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Evidence Guide: CHCCCS008 - Develop strategies to address unmet needs

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

 

CHCCCS008 - Develop strategies to address unmet needs

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

Elements define the essential outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify potential unmet needs

  1. Recognise signs that the person may have unmet needs
  2. Determine information needed to inform full assessment of unmet needs
  3. Establish ways of gathering information to confirm the scope and nature of the unmet needs
  4. Identify other people who should be involved in the assessment process and facilitate their involvement
  5. Collect information to support reporting, analysis and development of individualised plans for the person
Recognise signs that the person may have unmet needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine information needed to inform full assessment of unmet needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish ways of gathering information to confirm the scope and nature of the unmet needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify other people who should be involved in the assessment process and facilitate their involvement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collect information to support reporting, analysis and development of individualised plans for the person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop individualised strategies to meet the person’s needs

  1. Contribute to the development of proactive support strategies that respect the dignity, rights and personal choices of the person
  2. Incorporate approaches to address impaired social judgement and decision-making capacity where necessary and use a directive approach to setting limits and boundaries
  3. Integrate individual active, reactive and crisis responses based on individual needs
  4. Develop responses according to duty of care, ethical and legal requirements
  5. Consult with colleagues and stakeholders as an integral part of the planning process
  6. Document in formalised individualised plan
Contribute to the development of proactive support strategies that respect the dignity, rights and personal choices of the person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Incorporate approaches to address impaired social judgement and decision-making capacity where necessary and use a directive approach to setting limits and boundaries

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Integrate individual active, reactive and crisis responses based on individual needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop responses according to duty of care, ethical and legal requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult with colleagues and stakeholders as an integral part of the planning process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document in formalised individualised plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor effectiveness of individualised plans

  1. Monitor effectiveness of strategies in developing and maintaining positive and adaptive responses
  2. Monitor effectiveness of strategies in reducing risk of harm to the person and others
  3. Identify level of intrusion on the person’s dignity and self-esteem and report to the appropriate person
  4. Review individualised plans and recommend modifications as required in consultation with appropriate staff and stakeholders
Monitor effectiveness of strategies in developing and maintaining positive and adaptive responses

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor effectiveness of strategies in reducing risk of harm to the person and others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify level of intrusion on the person’s dignity and self-esteem and report to the appropriate person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review individualised plans and recommend modifications as required in consultation with appropriate staff and stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete reporting requirements

  1. Prepare reports and other documentation according to organisation requirements
  2. Maintain currency of documentation by making appropriate updates
Prepare reports and other documentation according to organisation requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain currency of documentation by making appropriate updates

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop individualised strategies to meet the person’s needs

  1. Contribute to the development of proactive support strategies that respect the dignity, rights and personal choices of the person
  2. Incorporate approaches to address impaired social judgement and decision-making capacity where necessary and use a directive approach to setting limits and boundaries
  3. Integrate individual active, reactive and crisis responses based on individual needs
  4. Develop responses according to duty of care, ethical and legal requirements
  5. Consult with colleagues and stakeholders as an integral part of the planning process
  6. Document in formalised individualised plan
Contribute to the development of proactive support strategies that respect the dignity, rights and personal choices of the person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Incorporate approaches to address impaired social judgement and decision-making capacity where necessary and use a directive approach to setting limits and boundaries

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Integrate individual active, reactive and crisis responses based on individual needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop responses according to duty of care, ethical and legal requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult with colleagues and stakeholders as an integral part of the planning process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document in formalised individualised plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

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

1. Identify potential unmet needs

1.1 Recognise signs that the person may have unmet needs

1.2 Determine information needed to inform full assessment of unmet needs

1.3 Establish ways of gathering information to confirm the scope and nature of the unmet needs

1.4 Identify other people who should be involved in the assessment process and facilitate their involvement

1.5 Collect information to support reporting, analysis and development of individualised plans for the person

2. Develop individualised strategies to meet the person’s needs

2.1 Contribute to the development of proactive support strategies that respect the dignity, rights and personal choices of the person

2.2 Incorporate approaches to address impaired social judgement and decision-making capacity where necessary and use a directive approach to setting limits and boundaries

2.3 Integrate individual active, reactive and crisis responses based on individual needs

2.4 Develop responses according to duty of care, ethical and legal requirements

2.5 Consult with colleagues and stakeholders as an integral part of the planning process

2.6 Document in formalised individualised plan

3. Monitor effectiveness of individualised plans

3.1 Monitor effectiveness of strategies in developing and maintaining positive and adaptive responses

3.2 Monitor effectiveness of strategies in reducing risk of harm to the person and others

3.3 Identify level of intrusion on the person’s dignity and self-esteem and report to the appropriate person

3.4 Review individualised plans and recommend modifications as required in consultation with appropriate staff and stakeholders

4. Complete reporting requirements

4.1 Prepare reports and other documentation according to organisation requirements

4.2 Maintain currency of documentation by making appropriate updates

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

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

1. Identify potential unmet needs

1.1 Recognise signs that the person may have unmet needs

1.2 Determine information needed to inform full assessment of unmet needs

1.3 Establish ways of gathering information to confirm the scope and nature of the unmet needs

1.4 Identify other people who should be involved in the assessment process and facilitate their involvement

1.5 Collect information to support reporting, analysis and development of individualised plans for the person

2. Develop individualised strategies to meet the person’s needs

2.1 Contribute to the development of proactive support strategies that respect the dignity, rights and personal choices of the person

2.2 Incorporate approaches to address impaired social judgement and decision-making capacity where necessary and use a directive approach to setting limits and boundaries

2.3 Integrate individual active, reactive and crisis responses based on individual needs

2.4 Develop responses according to duty of care, ethical and legal requirements

2.5 Consult with colleagues and stakeholders as an integral part of the planning process

2.6 Document in formalised individualised plan

3. Monitor effectiveness of individualised plans

3.1 Monitor effectiveness of strategies in developing and maintaining positive and adaptive responses

3.2 Monitor effectiveness of strategies in reducing risk of harm to the person and others

3.3 Identify level of intrusion on the person’s dignity and self-esteem and report to the appropriate person

3.4 Review individualised plans and recommend modifications as required in consultation with appropriate staff and stakeholders

4. Complete reporting requirements

4.1 Prepare reports and other documentation according to organisation requirements

4.2 Maintain currency of documentation by making appropriate updates