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Evidence Guide: CHCCS419B - Provide support services to clients

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

 

CHCCS419B - Provide support services to clients

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

Establish a working relationship with clients to assist them to identify their needs

  1. Routinely use effective strategies to ensure:
Routinely use effective strategies to ensure:

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

clients identify their needs and goals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

individual and cultural differences are addressed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

areas of resistance/conflict are identified and appropriately resolved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

appropriate levels of consultation are implemented

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

the experience and life skills of the client are appropriately addressed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

relevant information is collected

  1. Implement processes to reach agreement on meeting procedures, consequences of actions and cooperative relationship
  2. Clarify negotiable and non negotiable aspects of intervention
  3. Define and maintain boundaries between client and worker, including roles, responsibilities and accountabilities, to ensure compliance with statutory requirements and duty of care responsibilities
  4. Implement strategies to ensure all dealings with clients reflect appropriate expression of value systems and consideration of emotional impact of intervention
  5. Use appropriate communication and relationship building processes
  6. Discuss possibilities and options for responding to client needs, determine preferred actions and prioritise
  7. Assist client to evaluate and select strategies to achieve their goals
  8. Promptly and supportively respond to clients in distress or crisis, in accordance with organisation policies and procedures
Implement processes to reach agreement on meeting procedures, consequences of actions and cooperative relationship

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify negotiable and non negotiable aspects of intervention

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Define and maintain boundaries between client and worker, including roles, responsibilities and accountabilities, to ensure compliance with statutory requirements and duty of care responsibilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement strategies to ensure all dealings with clients reflect appropriate expression of value systems and consideration of emotional impact of intervention

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate communication and relationship building processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss possibilities and options for responding to client needs, determine preferred actions and prioritise

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist client to evaluate and select strategies to achieve their goals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promptly and supportively respond to clients in distress or crisis, in accordance with organisation policies and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support clients to meet their needs

  1. Identify information and skills required by the client to meet their needs
  2. Provide or develop opportunities to obtain information and develop skills
  3. Provide individual and group support in accordance with resources and procedures
  4. Explain the client's rights and responsibilities
  5. Maintain confidentiality in accordance with organisation policies and procedures
Identify information and skills required by the client to meet their needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide or develop opportunities to obtain information and develop skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide individual and group support in accordance with resources and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain the client's rights and responsibilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain confidentiality in accordance with organisation policies and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote preventative strategies

  1. Provide a full range of opportunities for clients to engaged in identification of problems and solutions
  2. Employ a range of strategies to assist clients to meet specific targets and to gain control over their lives
  3. Identify, develop and initiate an appropriate range of opportunities in accordance with organisation policies and procedures and client needs
  4. Encourage and monitor client progress and involvement in activities and appropriate action taken to maximise individual skill development
Provide a full range of opportunities for clients to engaged in identification of problems and solutions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Employ a range of strategies to assist clients to meet specific targets and to gain control over their lives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify, develop and initiate an appropriate range of opportunities in accordance with organisation policies and procedures and client needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage and monitor client progress and involvement in activities and appropriate action taken to maximise individual skill development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review work with clients

  1. Review work with client within organisation policies and procedures and adapt strategies as appropriate
  2. Review outcomes of client work with supervisor and/or colleagues in accordance with organisation policies and procedures
Review work with client within organisation policies and procedures and adapt strategies as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review outcomes of client work with supervisor and/or colleagues in accordance with organisation policies and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use self-protection strategies as required

  1. Use conflict resolution and negotiation as appropriate
  2. Take appropriate action to ensure the safety of self and others
  3. Acknowledge limits of own abilities and make referrals as appropriate
  4. Seek emergency assistance as required
Use conflict resolution and negotiation as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take appropriate action to ensure the safety of self and others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge limits of own abilities and make referrals as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek emergency assistance as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refer clients

  1. Check services the client is already accessing with the client and the service/s
  2. Discuss suitability of other services with the client
  3. Support client to make contact with other services
  4. Provide follow up to determine the effectiveness of the referral
Check services the client is already accessing with the client and the service/s

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss suitability of other services with the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support client to make contact with other services

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide follow up to determine the effectiveness of the referral

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide specialist services to clients

  1. Complete all appropriate documentation and maintain in accordance with organisation and statutory standards and requirements
  2. Implement procedures to ensure information sharing between key stakeholders is facilitated
  3. Ensure all dealings with the client/s reflect:
Complete all appropriate documentation and maintain in accordance with organisation and statutory standards and requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement procedures to ensure information sharing between key stakeholders is facilitated

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure all dealings with the client/s reflect:

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

accepted organisation standards of behaviour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

mutual respect

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

commitment to information sharing and dissemination

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

adherence to agreed plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

sensitivity to cultural, family and individual differences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

ability to work with the client in the context of the family and broader community

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

application of the organisation's philosophy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

compliance with statutory requirements and duty of care responsibilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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 most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions

Consistency in performance should consider particular requirements of support provision delivered in the workplace

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 diverse environment

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 required for assessment include access to relevant workplace or simulated realistic workplace setting where assessment may take place

Method of assessment:

Assessment may include observations, questioning or evidence gathered from the workplace

Required Skills and Knowledge

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:

Understanding of role and responsibilities of self and other workers within the organisation

Organisation policies and procedures as listed in the Range Statement

Agency role, agency target group

Issues affecting the client group

Understanding relevant terminology related to the sector

Awareness and understanding of issues relating to work in the sector

Stigma, prejudice and common stereotypes relating to client issues

Culture of service provision in the sector

Relevant policy, regulatory, legislative and legal requirements relating to service provision

Appropriate protocols and cultural systems relevant to work area

Theories and methodologies related to work in the sector

Child protection, mental health and AOD issues as they relate to work in the sector

Working with individuals and groups

Motivational interviewing techniques

Service role and target groups

Related agencies and referral procedures used by the organisation

Awareness of own biases and beliefs

Ethical obligations re: helping relations, confidentiality

Rights of workers and clients

Principles and practices of duty of care

Knowledge specific to working with people from culturally and linguistically diverse backgrounds

Knowledge specific to working with people at risk of self-harm

Relationships between service providers

Relevant systems/networks in the local area

Statutory requirements

Where clients have mental health issues the following specific knowledge is required:

community correctional orders and mental health issues

mental health promotion

signs and symptoms of major mental illness

continued ...

Essential knowledge (contd):

Where clients have mental health issues the following specific knowledge is required (contd):

impact of mental illness and/or psychiatric disability on self-esteem, motivation, daily living skills

common medications for mental illness and their side effects

psychosocial treatment approaches

psychiatric disability

basic understanding of psychosocial rehabilitation processes

basic understanding of the range of clinical treatment and support services

Where clients have housing issues the following knowledge is required:

understanding of language used in the community housing sector

awareness of housing issues

relationships between service providers

community housing systems/networks in the local area

culture of community housing provision

policy, regulatory, legislative and legal requirements including:

residential tenancy acts or equivalent

Privacy Act

legislation underpinning the principles of equal opportunity

Freedom of Information Act

Individual rights

National Housing Policy

National Housing Service Standards

Disability Services Acts and standards

Where clients have AOD issues the following knowledge is required:

first aid certification or equivalent skills (as per unit HLTFA301B Apply first aid) including cardio pulmonary resuscitation (CPR), bandaging, managing toxic substances, managing bleeding, managing broken bones, managing consciousness, managing choking and knowledge of coma positions

working with a range of different clients with AOD issues

conducting work role within established plans, procedures or programs

range of AOD specific services delivered by the organisation

AOD use, general effects on body systems and their functions and general social and psychological effects

drugs/substances most commonly used in local area

relationship between suicide and AOD use

Essential skills:

It is critical that the candidate demonstrate the ability to:

Effectively provide support to clients within organisation procedures

Facilitate exploration of issues

Establish role definitions

Identify and work constructively with conflict and resistance

Monitor own positions and reactions

Clarify differences in perception

Demonstrate problem exploration within a pro-active framework

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 strategies for self-protection and self care

Apply strategies for dealing with aggressive or distressed people

Demonstrate a non-judgemental approach to working with people

Devise and develop tasks to help clients understanding and problem solving efforts

Demonstrate constructive use of personal and professional authority and influence to support or confront

Demonstrate application of skills in:

establishing rapport

effective active listening including questioning

interpretation of verbal and non-verbal communication

conflict resolution

problem solving

interpersonal relationship

networking and liaison with other services

crisis situation responses

report writing

supportive counselling

goal clarification

working with conflict, resistance and levels of risk

empathy, engagement and rapport building

communicating interest, respect and concern

articulating clearly boundaries of own role

recognising signs and triggers for dependency

Maintain documentation as required, including effective use of relevant information technology in line with occupational health and safety (OHS) guidelines

Range Statement

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.

Clients include:

Individual clients and families and support network of the client

Members of the public seeking information

The contexts of working with clients include:

Contact with a service on a voluntary or involuntary basis

Contact with a statutory activity e.g. Notification, first juvenile offence

Within an intervention

Within a support activity or service

Organisation policies and procedures may include:

Emergencies

Occupational health and safety

Referrals

Reporting

Goals, objectives and targets

Accountability

Code of conduct

Confidentiality

Grievance procedures

Establish a working relationship will be carried out within requirements established by:

Commonwealth and State legislation

International conventions relating to the rights of children and young persons

Organisation policy and procedures

Relevant program standards

Organisation codes of conduct, ethics

Work with clients may:

Occur at established premises or at other locations used by outreach, street, remote or off-site services

Other locations may include the client's home, public places, workplaces or mobile service centres

Needs may include:

Emotional support

Social support

Financial advice

Cognitive/behavioural support

Food and clothing

Transport

Emergency relief

Legal advice

Accommodation support

Referral to other agencies

Harm minimisation

Financial device

Consumables

Legal advice

Appropriate communication and relationship building processes may include:

Engagement

Empathy

Non-judgemental manner

Active listening

Listening to the person

Acknowledging the person in a pleasant and accepting manner

Treating the person as an individual with their own life history, skills and interests

Rapport building

Warmth

Genuineness

Respect

Possibilities and options for responding to client needs may include:

Referral of the client to a colleague within the organisation

Referral of the client to other agencies in accordance with organisation policies and procedures

Respond to clients in distress and crisis will include:

Enlisting support and/or assistance from colleagues or emergency support as appropriate

Using calm and calming behaviour

Reporting incidents promptly and accurately

Services should promote the client's independence and abilities and take into account their:

Preferences

Ability to communicate

Level of stress or anxiety

Behavioural disturbance e.g. tears, agitation, despair, elation, mood swings, disinhibition caused by acquired brain injury

Verbal or physical aggression

Inappropriate responses

Family and peer support/self help

Need for encouragement

Cultural/linguistic background

Social circumstances e.g. family and social support

Client service processes may be informal and/or formal and may include:

Problem solving techniques

Evaluation

Interviewing techniques

Information provision

Group work

Individual support

Working with carers and others

Relaxation management

Stress management

Anger management

Coping strategies

Counselling and support groups

Work with clients may occur in any environment including:

Social settings

Home

Drop in centres

Workplace

Vehicles/transport

Cafes, shopping centres

Structured programs

Legal settings

Other agencies or services

Supervisors and/or colleagues may include:

People from other services

Team members

Assistance may be sought from:

Other staff

Clinical mental health services

Acquired brain injury services

Community based support services

Legal services

Hospitals

Ambulance

Police

Interpreters

Consumer consultants

Transcultural consultants

Other services may include:

Carer/consumer groups

Psychosocial rehabilitation

Accommodation

Specialist disability

Legal

Day support

Employment and/or skill development service e.g. Life or living skills

Pre-vocational

Leisure

Recreation

Education

Social activities

Neuropsychological assessment

Behaviour consultancy services

Clinical treatment

Drug and alcohol

Health

Advocacy

Respite

Pharmacies

Financial

Torture/trauma

Spiritual support