Application
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.
Elements and Performance Criteria
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 reluctant 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 |
Evidence of Performance
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.
Evidence of Knowledge
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.
Assessment Conditions
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.
Foundation Skills
The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.