This unit would be applied where workers provide support to carers, care recipients and their families across a range of service types and settings.
This unit of competency describes the skills and knowledge required to conduct an assessment of a carer’s needs using effective communication skills.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Prerequisites
Not applicable.
Employability Skills
This unit contains Employability Skills.
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.
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 is best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions
Consistency of performance should be demonstrated over the required range of situations relevant to the workplace
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 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 assessed independently, however, holistic assessment practice with other community services units of competency is encouraged
Resources essential for assessment include:
relevant assessment tool for assessment and data collection
workplace health and safety (WHS) guidelines
relevant organisation and legislative guidelines, standards and procedures
Method of assessment:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on ‘What if?’ scenarios
Assessment of this unit of competency will usually include observation of processes and procedures, oral and/or written questioning on essential knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a ‘period of time’ and/or in a ‘number of locations’, any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons
Related units:
This unit should be assessed in conjunction with the following related unit:
CHCRCP403A Support carers to access information and services
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.
Essential skills:
It is critical that the candidate demonstrate the ability to:
Communicate effectively with carers/clients, supervisors and co-workers
Complete assessment process effectively to determine the carer’s needs
Demonstrate willingness to work within philosophy, policies and procedures of the organisation to address carers’ needs
Establish priorities, manage time effectively and demonstrate well-developed personal organisation skills
Identify requirements outside scope of role, responsibility, knowledge and skill
Maintain documentation as required, navigating through multiple data systems, including effective use of relevant information technology
Use skills in defusing challenging situations to ensure support and positive outcomes for carers who may be highly stressed
Work collaboratively with internal and external stakeholders to achieve organisation goals
In addition, the candidate must be able to demonstrate relevant task skills, task management skills, contingency management skills and job/role environment skills.
These include the ability to:
communicate with carers in a representative range of workplace situations and involving:
adjusting communication to meet differing needs
providing feedback
strategies to minimise conflict and tensions
using active listening and recognising non-verbal triggers
using language that is respectful, non-judgemental and neutral
Demonstrate skills in:
accurate data entry using current assessment tools and technology
developing specific knowledge of the local community
effective communication
information gathering and situation analysis
negotiation
Use oral communication skills (language competence) required to fulfil job roles as specified by the organisation, including:
acknowledging and responding to a range of views
active listening
asking for clarification and probing, as necessary
asking questions
negotiating solutions
using interviewing techniques
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.
Intake screening process includes:
Collection of personal data about the carer
Collection of required minimum data
Determination of eligibility of service
Establishment of next steps for assessment
Identification of priority for assessment
Referral to another service
Level of assessment refers to:
Quick assessment for emergency situations
Shallow and broad assessment process which includes broad, general questions of all the assessment domains
In-depth assessment includes specific exploration of identified domains
Assessment process may require the use of tools which may include:
ACCNA-R
Caregiver Reaction Assessment scale (CRA)
Carer Strain Index (CSI)
K10
Self Rated Burden scale (SRB)
Zarit
Organisation or state specific assessment tools:
service coordination tool template (SCOTT)
ongoing needs identification tool (ONI)
Carers with special needsinclude but are not limited to:
Aboriginal and Torres Strait Islander and CALD carers
Carers who have cognitive impairment
Carers who have hearing impairment
Carers with dementia
Carers with mental health problems
Carers with a speech impediment or decreased verbal communication
Carers living in rural and remote locations
Carers who may have experienced social exclusion and/or trauma
Carer’s needs may include:
Advocacy
Case management
Counselling
Guided referral for other service
Information on available services
Respite services (direct and indirect)
Complex care issues may include but are not limited to:
Abusive situations by either the carer or care recipient
Behaviours of concern by the care recipient
CALD issues
Family dynamics
Hidden carers
High-level support needed for the care recipient
Situations where the needs of the carer and care recipient are in conflict
Young carers
Identify and prioritise the carer’s need for a service includes taking into account:
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/strain (using a screening tool)
Number of care recipients being cared for
Other informal and formal support available or currently provided
Presence of 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 (using a screening tool)
Whether the carer’s health is deteriorating
Active listening skills may include:
Appropriate brief encouragers which help the carer relate their story and concerns
Balancing the frequency of questions
Hearing the carer’s concerns
Paraphrasing (reflection of content)
Recognising when higher levels of care may be indicated
Reflection of feelings ,thoughts, behaviours and experience (content)
Summarising and closure
Understanding the carer’s context
Using open and closed questions to expand or clarify understanding
Empoweringrelationshipmay include:
Active listening
Avoid use of labelling
Exploring options and potential consequences with the carer
Facilitating informed carer choices
Focus the carer on identifying immediate needs and concerns
Identify achievable tasks to be addressed after the assessment
Identifying and affirming carer’s strengths and opportunities
Reframing, summary and closure
Strategies for dealing with strong carer emotionsand stressful situations include:
Awareness of personal vulnerabilities which may be triggered during an assessment process
Containment skills
Debriefing
Externalise carer emotions
Managing tone, pitch and pace of voice
Seeking advice from supervisor
Range of effective self-care strategies may include:
Constructive feedback about assessment skills
Debriefing and defusing
Knowing when and how to ask for back-up/support
Recognition and processing of assessment-related experiences
Reflection on practice
Self monitoring
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
Respond promptly to the enquiry received
Identify the need for and engage an interpreter service when required
Assess the carer’s eligibility to access available services
Clearly explain the intake process and how information is used, including requirements for mandatory data collection
Explain and apply privacy and confidentiality principles, practices and procedures
Explain what service the organisation can provide
Gather information to enable assessment of the carer’s priority of need
Identify the need to refer the carer to another agency for assessment and arrange the referral, if required
Use an open, empathic and confident manner with the carer to establish a rapport and obtain their consent to participate in the assessment process
Ensure the assessment focuses on the care relationship rather than the individual and empowers both the carer and the care recipient
Implement the appropriate level of assessment based on the outcomes of the intake screening process
Complete the assessment process holistically using a conversational approach in line with organisation guidelines, procedures and instruments
Adjust communication processes as required when assessing carers with special needs
Recognise and respond to situations of either the carer or the care recipient according to organisation guidelines
Seek advice from supervisor, as required, to determine service issues associated with assessment information
Document information within identified timeframe and according to relevant guidelines
Display positive regard to assist the carer to talk freely about their concerns and needs without fear of judgement
Encourage and allow the time for the carer to share their story
Recognise and respond to the impact of complex care issues on the carer
Assist the carer to identify issues external to, and which impact on, their caring role
Establish the carer’s unmet needs within the limits of the level of assessment
Identify and prioritise the carer’sneed for a service
Use active listening skills to help establish a rapport with the carer, and identify their needs
Use language that the carer understands
Develop an empoweringrelationship which assists the carer to clarify options, seek support and decide on next steps to address problems and/or meet current needs
Ensure all communication with the carer reflects understanding and respect for individual differences and needs
Use peer and/or supervisor support to seek advice and knowledge, and problem solve collaboratively
Guide the carer to remain focussed on issues related to their caring role
Identify and develop personal attributes and attitudes likely to facilitate the assessment process
Demonstrate awareness of personal issues or attitudes likely to impact negatively on the assessment process and manage appropriately
Use constructive strategies for dealing with strong carer emotionsand stressful situations
Discuss with peers and/or supervisor own personal reactions to these strong carer emotions or stressful situations
Use a range of effective self-care strategies for responding to impactful client presentations or situation
Use peer and/or supervisor support to seek advice and knowledge, and problem solve collaboratively
Identify limit of ability through self-reflection and seek assistance, advice and knowledge from peers/management
Forms
Assessment Cover Sheet
CHCRCP402A - Conduct assessment of carer's 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
CHCRCP402A - Conduct assessment of carer's 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