Work with clients with unique needs Evidence Guide

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Evidence Guide: CHCCS601B - Work with clients with unique 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

CHCCS601B - Work with clients with unique needs

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

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

Identify and apply appropriate assessment tools to evaluate complex clients need/s

Completed
Date:

Teacher:

Evidence:

Apply a risk management approach to client assessment

Completed
Date:

Teacher:

Evidence:

Identify health implications for clients

Completed
Date:

Teacher:

Evidence:

Identify educational and developmental needs of client

Completed
Date:

Teacher:

Evidence:

Determine the need for additional communication support for the client

Completed
Date:

Teacher:

Evidence:

Access information from a range of sources to determine services available to support client needs

Completed
Date:

Teacher:

Evidence:

Determine emotional, social and other needs of the client

Completed
Date:

Teacher:

Evidence:

Consult with the client and significant others throughout the assessment process

Completed
Date:

Teacher:

Evidence:

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

Use the assessment outcomes to design an intervention and support strategy

Completed
Date:

Teacher:

Evidence:

Identify and access information from a range of sources to determine services available to support client/s needs

Completed
Date:

Teacher:

Evidence:

Design a comprehensive plan including appropriate referrals

Completed
Date:

Teacher:

Evidence:

Incorporate contingency and risk management strategies into the plan

Completed
Date:

Teacher:

Evidence:

Communicate appropriately with the individual, significant others, colleagues and support staff

Completed
Date:

Teacher:

Evidence:

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

Identify and implement strategies to monitor the effectiveness of the approaches taken

Completed
Date:

Teacher:

Evidence:

Maintain relevant data and keep accurate records to monitor the effectiveness of the plan

Completed
Date:

Teacher:

Evidence:

Review outcomes of the plan and make adjustments as needed

Completed
Date:

Teacher:

Evidence:

Review and adapt risk management strategies as required

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 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)

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:

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

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:	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

NTISthis.com

Evidence Guide: CHCCS601B - Work with clients with unique needs

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

CHCCS601B - Work with clients with unique needs

Conduct complex assessment

Design and apply appropriate strategies and program/s

Monitor and evaluate the plan

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _