Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCICS304B Mapping and Delivery Guide
Work effectively with carers

Version 1.0
Issue Date: August 2020


Qualification -
Unit of Competency CHCICS304B - Work effectively with carers
Description This unit of competency describes the skills and knowledge required to work effectively with members of families or other non-paid support people e.g. friends and carers, to support quality of life for their family member who is aged or has a disability
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application This unit of competence is relevant for workers providing support to older people, people with disabilities, children and young peopleOn completion of this unit of competency, the worker will be able to respond appropriately to clients by working in a manner focused on the needs of the client, carers and significant others
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not Applicable
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities
Slides
PPT
Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Acknowledge the carer as part of the care team
  • Identify the importance of family roles and relationships in the life of the person with support needs in discussion with the client
  • Confirm with supervisor the role of the carer in their family member's life
  • Identify the knowledge and skills of the carer that complement the role of the worker
  • Identify and confirm with supervisor job function boundaries that indicate respect for the carer's role
  • Identify and confirm with supervisor carer needs that have an impact on the family member e.g. respite, workforce participation
  • Provide support according to relevant organisation and government policy and relevant legislation
  • Work in a manner that respects the confidentiality and privacy of the carer, as well as the person with support needs
       
Element: Contribute to the inclusion of the carer as part of the care team
  • Participate in planning activities with the person with support needs and, to the extent agreed by the client, their carer
  • Provide individualised plan support in a manner that respects and includes the carer as part of the care team
  • Identify carer issues and report to supervisor
  • Participate in solution finding in a manner that recognises and supports the strengths of both the person with support needs and their carers
  • Work in manner that recognises and supports carer's relationship with and knowledge about the person with support needs
       
Element: Support carer to maintain a lifestyle suitable to their needs and preferences
  • Identify aspects of a carer's role that has a negative impact on their own needs and preferences and report to supervisor
  • Participate in finding a solution that will assist a carer to achieve or maintain a lifestyle suitable to their needs and preferences
  • Provide support that assists a carer to achieve positive lifestyle outcomes that reflect their needs and preferences
       
Element: Identify risk to the care relationship
  • Identify the changing nature of the care relationships over time
  • Identify key changes that may include risk of care relationship breakdown
  • Confirm with supervisor risks that may warrant re-assessment or review of the individualised plan
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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

It is recommended that assessment or information for assessment will be conducted or gathered over a period of time and cover the normal range of workplace situations and settings

Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible

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 include:

access to appropriate workplace where assessment can take place

Relevant organisation policy, protocols and procedures

Method of assessment may include:

Observation in the workplace

Written assignments/projects

Case study and scenario analysis

Questioning

Role play simulation

Related units:

This unit of competency should be assessed after or in conjunction with related unit:

CHCICS302A Participate in the implementation of individualised plans

AND

In the case of working with older people, the unit should be assessed after or in conjunction with:

CHCAC318B Work effectively with older people

In the case of working with people with disabilities, the unit should be assessed after or in conjunction with:

CHCDIS301B Work effectively with people with a disability


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

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:

Basic family relationships and dynamics

Basic knowledge of the impact of disability and ageing on family and other natural supports

Carer support organisations and resources

Confidentiality and privacy requirements when working with a carer

Relevance of the work role and functions to maintaining sustainability of the workplace, including environmental, economic, workforce and social sustainability

Relevant legislation and policy, as identified in the Range Statement

Relevant organisation policy

Strengths-based philosophy and practice

Essential skills:

It is critical that the candidate demonstrate the ability to:

Apply knowledge of basic home fire safety

Establish and maintain healthy professional/work boundaries

Identify carer needs

Liaise and report to supervisor

Maintain confidentiality

Participate in strengths-based solution finding

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 reading and writing skills required to fulfil work role in a safe manner and as specified by the organisation/service:

this requires a level of skill that enables the worker to follow work-related instructions and directions and the ability to seek clarification and comments from supervisors, clients and colleagues

industry work roles will require a literacy level that will enable workers to interpret international safety signs, read client service delivery plans, make notations in client records and complete workplace forms and records

Apply oral communication skills required to fulfil work role in a safe manner and as specified by the organisation

this requires a level of skill and ability to follow work-related instructions and directions and to seek clarification and comments from supervisors, clients and colleagues

Apply verbal and non-verbal communication skills

industry work roles will require effective verbal and non-verbal communication skills to ask questions, clarify understanding and meaning, recognise and interpret non-verbal cues, adapt communication styles to meet specific needs, provide information and express encouragement and support including active listening and empathy

Apply basic problem solving skills to resolve problems within organisation protocols

Recognise, act upon and promote opportunities to enhance sustainability in the work context

Work effectively with clients, social networks, colleagues, supervisors and other services/agencies

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.

Carer may include:

Family members

Other non paid support person e.g. friend

Carer needs may include:

Affirmation

Choice about involvement in specific aspects of care

Education

Inclusion

Information and referral

Peer support

Recognition

Relevant legislation may include:

Anti-discrimination Act 1977 (NSW)- Carers' responsibilities amendment

Carer Recognition Act 2004 (WA)

Carer Recognition Policy 2003 (QLD)

Carers Charter; Carer Recognition Legislation; State Carers Policy (SA)

Caring for Carers in the ACT - A plan for Action 2004-2007

Child protection legislation

Department of Human Services Victoria 'Recognising and Supporting Care Relationships Policy Framework 2006+ Action Plans for Aged care, mental Health and Disability

NSW Carers statement 1999 (NSW)

Carer issues may include:

Emotional well being

Exhaustion

Financial

Grief and loss

Other family relationships

Physical health and well being/Medical

Social participation

Stress

Workforce participation

Carer's relationship may include:

Child

Friend

Grandparent

Neighbour

Other relative

Parent

Sibling

Spouse/partner (including same sex partner)

Risk to the care relationship may include:

Conflict in relationships with family or service providers

High intensity care

High level of carer stress

Loss of formal or informal supports

Multiple competing role demands

Worsening carer health

Worsening health or behaviour of the person with support needs

Basic home fire safety includes knowledge of:

Behaviour that may contribute to fire injury and/or fatality

High fire risk groups

Optimum placement of smoke alarms

Referring client for smoke alarm installation and maintenance

Role of a working smoke alarm

Smoke alarm testing and cleaning

Types of smoke alarms

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Identify the importance of family roles and relationships in the life of the person with support needs in discussion with the client 
Confirm with supervisor the role of the carer in their family member's life 
Identify the knowledge and skills of the carer that complement the role of the worker 
Identify and confirm with supervisor job function boundaries that indicate respect for the carer's role 
Identify and confirm with supervisor carer needs that have an impact on the family member e.g. respite, workforce participation 
Provide support according to relevant organisation and government policy and relevant legislation 
Work in a manner that respects the confidentiality and privacy of the carer, as well as the person with support needs 
Participate in planning activities with the person with support needs and, to the extent agreed by the client, their carer 
Provide individualised plan support in a manner that respects and includes the carer as part of the care team 
Identify carer issues and report to supervisor 
Participate in solution finding in a manner that recognises and supports the strengths of both the person with support needs and their carers 
Work in manner that recognises and supports carer's relationship with and knowledge about the person with support needs 
Identify aspects of a carer's role that has a negative impact on their own needs and preferences and report to supervisor 
Participate in finding a solution that will assist a carer to achieve or maintain a lifestyle suitable to their needs and preferences 
Provide support that assists a carer to achieve positive lifestyle outcomes that reflect their needs and preferences 
Identify the changing nature of the care relationships over time 
Identify key changes that may include risk of care relationship breakdown 
Confirm with supervisor risks that may warrant re-assessment or review of the individualised plan 

Forms

Assessment Cover Sheet

CHCICS304B - Work effectively with carers
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

CHCICS304B - Work effectively with carers

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: