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Evidence Guide: CHCDIS400C - Provide care and support

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

 

CHCDIS400C - Provide care and support

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

Establish and maintain an appropriate relationship with people with disabilities

  1. Ensure all dealings with people with disabilities aim to generate a trusting relationship, and include protecting confidentiality, privacy, individual choice and decision-making
  2. Demonstrate respect for individual differences in all dealings with people with disabilities
  3. Demonstrate support for the interests, rights and decision-making of people with disabilities in all dealings
Ensure all dealings with people with disabilities aim to generate a trusting relationship, and include protecting confidentiality, privacy, individual choice and decision-making

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate respect for individual differences in all dealings with people with disabilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate support for the interests, rights and decision-making of people with disabilities in all dealings

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide appropriate support to people with disabilities

  1. Support people with disabilities in accordance with their needs, rights and self determination
  2. Assist people with disabilities according to organisation guidelines
  3. Support people with disabilities to meet their cultural needs
  4. Seek assistance when it is not possible to provide appropriate support to people with disabilities
Support people with disabilities in accordance with their needs, rights and self determination

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist people with disabilities according to organisation guidelines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support people with disabilities to meet their cultural needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek assistance when it is not possible to provide appropriate support to people with disabilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist in maintaining an environment that enables maximum independent living

  1. Plan all support for people with disabilities to enable them to direct their own care where appropriate, within organisation procedures
  2. Assist in maintaining a safe and healthy environment, including minimising physical dangers and risks
  3. Support people with disabilities to maintain a clean and comfortable environment
  4. Respond to situations of risk to health and safety in accordance with organisation procedures
Plan all support for people with disabilities to enable them to direct their own care where appropriate, within organisation procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist in maintaining a safe and healthy environment, including minimising physical dangers and risks

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support people with disabilities to maintain a clean and comfortable environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to situations of risk to health and safety in accordance 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 will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions

Consistency in performance should consider the range of clients and situations encountered 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 of this unit include access to:

a relevant workplace or an appropriately simulated environment where assessment may take place

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

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:

Relevant organisation policies and procedures and responsibilities within it

Relevant policies, protocols, and practices of the organisation in relation to own work activities

Basic knowledge of different types of disabilities and their effect on client needs

Understanding of support requirements for people with disabilities

Different religious, cultural, spiritual, physical and ceremonial perspective

Depending on the work role or services provided, specific knowledge of particular groups or issues may be required
See additional information for assessors regarding the following:

alcohol and other drugs (AOD) abuse

cultural and linguistic diversity

risk of self-harm

women

men

community education

Aboriginal and Torres Strait Islander people

mental health

acquired brain injury

Essential skills:

It is critical that the candidate demonstrate the ability to:

Provide appropriate support to the range of clients accessing the services of the organisation

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 skills in:

interpersonal relationship appropriate to work with people with disabilities

oral communication necessary to develop a trusting relationship with people with disabilities:

language may be English or community language as required by service or organisation

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.

Individual differences may be:

Culture

Age

Economic

Social

Gender

Physical

Emotional

Cognitive

Intellectual

Language

Rights may be detailed in:

Service/outcomes standards documents

Legislation

Organisation policies and practices

Support will be in the context of services offered including:

Personal support

Employment support

Community access

Accommodation support

Lifestyle support

Assist may include:

Providing information

Assistance with mobility or providing specific support such as transport

Encouragement and support for decisions and actions

General household assistance and maintenance