Work effectively with carers and families in complex situations

Formats and tools

Unit Description
Reconstruct the unit from the xml and display it as an HTML page.
Assessment Tool
an assessor resource that builds a framework for writing an assessment tool
Assessment Template
generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
Assessment Matrix
a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
Wiki Markup
mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
Evidence Guide
create an evidence guide for workplace assessment and RPL applicants
Competency Mapping Template
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
Observation Checklist
create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)

Self Assessment Survey
A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
Moodle Outcomes
Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
Registered Training Organisations
Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CHCCM705C, 'Work effectively with carers and families in complex situations'.
Google Links
links to google searches, with filtering in place to maximise the usefulness of the returned results
Books
Reference books for 'Work effectively with carers and families in complex situations' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)


Elements and Performance Criteria

ELEMENT

PERFORMANCE CRITERIA

1. Identify and address the needs of carers and families

1.1 Work with carers and families of clients with complex needs to clarify their needs and identify available support options

1.2 Provide information as required to assist and meet identified needs of carers and families

1.3 Recognise the multi-dimensional and dynamic nature of caring relationships and respond appropriately to support individual relationships with each client

1.4 Observe changes in the caring relationship over time and respond appropriately to those changes to address needs of carers and care recipients

1.5 Recognise the key factors in risks to the care relationship continuing and respond appropriately to these

1.6 Ensure that each person's carer/s and family are treated with dignity and respect and with sensitivity to cultural issues and expectations in the caring relationship

1.7 Take steps to ensure all service providers are aware of and respond appropriately to address specific identified needs of carers and families

1.8 Where appropriate, identify needs of children of parents with complex needs and apply strategies to address these needs, including where children adopt the caring role (young carers)

2. Involve carers and families in assessment and care planning processes

2.1 Consult with care recipient to clarify the role and involvement of primary carer/s and other family members in the decision-making and service delivery processes

2.2 Ensure assessments are undertaken in the context of the care relationship and address the needs of both care recipients and carers, and address any areas of conflict

2.3 Ensure carers are well informed about their role and rights in assessment of the care recipient and care planning decision-making and that they are aware of their right to a carer assessment, which may be undertaken separately

2.4 Ensure carer assessment is empowering and builds carer relationships with service providers over time

2.5 Provide carers with clear understanding of available services and choices, so they are informed participants in the care planning process

2.6 Consult with all organisation representatives involved in assessment and care planning in complex situations to ensure carer and family involvement is clear

2.7 Ensure services are provided in a manner that recognises and optimises the caring relationship to maximise each person's potential for achieving their goals and addresses identified needs

2.8 Maximise agreed involvement of carer/s and family in assessment and care planning processes and decision-making

2.9 Ensure mechanisms are in place to support sharing and updating of information with carer/s and family

3. Involve carer/s, family and other informal support persons in monitoring client care plan implementation

3.1 Ensure carer/s have a clear understanding of client-identified goals and the role planned services, support and resources have in achieving those goals

3.2 Ensure carer/s have identified their own goals and the role planned services, support and resources have in achieving those goals

3.3 Listen to observations of client, carer/s and family about aspects of care and services provided in relation to achieving those goals

3.4 Maintain appropriate level of rapport and communication with carer/s to support disclosure of information about delivery of services and resources in line with care plan

3.5 Maintain collaborative relationships with carers and other informal supporters (e.g. neighbours or friends), to ensure they can continue to provide the desired support to people with complex needs

3.6 Involve carer/s in identifying problems with implementing care plans and potential adjustments to best meet each person's needs