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Evidence Guide: CHCCS422B - Respond holistically to client issues and refer appropriately

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

 

CHCCS422B - Respond holistically to client issues and refer appropriately

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

Establish interpersonal relationship with client

  1. Define boundaries and use communication skills that will establish a trusting and respectful relationship
  2. Utilise facilitative communication skills to assist the client to identify areas of concern, to prioritise areas for immediate and longer term action and to determine options for action and workable strategies to address their priority areas
  3. Share relevant information with client about options and services available to enable them to make informed decisions
Define boundaries and use communication skills that will establish a trusting and respectful relationship

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Utilise facilitative communication skills to assist the client to identify areas of concern, to prioritise areas for immediate and longer term action and to determine options for action and workable strategies to address their priority areas

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Share relevant information with client about options and services available to enable them to make informed decisions

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify the range of issues impacting on the client and assess client needs

  1. Identify indicators of harm, neglect, abuse or risk of harm
  2. Use observations, assessment tools and questioning to identify possible presenting issues
  3. Seek information from a range of appropriate sources to determine the range of issues that may be affecting the client within organisation policies and procedures regarding autonomy, privacy and confidentiality
  4. Apply organisation procedures for collecting and analysing client information
  5. Examine all client information to determine the degree to which other issues may impact on the possible services that can be provided by the organisation
Identify indicators of harm, neglect, abuse or risk of harm

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use observations, assessment tools and questioning to identify possible presenting issues

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Seek information from a range of appropriate sources to determine the range of issues that may be affecting the client within organisation policies and procedures regarding autonomy, privacy and confidentiality

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Apply organisation procedures for collecting and analysing client information

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Examine all client information to determine the degree to which other issues may impact on the possible services that can be provided by the organisation

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Analyse and assess information to determine appropriate course of action to be followed

  1. Assess the level of risk to the client and others directly involved using tools approved or adopted by the organisation
  2. Follow organisation procedures and address legal requirements and duty of care obligations in responding to indicators of risk of abuse, neglect or harm
  3. Identify and prioritise client's current needs and available sources of assistance
  4. Identify organisation's capacity to meet range of client needs to be addressed
  5. Apply accepted procedures to assess the option of bringing in specialist support and continuing to work with the client
  6. Share relevant information with client about options and services available to enable them to make informed decisions
  7. Provide the client with resources as appropriate
  8. Follow relevant State/territory legislation, organisation policies and procedures and duty of care obligations and legislative requirements in responding to indicators of actual or potential risk of abuse, neglect or harm
Assess the level of risk to the client and others directly involved using tools approved or adopted by the organisation

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Follow organisation procedures and address legal requirements and duty of care obligations in responding to indicators of risk of abuse, neglect or harm

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify and prioritise client's current needs and available sources of assistance

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify organisation's capacity to meet range of client needs to be addressed

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Apply accepted procedures to assess the option of bringing in specialist support and continuing to work with the client

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Share relevant information with client about options and services available to enable them to make informed decisions

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide the client with resources as appropriate

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Follow relevant State/territory legislation, organisation policies and procedures and duty of care obligations and legislative requirements in responding to indicators of actual or potential risk of abuse, neglect or harm

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Refer client to other services to provide coordinated support

  1. Identify a client's need for support internal and external to the agency
  2. Implement appropriate procedures to address potential emergency or crisis situation
  3. Comply with cultural obligations when working with clients
  4. Work with the client and significant others where relevant to motivate, support and encourage the client
  5. Identify current needs and sources of assistance, and give support as appropriate
Identify a client's need for support internal and external to the agency

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Implement appropriate procedures to address potential emergency or crisis situation

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Comply with cultural obligations when working with clients

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Work with the client and significant others where relevant to motivate, support and encourage the client

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify current needs and sources of assistance, and give support as appropriate

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Review effectiveness of services provided to meet client needs

  1. Review outcomes in accordance with organisation procedures and in consultation with clients, carers and significant others, case managers and other service providers
  2. Complete document/s as required and in line with organisation procedures
Review outcomes in accordance with organisation procedures and in consultation with clients, carers and significant others, case managers and other service providers

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Complete document/s as required and in line with organisation procedures

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 must be assessed after, or in conjunction, with the attainment of competency in the compulsory communication unit within the qualification

Competency must be demonstrated in a real work environment

Competence in this unit must be assessed over a period of time in order to ensure consistency of performance across contexts applicable to the work environment

Consistency in performance should consider the work environment, worker's role and responsibilities 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

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Related units:

Although this unit requires no pre-requisite, there are a number of related units of competence both of a generic and sector specific nature that would be ideally mastered prior to undertaking this unit of competence

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:

Identification of the impact of issues relating to:

mental health

child protection - this must include essential underpinning knowledge of dynamics of child abuse, indicators of risk and risk factors

domestic violence

disability

homelessness

unemployment

alcohol and other drugs (AOD)

Knowledge of accepted practices and available referral agencies for working with people experiencing issues related to:

mental health

child protection

domestic violence

disability

homelessness

unemployment

AOD

any form of crisis

Essential skills:

It is critical that the candidate demonstrate the ability to:

Apply client management skills to deal with complex needs and difficult or behaviours of concern

Identify the range of relevant issues that may impact on service delivery

Develop an implement a plan in conjunction with the client to address their issues

Provide referral to appropriate services

Evaluate effectiveness of services

Operate within duty of care and organisation requirements to address client needs

Apply interpersonal skills to facilitate client to identify options for change and for addressing their issues

Demonstrate case work skills to ensure effective assessment, intervention and referral

Manage information to ensure all records are maintained, stored and accessible

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 research skills to ensure a current and correct list of relevant services are readily available to the client

Provide a brief intervention to raise awareness, share knowledge and help client to think about making changes to improve well being

Apply crisis intervention and networking skills

Utilise relevant information technology effectively in line with work health and safety (WHS) 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.

Presenting issues include:

A client with secondary or multiple issues who is most likely to present 'first' to the following types of services (for an issue relevant to those services):

child protection

juvenile justice / youth service

social housing

employment service

Indicators of harm, neglect, abuse or risk of harm

Physical symptoms such as injuries or loss of weight

Verbal and non- verbal cues

Impairment to cognitive functioning caused by acquired brain injury such as loss of memory, inability to concentrate, plan, organise

Reports from the individual, carers or other workers

Psychological/emotional indicators

Harm, neglect, abuse or risk of harm includes:

Physical

Emotional

Cognitive

Psychological

Sexual

Financial

Appropriate sources (of information) include:

Case notes

File

Other workers

Harm, neglect, abuse or risk of harm may be from:

Carers

Workers/service providers

Self

Family or significant others

Community members

Responding to indicators of risk of abuse, neglect or harm includes:

Intervention to remove the risk

Reporting to appropriate personnel

Investigating

Seeking specialist support/services

Referral

Following State/territory legislative requirements

Responding to indicators of risk of abuse, neglect or harm will be determined by:

Legislation

The specific job role

Organisation procedures

Family and cultural mores

People who are vulnerable and at significant risk may be:

People with a disability

People with an acquired brain injury

Elderly people

People with mental health issues

Children and young people

Babies under one year of age

Toddlers (children under three years of age)

People who are homeless

People in unequal power relationships

Non presenting problems or issues are likely to be:

Alcohol and other drugs

Mental illness

Developmental disability

Acquired Brain Injury

Abuse and risk of abuse

Domestic violence

Homelessness / inadequate housing

Unemployment

Juvenile justice issues

Communicable disease

Financial difficulties

New arrival in the country

Legal requirements and duty of care obligations include:

Ethical referral

Comply with state and territory legislation

Significant other may include

Partners

Family members

Carers

Advocates

Approaches to addressing specific issues include applying accepted methodologies, underpinning values and philosophies of the specific areas
The following notes offer a guide:

AOD may include knowledge of harm minimisation practices, of the effects of AOD on body system and social relationships, and of the signs and symptoms of intoxication:

knowledge of groups and agencies in the community who can respond to individuals with AOD problems by providing treatment and detoxification programs is central

also important is an awareness of personal bias, and models or perspectives on drug use
i.e. disease perspective, moral perspective of both the client and of referral agencies

Mental health may include recognising basic signs and symptoms of anxiety, depression, suicidal impulses, and indicators of mental illness such as hallucinations or delusion:

knowledge of appropriate referral and intervention services in the community is critical

Domestic violence may include an understanding of such violence as an abuse of power perpetrated both in a relationship and after separation and that such violence takes a number of forms:

these include physical and sexual violence, emotional and psychological abuse and economic deprivation

domestic violence occurs across all groups, cultures and creeds

the safety and well being of individuals subjected to domestic violence should be of primary concern

knowledge of groups and agencies in the community who can respond to individuals with domestic violence issues is required

Child protection requires knowledge of relevant state mandatory reporting legislation and its application

Child protection also requires knowledge of child development, dynamics of child abuse, risk factors, behavioural/physical indicators of abuse and agencies that respond to child protection matters

It is vital to recognise that children (particularly infants) in families where abuse of alcohol and other drugs exist are more likely to be at risk of harm

where there other risk factors such as domestic violence and mental health co exist with AOD issues the potential risk of harm to those children increases significantly

When working with adult clients who have children, the safety, welfare and well being of the children must be included in all case management practices

Developmental disability may describe individuals who have a multiplicity of disabilities including difficulty learning, thinking and reasoning, retaining information and forming social relationships

it is vital to recognise the individuality of developmental disabled persons, their right to age appropriate consultation and to self determination

needs arising from social isolation and the critical importance of primary care-givers in the lives of developmental disabled persons should also be recognised

knowledge is required of groups and agencies in the community that can provide advocacy services

Juvenile justice may include knowledge of adolescent clients and their special need as individuals, within families and as part of a group, including stages of development and social issues affecting youth

recognition of the vulnerability of young people in their dealings with authority and of the protection that should operate during an investigation or proceeding in relation to an offence is required

knowledge of groups and agencies in the community that can provide services such as advocacy and legal advice to young people in their dealings with the justice system is essential

Acquired Brain Injury may include:

awareness of the causes and effects of ABI

understanding of the impact of cognitive impairment on the individual and families, including associated grief and loss issues; knowledge of the ABI service system; skills in working with people with behaviours of concern

Organisation procedures for collecting and analysing client information may include written and oral input to:

Questionnaires

Assessment tools

Client profile forms etc

Procedures to prevent escalation of a potential emergency or crisis situation may include:

Using calming communication skills

Managing and containing emotional responses and escalating behaviour

Identify and address source of the issue

Discussing the situation with the client

Negotiation and mediation

Seeking assistance from other workers or client carers

Providing physical and visual barriers

Evaluating the potential risk of the emergency

Implementing specific communication skills including questioning, reflective listening and body language

Appropriate procedures to address potential emergency or crisis situation may include:

Negotiating to prevent escalation

Seeking assistance from other people or agencies

Immediate referral

Intervention to ensure physical safety

Other information could include information from:

The client's carers and or family

Other agencies or workers with knowledge of the client

Client files

Specialist support may include:

Health professionals

Careers and employment advice

Financial counselling

Family and relationship counselling

Child Protection officers

Mental health professional

AOD detox, withdrawal and support

Child care

Centrelink officers

All client information would include:

Behaviour

Responses to questions and other information provided by client

Physical appearance and acuity

File information

Information on the client provided by family, carers, other workers, other agencies

Accepted procedures to evaluate the benefit to the client of referral include:

Discussing options with the client, carers and family

Checking the availability of services within the organisation

Checking the availability and accessibility of other services

Brief intervention will be focused on providing de-escalation and emotional support:

One-to-one approach, private

Takes short period of time

Can be done by anyone in the team

A client led process

Opportunistic

Used for harm reduction and facilitating behaviour change

Carer respite (e.g. for clients with ABI)

Organisation policies and procedures may include:

Incident reporting and documentation

Operational guidelines for handling cases involving difficult and behaviours of concern

Record-keeping

Legal responses

Decisions to provide a brief intervention will be based on:

The issues of concern to the client and the stage of decision to change is determined

Availability of resources to support the brief intervention

Agency and worker mandate and focus

Document/s may include:

Data

Case notes

Case files

Client reports

Referral notes