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Evidence Guide: CHCDIS010 - Provide person-centred services to people with disability with complex 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

 

CHCDIS010 - Provide person-centred services to people with disability with complex 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:

 

 

 

 

 

 

 

Evaluate and prioritise the needs of a person with complex support issues

  1. Identify and prioritise the needs of the person, taking into account the possibility of co-existing issues
  2. Identify specific problems, issues and challenges for the person in line with job role and organisation procedures
  3. Analyse and interpret data, with assistance from health professionals and other relevant personnel
  4. Recognise the impact of complex support issues on the persons family
  5. Establish priorities for support with the person and/or family and/or carer and/or relevant other
Identify and prioritise the needs of the person, taking into account the possibility of co-existing issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify specific problems, issues and challenges for the person in line with job role and organisation procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse and interpret data, with assistance from health professionals and other relevant personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise the impact of complex support issues on the persons family

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish priorities for support with the person and/or family and/or carer and/or relevant other

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop an individualised plan to achieve maximum quality of life

  1. Utilise best practice guidelines when developing strategies to address complex and/or special needs
  2. Liaise with relevant experts and/or health professionals when developing individualised plans
  3. Negotiate and establish goals with the person and/or family and/or carer and/or relevant other
  4. Access and negotiate resources in order to deliver identified services
  5. Access community support agencies to facilitate the achievement of established goals
Utilise best practice guidelines when developing strategies to address complex and/or special needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Liaise with relevant experts and/or health professionals when developing individualised plans

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate and establish goals with the person and/or family and/or carer and/or relevant other

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access and negotiate resources in order to deliver identified services

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access community support agencies to facilitate the achievement of established goals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Coordinate the delivery of the individualised plan

  1. Ensure services and support activities are undertaken by appropriately skilled workers
  2. Recognise when a service and/or support worker is no longer able to provide the level of service required
  3. Support all stakeholder involved in the service provision to understand the individualised plan and their roles and responsibilities within that plan
Ensure services and support activities are undertaken by appropriately skilled workers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise when a service and/or support worker is no longer able to provide the level of service required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support all stakeholder involved in the service provision to understand the individualised plan and their roles and responsibilities within that plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Coordinate the monitoring, evaluation and review of the individualised plan

  1. Seek feedback from all stakeholder when evaluating effectiveness of the individualised plan and re-prioritising support needs
  2. Seek feedback from the person and/or carer and/or relevant other when evaluating effectiveness of the individualised plan
  3. Seek advice and assistance when the person’s goals and needs are not being achieved
  4. Make necessary revisions to the individualised plan in line with role, organisation and/or program guidelines and in consultation with the person and/or family and/or carer and/or relevant other
Seek feedback from all stakeholder when evaluating effectiveness of the individualised plan and re-prioritising support needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek feedback from the person and/or carer and/or relevant other when evaluating effectiveness of the individualised plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek advice and assistance when the person’s goals and needs are not being achieved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make necessary revisions to the individualised plan in line with role, organisation and/or program guidelines and in consultation with the person and/or family and/or carer and/or relevant other

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. Evaluate and prioritise the needs of a person with complex support issues

1.1 Identify and prioritise the needs of the person, taking into account the possibility of co-existing issues

1.2 Identify specific problems, issues and challenges for the person in line with job role and organisation procedures

1.3 Analyse and interpret data, with assistance from health professionals and other relevant personnel

1.4 Recognise the impact of complex support issues on the persons family

1.5 Establish priorities for support with the person and/or family and/or carer and/or relevant other

2. Develop an individualised plan to achieve maximum quality of life

2.1 Utilise best practice guidelines when developing strategies to address complex and/or special needs

2.2 Liaise with relevant experts and/or health professionals when developing individualised plans

2.3 Negotiate and establish goals with the person and/or family and/or carer and/or relevant other

2.4 Access and negotiate resources in order to deliver identified services

2.5 Access community support agencies to facilitate the achievement of established goals

3. Coordinate the delivery of the individualised plan

3.1 Ensure services and support activities are undertaken by appropriately skilled workers

3.2 Recognise when a service and/or support worker is no longer able to provide the level of service required

3.3 Support all stakeholder involved in the service provision to understand the individualised plan and their roles and responsibilities within that plan

4. Coordinate the monitoring, evaluation and review of the individualised plan

4.1 Seek feedback from all stakeholder when evaluating effectiveness of the individualised plan and re-prioritising support needs

4.2 Seek feedback from the person and/or carer and/or relevant other when evaluating effectiveness of the individualised plan

4.3 Seek advice and assistance when the person’s goals and needs are not being achieved

4.4 Make necessary revisions to the individualised plan in line with role, organisation and/or program guidelines and in consultation with the person and/or family and/or carer and/or relevant other

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. Evaluate and prioritise the needs of a person with complex support issues

1.1 Identify and prioritise the needs of the person, taking into account the possibility of co-existing issues

1.2 Identify specific problems, issues and challenges for the person in line with job role and organisation procedures

1.3 Analyse and interpret data, with assistance from health professionals and other relevant personnel

1.4 Recognise the impact of complex support issues on the persons family

1.5 Establish priorities for support with the person and/or family and/or carer and/or relevant other

2. Develop an individualised plan to achieve maximum quality of life

2.1 Utilise best practice guidelines when developing strategies to address complex and/or special needs

2.2 Liaise with relevant experts and/or health professionals when developing individualised plans

2.3 Negotiate and establish goals with the person and/or family and/or carer and/or relevant other

2.4 Access and negotiate resources in order to deliver identified services

2.5 Access community support agencies to facilitate the achievement of established goals

3. Coordinate the delivery of the individualised plan

3.1 Ensure services and support activities are undertaken by appropriately skilled workers

3.2 Recognise when a service and/or support worker is no longer able to provide the level of service required

3.3 Support all stakeholder involved in the service provision to understand the individualised plan and their roles and responsibilities within that plan

4. Coordinate the monitoring, evaluation and review of the individualised plan

4.1 Seek feedback from all stakeholder when evaluating effectiveness of the individualised plan and re-prioritising support needs

4.2 Seek feedback from the person and/or carer and/or relevant other when evaluating effectiveness of the individualised plan

4.3 Seek advice and assistance when the person’s goals and needs are not being achieved

4.4 Make necessary revisions to the individualised plan in line with role, organisation and/or program guidelines and in consultation with the person and/or family and/or carer and/or relevant other