NTISthis.com

Evidence Guide: CHCCW503A - Work intensively with 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

 

CHCCW503A - Work intensively with clients

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

Provide high quality case work

  1. Make available to the client appropriate strategies and activities to facilitate achievement of agreed goals and to maximise outcomes within statutory, legislative and organisation requirements
  2. Identify and effectively communicate the rights and responsibilities of clients to them
  3. Employ appropriate processes to optimise outcomes when working with groups
  4. Implement appropriate strategies to continually monitor the effectiveness of approaches in achieving agreed goals, enabling client access to relevant services and programs and meeting client and stakeholder needs
  5. Negotiate any proposed changes with clients and other relevant parties
  6. Respond appropriately to potential and actual difficulties and crises including:
Make available to the client appropriate strategies and activities to facilitate achievement of agreed goals and to maximise outcomes within statutory, legislative and organisation requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and effectively communicate the rights and responsibilities of clients to them

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Employ appropriate processes to optimise outcomes when working with groups

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement appropriate strategies to continually monitor the effectiveness of approaches in achieving agreed goals, enabling client access to relevant services and programs and meeting client and stakeholder needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate any proposed changes with clients and other relevant parties

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond appropriately to potential and actual difficulties and crises including:

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

identifying a range of relevant strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

engaging behaviour consistent with organisation standards

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

accessing relevant emergency services as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

providing appropriate debriefing to relevant parties

  1. Implement appropriate mechanisms to assess the need to change case plans and strategies
  2. Where decisions are made to implement case closure, employ procedures consistent with organisation procedures
Implement appropriate mechanisms to assess the need to change case plans and strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where decisions are made to implement case closure, employ procedures consistent with organisation procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Enlist specialist services

  1. Assess the need for specialist services, considering:
Assess the need for specialist services, considering:

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

severity of client needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

agreed goals and planned outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

the degree of community and family support

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

the workers skills and work capacity

  1. Where referrals are made to specialist services, implement processes to ensure progress will be monitored
Where referrals are made to specialist services, implement processes to ensure progress will be monitored

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish transition processes

  1. Negotiate with relevant people, the need for ongoing resources, services and support
  2. Make arrangements with relevant parties for participation in programs and other support activities
  3. Negotiate appropriate levels of ongoing contact with client and significant others to ensure needs continue to be met once intensive work is completed
Negotiate with relevant people, the need for ongoing resources, services and support

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make arrangements with relevant parties for participation in programs and other support activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate appropriate levels of ongoing contact with client and significant others to ensure needs continue to be met once intensive work is completed

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 will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions

Assessment must include assessment of competence with a number of clients

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 delivered and assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resources required for assessment of this unit include access to:

an appropriate workplace where assessment can take place or simulation of realistic workplace setting for assessment

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:

Professional service provision codes of conduct, ethical codes, referral protocols

Group dynamics models/practices

Range of services available

Organisation procedures and program standards

Indicators of pathology i.e. Substance use, mental health

Cultural protocols, taboos and language systems

Facilitation model/practices

Statutory mandate and responsibilities

Behaviour change models/practices

Central ideas and frameworks for understanding love, sex and intimacy in relationships

Different areas and levels of well being such as psychological, physiological, social, economic and spiritual.

Theoretical developmental approaches to human development and understanding of life stages and physical, emotional, social, cognitive characteristics of human development

Human lifespan and personality theory

Major psychological approaches to human behaviour.

Main approaches - psychoanalytic, behavioural, humanistic and cognitive relate approaches to social welfare work

Links between personality theory and abnormal psychology including main definitions of health and well being

Stress indicators

Sociological understanding including:

culture and diversity

critique of socialisation theory

family, power

Essential skills:

It is critical that the candidate demonstrate the ability to:

Work cooperatively with clients and significant others to achieve behavioural life skills changes

Work with individuals in a range of settings to achieve maximum outcomes

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:

Demonstrate application of high level communication skills, including

establishing a trusting relationship

information gathering

reflective listening, respectful responding, development of empathy and rapport

Demonstrate application of skills in:

crisis intervention

demonstration of empathy

relationship building

communication

negotiation

assertion

conflict management

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.

Working with clients will be carried out within requirements established by:

Relevant legislation and statutory requirements

International conventions relating to the rights of individuals

Organisation policy and codes of conduct

Relevant program standards

Professional association codes of conduct and ethical and ethical positions