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Evidence Guide: CHCCS504A - Provide services to clients with complex needs

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCCS504A - Provide services to clients with complex needs

What evidence can you provide to prove your understanding of each of the following citeria?

Work with clients facing a range of issues

  1. Apply a demonstrated understanding of issues that client may face including:
Apply a demonstrated understanding of issues that client may face including:

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

mental health

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

alcohol and other drugs (AOD)

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

imprisonment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

family violence

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

homelessness

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

child protection

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

disability

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

trauma/grief

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

acquired brain injuries

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

cultural issues

  1. Apply a demonstrated understanding of associated and impacting issues:
Apply a demonstrated understanding of associated and impacting issues:

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

access and equity to services in the wider social environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

health

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

cognitive/social

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

personal safety

  1. Recognise the impacts complex issues may have on significant others
Recognise the impacts complex issues may have on significant others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop strategies to engage clients with one or more identified needs

  1. Recognise impacts of stigma associated with complex needs on an individual, their family and significant others and on the community
  2. Undertake an occupational health and safety assessment of the environment and personal safety
  3. Apply appropriate personal boundaries
  4. Demonstrate rapport building techniques and trust development with the client
  5. Use appropriate strategies and procedures to identify and respond to potential behavioural issues
  6. Observe and monitor behaviour to identify behavioural risk
  7. Respond to behavioural risk to ensure safety of client and self and report and/or refer appropriately
Recognise impacts of stigma associated with complex needs on an individual, their family and significant others and on the community

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake an occupational health and safety assessment of the environment and personal safety

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply appropriate personal boundaries

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate rapport building techniques and trust development with the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate strategies and procedures to identify and respond to potential behavioural issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe and monitor behaviour to identify behavioural risk

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to behavioural risk to ensure safety of client and self and report and/or refer appropriately

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess and prioritise need

  1. Identify needs in conjunction with the client
  2. Assess client safety needs in conjunction with the client
  3. Determine priorities in conjunction with the client
  4. Coordinate a plan in conjunction with the client to address identified needs
  5. Recognise circumstances in which a service and/or worker is no longer able to provide the level of service required
Identify needs in conjunction with the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess client safety needs in conjunction with the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine priorities in conjunction with the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Coordinate a plan in conjunction with the client to address identified needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise circumstances in which a service and/or worker is no longer able to provide the level of service required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refer and follow up identified needs

  1. Access and/or negotiate resources in order to deliver identified services
  2. Communicate with other organisations and share information in accordance with appropriate protocols and relevant legislation
  3. Determine all service providers' understanding of the service delivery plan and their roles and responsibilities within that plan
  4. Seek feedback from the client and/or their advocate when evaluating effectiveness of the service delivery plan
  5. Seek advice and assistance from relevant professionals where appropriate when the client's goals are not being reached
Access and/or negotiate resources in order to deliver identified services

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate with other organisations and share information in accordance with appropriate protocols and relevant legislation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine all service providers' understanding of the service delivery plan and their roles and responsibilities within that plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek feedback from the client and/or their advocate when evaluating effectiveness of the service delivery plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek advice and assistance from relevant professionals where appropriate when the client's goals are not being reached

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

This unit may be contextualised to reflect its application to:

a range of age related areas such as youth work, aged care

a range of 'issue' types

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 and/or 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

In particular, assessment is recommended in conjunction with:

CHCCS501A Conduct complex assessment and referral

CHCNET501A Work effectively with other services and networks

Resources required for assessment include:

access to appropriate workplace or simulated workplace where assessment can take place

relevant organisation policy, protocols and procedures

Method of assessment may include:

Observation in the workplace

Written assignments/projects

Case study and scenario analysis

Questioning

Role play simulation

Required Skills and Knowledge

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:

Legislative requirements:

relevant acts

privacy

duty of care

Occupational health and safety (OHS)

Customer service principles

Personal values

Access and equity principles

Social justice principles

Psychological first aid principles

Consumer rights and responsibilities

Broad understanding of community services sector including:

mental health

AOD

gambling

torture/trauma/grief/loss

disabilities

behavioural disorders

family violence

child protection

prison system

social housing/homelessness

Essential skills:

It is critical that the candidate demonstrate the ability to:

Prioritise and manage the changing service needs of the client with complex and multiple needs

Recognise own limitations and need for assistance

Recognise agency's limitations

Work collaboratively with colleagues, professionals and other services

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 skills in:

negotiation and persuasion

liaising and networking

safety assessment

Demonstrate oral communication skills required to develop rapport with client

Oral communication skills may include:

listening

asking questions

providing encouragement

minimising impact of challenging behaviours

Language used may be English, sign language or community language depending on client group

Demonstrate literacy competency required to fulfil the procedures of the organisation/ service

Safely use and coordinate the use of relevant technology effectively in line with OHS guidelines

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.

Safety of client and self may refer to:

Domestic violence

Unpredictable client behaviour (e.g. aggression, dementia, mental health issues, AOD issues)

Hazardous environments

Specific identified health and safety risks

Complex issues may include:

Mental health

Drug and alcohol

Family violence

Poverty

Disability

Challenging behaviour

Age

Aboriginality

Cultural diversity

Complex needs with associated stigma may include but are not limited to:

Mental illness

Homelessness

Drug and alcohol use

Family violence