NTISthis.com

Evidence Guide: CHCCCS030 - Determine and respond to carer 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

 

CHCCCS030 - Determine and respond to carer 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:

 

 

 

 

 

 

 

Work with the carer to establish their needs

  1. Establish a rapport with the carer through an open, empathic and confident manner
  2. Outline the assessment process and explain how information will be used
  3. Use active listening to gather information that enables assessment of needs and allocation of priorities
  4. Use communication that shows understanding and respect for individual differences and needs and right to self-determination
  5. Focus discussion on the care relationship rather than the individual
  6. Complete the assessment process according to organisation procedures and tools
  7. Recognise and respond to situations of risk and complexity according to organisation guidelines
  8. Document information within identified timeframe according to organisation guidelines
Establish a rapport with the carer through an open, empathic and confident manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Outline the assessment process and explain how information will be used

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Focus discussion on the care relationship rather than the individual

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete the assessment process according to organisation procedures and tools

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document information within identified timeframe according to organisation guidelines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with the carer to develop a support plan

  1. Determine the carer’s eligibility to access available services
  2. Identify barriers to the provision of services
  3. Assist the carer to identify possible services and supports to address identified needs
  4. Support the carer’s strengths and abilities as well as address their needs in the planning process
  5. Recognise and respond to carers who are reluctantto accessrespite or other support services
  6. Support the carer to make informed decisions to prioritise their identified needs and select services from a range of available options
  7. Seek advice from supervisor, as required, to determine service issues associated with assessment information
  8. Document agreed support plan according to organisation guidelines
Determine the carer’s eligibility to access available services

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify barriers to the provision of services

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document agreed support plan according to organisation guidelines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with the carer to implement the support plan

  1. Address need for support and services in order of priority
  2. Identify and collaborate with other professionals and organisations to implement support plan
  3. Make referrals to other service providers, according to organisation and funding guidelines
  4. Identify and use self-care strategies for responding to impactful situations
Address need for support and services in order of priority

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review the effectiveness of the support plan

  1. Make a reassessment of the carer’s needs in response to changes in the carer or care recipient’s situation
  2. Working with the carer, re-prioritise the carer’s needs based on the reassessment
  3. Review the carer support plan and document changes according to organisation procedures
  4. Reflect on learning from individual situations and use to inform future practice
Make a reassessment of the carer’s needs in response to changes in the carer or care recipient’s situation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

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. 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

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. 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.