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Evidence Guide: CHCICS410A - Support relationships with carers and families

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

 

CHCICS410A - Support relationships with carers and families

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

Work positively with carers and families

  1. Demonstrate the range of patterns/structures of current family life and the concept of family care giving
  2. Identify key issues for carers in the support of a family member who is aged and/or has a disability and support implementation within the context of different family patterns and access to resources
  3. Identify the impacts of caring on individuals and family relationships
  4. Identify the range of responsive services required by the carer to support the care relationship with the client
  5. Implement strategies to support the rights of families and carers
  6. Implement a range of positive strategies for involving families and carers in design and delivery of supports offered to them and the client
Demonstrate the range of patterns/structures of current family life and the concept of family care giving

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify key issues for carers in the support of a family member who is aged and/or has a disability and support implementation within the context of different family patterns and access to resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the impacts of caring on individuals and family relationships

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the range of responsive services required by the carer to support the care relationship with the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement strategies to support the rights of families and carers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement a range of positive strategies for involving families and carers in design and delivery of supports offered to them and the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse life cycle transitions for carers and families and the implications for direct care workers

  1. Identify transitions as major life changes for clients, their family members and friends
  2. Identify client pathways into service settings and the implications for carers, families and friends
  3. Identify potential positive and negative impacts that transitions may create for family, carers and friends
  4. Support carer and family to identify and use strategies to maximise positive aspects of transition
  5. Support carers, families and friends to maximise ongoing care and involvement in the life of the client in a range of service settings
  6. Identify strategies and practices that can be implemented to support the life cycle transition experiences of carers and families
Identify transitions as major life changes for clients, their family members and friends

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify client pathways into service settings and the implications for carers, families and friends

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify potential positive and negative impacts that transitions may create for family, carers and friends

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support carer and family to identify and use strategies to maximise positive aspects of transition

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support carers, families and friends to maximise ongoing care and involvement in the life of the client in a range of service settings

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify strategies and practices that can be implemented to support the life cycle transition experiences of carers and families

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse strategies to promote carer health and well being

  1. Identify issues that may impact on the physical and emotional health and well being of the carer
  2. Identify and analyse the barriers to self care for carers
  3. Identify systems and strategies that can be implemented to promote the health and well being of carers
Identify issues that may impact on the physical and emotional health and well being of the carer

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and analyse the barriers to self care for carers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify systems and strategies that can be implemented to promote the health and well being of carers

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

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

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 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:

Relevant organisation policy

Relevant legislation and policy including

Carers Charter; Carer Recognition Legislation; State Carers Policy (SA)

Department of Human Services Victoria Recognising and Supporting Care Relationships Policy Framework 2006 and Action Plans for Aged care, mental Health and Disability

Carer Recognition Act 2004 (WA)

Caring for Carers in the ACT - A plan for Action 2004-2007

Carer Recognition Policy 2003 (QLD)

NSW Carers statement 1999 (NSW)

Anti-discrimination Act 1977 (NSW) - Carers' responsibilities amendment

Child protection legislation

Carer demographics

Carer support organisations and resources

Relevant policies and procedures of the organisation in relation to carers and families

Current service delivery philosophy and models

Range of family patterns/structures and their impact on family member who is aged and/or has a disability

Understanding attitudes, stereotypes, false beliefs and myths associated with caring

Impact of the caring role on family, carers and friends

Strengths-based philosophy and practice

Effective communication techniques

Strategies to work positively with families, carers and friends

Strategies to support the maintenance of relationships through life cycle transitions

Rights and responsibilities of cares

Friendship rights

Confidentiality and privacy principles and practice when working with a family, carer and friends

Essential skills:

It is critical that the candidate demonstrate the ability to:

Analyse the impact of the caring role on carers

Establish strategies to support the emotional and life cycle impacts of caring on individuals and families

Evaluate strategies to support life cycle transitions for carers and the implications for direct care workers

Establish a partnership using carer friendly practices

Analyse strategies to promote carer health and well being

Establish and maintain healthy professional/work boundaries

Apply strategies to work positively with families

Communication strategies required to work effectively with families, carers and friends

Apply strategies required to support relationships through life cycle transitions

Identify carer needs

Maintain confidentiality

Participate in strengths-based solution finding

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 reading and writing skills required to fulfil work role in a safe manner and as specified by the organisation/service:

this requires a level of skill that enables the worker to follow work-related instructions and directions and the ability to seek clarification and comments from supervisors, clients and colleagues

industry work roles will require a literacy level that will enable workers to interpret international safety signs, read client service delivery plans, make notations in client records and complete workplace forms and records

Apply oral communication skills required to fulfil work role in a safe manner and as specified by the organisation:

this requires a level of skill and ability to follow work-related instructions and directions and to seek clarification and comments from supervisors, clients and colleagues

Apply verbal and non-verbal communication skills:

industry work roles will require effective verbal and non-verbal communication skills to ask questions, clarify understanding and meaning, recognise and interpret non-verbal cues, adapt communication styles to meet specific needs, provide information and express encouragement and support including active listening and empathy

Apply basic problem solving skills to resolve problems within organisation protocols

Work effectively with clients, social networks, colleagues, supervisors and other services/agencies

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