Assessor Resource

CHCCCS030
Determine and respond to carer needs

Assessment tool

Version 1.0
Issue Date: May 2024


This unit describes the skills and knowledge required to establish the needs of carers and work collaboratively with them to develop and monitor carer support plans using a strengths-based, person-centred approach.

This unit applies to individuals working in carer support roles according to established organisation procedures. They may or may not be working with the care recipient.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)


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.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Work with the carer to establish their needs

1.1 Establish a rapport with the carer through an open, empathic and confident manner

1.2 Outline the assessment process and explain how information will be used

1.3 Use active listening to gather information that enables assessment of needs and allocation of priorities

1.4 Use communication that shows understanding and respect for individual differences and needs and right to self-determination

1.5 Focus discussion on the care relationship rather than the individual

1.6 Complete the assessment process according to organisation procedures and tools

1.7 Recognise and respond to situations of risk and complexity according to organisation guidelines

1.8 Document information within identified timeframe according to organisation guidelines

2. Work with the carer to develop a support plan

2.1 Determine the carer’s eligibility to access available services

2.2 Identify barriers to the provision of services

2.3 Assist the carer to identify possible services and supports to address identified needs

2.4 Support the carer’s strengths and abilities as well as address their needs in the planning process

2.5 Recognise and respond to carers who are reluctantto accessrespite or other support services

2.6 Support the carer to make informed decisions to prioritise their identified needs and select services from a range of available options

2.7 Seek advice from supervisor, as required, to determine service issues associated with assessment information

2.8 Document agreed support plan according to organisation guidelines

3. Work with the carer to implement the support plan

3.1 Address need for support and services in order of priority

3.2 Identify and collaborate with other professionals and organisations to implement support plan

3.3 Make referrals to other service providers, according to organisation and funding guidelines

3.4 Identify and use self-care strategies for responding to impactful situations

4. Review the effectiveness of the support plan

4.1 Make a reassessment of the carer’s needs in response to changes in the carer or care recipient’s situation

4.2 Working with the carer, re-prioritise the carer’s needs based on the reassessment

4.3 Review the carer support plan and document changes according to organisation procedures

4.4 Reflect on learning from individual situations and use to inform future practice

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

assessed and responded to the needs of at least 3 different carers using a collaborative person-centred and strengths-based approach to:

assess carer needs

develop support plans

implement support plans

monitor and review support plans

used the following communication skills when working with carers:

active listening

paraphrasing

questioning – use of brief encouragers, balancing frequency of questions

reflection

summarising and closure.

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national and state/territory) for working with carers, and how these are applied in organisations and individual practice:

duty of care

human rights

mandatory reporting

policy frameworks affecting carers

privacy, confidentiality and disclosure

records management and reporting

work role boundaries – responsibilities and limitations of self and others

work health and safety, including issues associated with provision of respite care

principles and practices of current service delivery philosophy and models:

person-centred practice

strengths-based practice and active support

types of challenges and issues faced by carers of people with different needs, including carers of:

people with mental illness

people with disability

older people, including those with dementia and associated challenging behaviours

people with chronic health conditions

factors that contribute to risk:

conflict in relationships with family or service providers

high intensity care

high levels of carer stress

loss of formal or informal supports

multiple competing role demands

worsening health or behaviour of the care recipient

worsening physical or mental health of the carer

specific issues for carers with special needs including those from Aboriginal and Torres Strait Islander and culturally and linguistically diverse backgrounds

types of assessment tools and processes used in working with carers and their features

factors that affect the prioritisation of services and supports, including:

adequacy of available respite to the carer

how much time the carer needs to spend caring

increasing needs of the care recipient

level of the carer emotional stress or strain

number of care recipients being cared for

informal and formal support available or currently provided

other events affecting the carer’s capacity to care

reason the carer has made contact

special difficulties, including behaviours of concern

whether early intervention or education and training may significantly reduce the risk of serious deterioration or future crisis

whether the carer has physical or mental exhaustion or illness

whether the carer’s health is deteriorating

cognitive or emotional barriers and dynamics in seeking help as a carer

typical barriers to provision of services, including:

cultural and linguistic diversity (CALD) issues

environmental factors

functional limitations

personal barriers

geographical situations

systemic factors

difference between service-directed care and person-centred or self-managed care

availability and eligibility requirements forcurrent government funded programs

support services/networks available to carers and care recipients, including:

advocacy

case management

counselling

guided referral for other service

information on available services

respite services (direct and indirect)

procedures for facilitating referrals and emergency interventions

procedures for, and limitations to, negotiating services from other service providers for carers

factors that impact on the caring role and how they may contribute to reluctant behaviours, including:

background and setting of the care giving

family dynamics

personality traits

stressors on the care relationship, including:

carer and care recipient behaviour

health status

functional status

amount of care provided,

availability of services

financial status

social isolation

multiple roles with competing priorities

emotional impact of caring – loss, grief and guilt

communication techniques, including:

active listening

paraphrasing

questioning – use of brief encouragers, balancing frequency of questions

reflection

summarising and closure

self-care strategies, including:

reflection

supervision

using back-up or support.

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that that involve interactions with other people

scenarios that involve problem-solving.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Submission Requirements

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

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Work with the carer to establish their needs

1.1 Establish a rapport with the carer through an open, empathic and confident manner

1.2 Outline the assessment process and explain how information will be used

1.3 Use active listening to gather information that enables assessment of needs and allocation of priorities

1.4 Use communication that shows understanding and respect for individual differences and needs and right to self-determination

1.5 Focus discussion on the care relationship rather than the individual

1.6 Complete the assessment process according to organisation procedures and tools

1.7 Recognise and respond to situations of risk and complexity according to organisation guidelines

1.8 Document information within identified timeframe according to organisation guidelines

2. Work with the carer to develop a support plan

2.1 Determine the carer’s eligibility to access available services

2.2 Identify barriers to the provision of services

2.3 Assist the carer to identify possible services and supports to address identified needs

2.4 Support the carer’s strengths and abilities as well as address their needs in the planning process

2.5 Recognise and respond to carers who are reluctantto accessrespite or other support services

2.6 Support the carer to make informed decisions to prioritise their identified needs and select services from a range of available options

2.7 Seek advice from supervisor, as required, to determine service issues associated with assessment information

2.8 Document agreed support plan according to organisation guidelines

3. Work with the carer to implement the support plan

3.1 Address need for support and services in order of priority

3.2 Identify and collaborate with other professionals and organisations to implement support plan

3.3 Make referrals to other service providers, according to organisation and funding guidelines

3.4 Identify and use self-care strategies for responding to impactful situations

4. Review the effectiveness of the support plan

4.1 Make a reassessment of the carer’s needs in response to changes in the carer or care recipient’s situation

4.2 Working with the carer, re-prioritise the carer’s needs based on the reassessment

4.3 Review the carer support plan and document changes according to organisation procedures

4.4 Reflect on learning from individual situations and use to inform future practice

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

assessed and responded to the needs of at least 3 different carers using a collaborative person-centred and strengths-based approach to:

assess carer needs

develop support plans

implement support plans

monitor and review support plans

used the following communication skills when working with carers:

active listening

paraphrasing

questioning – use of brief encouragers, balancing frequency of questions

reflection

summarising and closure.

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national and state/territory) for working with carers, and how these are applied in organisations and individual practice:

duty of care

human rights

mandatory reporting

policy frameworks affecting carers

privacy, confidentiality and disclosure

records management and reporting

work role boundaries – responsibilities and limitations of self and others

work health and safety, including issues associated with provision of respite care

principles and practices of current service delivery philosophy and models:

person-centred practice

strengths-based practice and active support

types of challenges and issues faced by carers of people with different needs, including carers of:

people with mental illness

people with disability

older people, including those with dementia and associated challenging behaviours

people with chronic health conditions

factors that contribute to risk:

conflict in relationships with family or service providers

high intensity care

high levels of carer stress

loss of formal or informal supports

multiple competing role demands

worsening health or behaviour of the care recipient

worsening physical or mental health of the carer

specific issues for carers with special needs including those from Aboriginal and Torres Strait Islander and culturally and linguistically diverse backgrounds

types of assessment tools and processes used in working with carers and their features

factors that affect the prioritisation of services and supports, including:

adequacy of available respite to the carer

how much time the carer needs to spend caring

increasing needs of the care recipient

level of the carer emotional stress or strain

number of care recipients being cared for

informal and formal support available or currently provided

other events affecting the carer’s capacity to care

reason the carer has made contact

special difficulties, including behaviours of concern

whether early intervention or education and training may significantly reduce the risk of serious deterioration or future crisis

whether the carer has physical or mental exhaustion or illness

whether the carer’s health is deteriorating

cognitive or emotional barriers and dynamics in seeking help as a carer

typical barriers to provision of services, including:

cultural and linguistic diversity (CALD) issues

environmental factors

functional limitations

personal barriers

geographical situations

systemic factors

difference between service-directed care and person-centred or self-managed care

availability and eligibility requirements forcurrent government funded programs

support services/networks available to carers and care recipients, including:

advocacy

case management

counselling

guided referral for other service

information on available services

respite services (direct and indirect)

procedures for facilitating referrals and emergency interventions

procedures for, and limitations to, negotiating services from other service providers for carers

factors that impact on the caring role and how they may contribute to reluctant behaviours, including:

background and setting of the care giving

family dynamics

personality traits

stressors on the care relationship, including:

carer and care recipient behaviour

health status

functional status

amount of care provided,

availability of services

financial status

social isolation

multiple roles with competing priorities

emotional impact of caring – loss, grief and guilt

communication techniques, including:

active listening

paraphrasing

questioning – use of brief encouragers, balancing frequency of questions

reflection

summarising and closure

self-care strategies, including:

reflection

supervision

using back-up or support.

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that that involve interactions with other people

scenarios that involve problem-solving.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.
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
 
Establish a rapport with the carer through an open, empathic and confident manner 
Outline the assessment process and explain how information will be used 
Use active listening to gather information that enables assessment of needs and allocation of priorities 
Use communication that shows understanding and respect for individual differences and needs and right to self-determination 
Focus discussion on the care relationship rather than the individual 
Complete the assessment process according to organisation procedures and tools 
Recognise and respond to situations of risk and complexity according to organisation guidelines 
Document information within identified timeframe according to organisation guidelines 
Determine the carer’s eligibility to access available services 
Identify barriers to the provision of services 
Assist the carer to identify possible services and supports to address identified needs 
Support the carer’s strengths and abilities as well as address their needs in the planning process 
Recognise and respond to carers who are reluctantto accessrespite or other support services 
Support the carer to make informed decisions to prioritise their identified needs and select services from a range of available options 
Seek advice from supervisor, as required, to determine service issues associated with assessment information 
Document agreed support plan according to organisation guidelines 
Address need for support and services in order of priority 
Identify and collaborate with other professionals and organisations to implement support plan 
Make referrals to other service providers, according to organisation and funding guidelines 
Identify and use self-care strategies for responding to impactful situations 
Make a reassessment of the carer’s needs in response to changes in the carer or care recipient’s situation 
Working with the carer, re-prioritise the carer’s needs based on the reassessment 
Review the carer support plan and document changes according to organisation procedures 
Reflect on learning from individual situations and use to inform future practice 

Forms

Assessment Cover Sheet

CHCCCS030 - Determine and respond to carer 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

CHCCCS030 - Determine and respond to carer 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: