Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCCS601C Mapping and Delivery Guide
Work with clients with unique needs

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CHCCS601C - Work with clients with unique needs
Description This unit describes the knowledge and skills required by higher skill workers who undertake specialised work with clients with exceptional needs and with complex and multiple issues, including working with offenders with a disability
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application This unit may apply in a range of community service contexts
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not Applicable
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: 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
       
Element: 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
       
Element: 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
       


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 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 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 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)

Submission Requirements

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

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:

A broad range of health implications associated with complex needs

A range of disabilities with complex characteristics, including:

ABI

autism

cerebral palsy

Prader-Willi syndrome

sensory loss

Appropriate and inappropriate social behaviour

Assessment practices and models

Complex communication skills

Duty of care

Ethical practices

Harm minimisation strategies

Human development issues

Human relationships and sexuality

Monitoring and review practices

Offending behaviours

Referral practices and protocols

Risk management strategies

Specialist services that support people with complex needs

Specific sexuality issues that may be confronted

The community services systems, including government and non-government services

The legal system relating to offending behaviours

The life cycle and transition stages

The psychosocial impact of a range of complex needs

Work health and safety (WHS) policies and practices

Working with diversity

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate high-level judgement and autonomy to be able to:

apply a range of intervention strategies

apply relevant monitoring and review techniques

ensure the safety of the individual, self and the community

identify risks and apply risk management strategies

make whole of life assessments

provide opportunities for the person with complex needs to achieve individual needs and personal goals

select and apply assessment tools appropriately

work with people with complex and/or multiple issues

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

Apply understanding of the impact on clients of frustration with the service

Apply understanding of the impact on emotional responses of specific disabilities, such as ABI, autism, lack of sight, Prader-Willi and cerebral palsy

Apply understanding of the impact on physical capacity of specific disabilities

Manage the application and administration of assessment tools

Protect themselves, the person and the community as needed

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 and threat of harm to self or others

Work with offenders

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:

ABI

Autism

Sensory loss

Prader-Willi syndrome

Attention deficit disorder (ADD)/attention deficit hyperactivity disorder (ADHD)

Behaviours of concern

Communication needs

Complex medical needs

Dual/multiple disabilities

Intellectual, physical and/or neurological disability

Language and diversity

Offending behaviours

Social/economic disadvantage

People with complex issues may include:

Adolescents

Adults

Children

People with a physical/sensory/ intellectual/psychiatric disabilities

Persons under court/protective/statutory orders

Appropriate assessment tools may include:

Genograms

Psychosocial assessments

Risk frameworks – self and others

Specialised assessment tools

Taking a case history

Risk management approach may include:

Duty of care requirements

Established risk management frameworks/models

Harm minimisation strategies

Organisation risk assessment protocols and guidelines

WHS regulations, policies and procedures

Health implications for clients may include:

Access to appropriate health care

Alcohol and/or other drugs (AOD) use

Inability to manage own health and wellbeing

Inactivity

Neurological

Nutrition

Physiological

Self-injurious behaviours

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:

Augmented communication aids i.e. electronic devices

Communication aids (i.e. picture books and TTY)

Culturally specific resources

Family support

Interpreting services

Speech pathology services

Emotional, social and other needs may include:

Equal employment opportunity (EEO), discrimination and privacy issues

Family support

Grief and loss

Isolation, rural and geographical issues

Sexuality issues

Socioeconomic issues

System support

Vulnerability

Significant others may include:

Carers

Family

Friends

Other professional support persons

Partners

Intervention and support strategy may include:

Allied health plans/support

Development of individual program/support plans

General service plans

Justice plans

Support services may include:

Externally monitored

Family and significant others

Government and non government

Individualised/tailored strategies

Private practice

Range of pre-determined supporting organisations and services

Self-managed

Sources of information may include:

AOD services

Child protection services

Community service networks

Family and significant others

Health support services

Juvenile justice services

Mental health services

The person with complex needs

Maintain relevant data and keep accurate records may refer to:

Files and file notes

Organisation records

Reports formal and informal

Statutory orders

Consultation may include:

Family members and significant others

Formal and informal meetings

Networks

Professional support workers

The person with complex needs

Review processes may include:

Case management meetings

Organisation review processes

Reports (verbal, written, formal and informal)

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
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 
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 
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 

Forms

Assessment Cover Sheet

CHCCS601C - Work with clients with unique 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

CHCCS601C - Work with clients with unique 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: