Case management meetings Organisation review processes Reports (verbal, written, formal and informal) |
Sectors
Not Applicable
Employability Skills
This unit contains Employability Skills |
Licensing Information
Not Applicable