Unit of competency Outline
Date retreived
22/07/2026 8:08 AM AWST
22/07/2026 8:08 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Work effectively with carers
Work effectively with carers
Unit of competency
National Code
CHCICS304B
CHCICS304B
State Code
D8575
D8575
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
15/07/2014
Field of Education
090515 - Welfare Studies
Original Release Date
15/07/2014
Nominal Hours
30
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
Notes
Elements and Performance Criteria
1. Acknowledge the carer as part of the care team
- 1.1 Identify the importance of family roles and relationships in the life of the person with support needs in discussion with the client
- 1.2 Confirm with supervisor the role of the carer in their family member's life
- 1.3 Identify the knowledge and skills of the carer that complement the role of the worker
- 1.4 Identify and confirm with supervisor job function boundaries that indicate respect for the carer's role
- 1.5 Identify and confirm with supervisor carer needs that have an impact on the family member e.g. respite, workforce participation
- 1.6 Provide support according to relevant organisation and government policy and relevant legislation
- 1.7 Work in a manner that respects the confidentiality and privacy of the carer, as well as the person with support needs
2. Contribute to the inclusion of the carer as part of the care team
- 2.1 Participate in planning activities with the person with support needs and, to the extent agreed by the client, their carer
- 2.2 Provide individualised plan support in a manner that respects and includes the carer as part of the care team
- 2.3 Identify carer issues and report to supervisor
- 2.4 Participate in solution finding in a manner that recognises and supports the strengths of both the person with support needs and their carers
- 2.5 Work in manner that recognises and supports carer's relationship with and knowledge about the person with support needs
3. Support carer to maintain a lifestyle suitable to their needs and preferences
- 3.1 Identify aspects of a carer's role that has a negative impact on their own needs and preferences and report to supervisor
- 3.2 Participate in finding a solution that will assist a carer to achieve or maintain a lifestyle suitable to their needs and preferences
- 3.3 Provide support that assists a carer to achieve positive lifestyle outcomes that reflect their needs and preferences
4. Identify risk to the care relationship
- 4.1 Identify the changing nature of the care relationships over time
- 4.2 Identify key changes that may include risk of care relationship breakdown
- 4.3 Confirm with supervisor risks that may warrant re-assessment or review of the individualised plan
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.
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
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
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
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
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
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| D2565 | CHCICS304A | Work effectively with carers | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AVC54 | CHCCCS025 | Support relationships with carers and families | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J005 | CHC30212 | Certificate III in Aged Care | Qualification |
| D271 | CHC30408 | Certificate III in Disability | Qualification |
| D279 | CHC40208 | Certificate IV in Home and Community Care | Qualification |
| D270 | CHC30308 | Certificate III in Home and Community Care | Qualification |
| J006 | CHC30312 | Certificate III in Home and Community Care | Qualification |
| J012 | CHC40212 | Certificate IV in Home and Community Care | Qualification |
| D283 | CHC40608 | Certificate IV in Leisure and Health | Qualification |
| J033 | CHC42912 | Certificate IV in Mental Health Peer Work | Qualification |
| J018 | CHC41112 | Certificate IV in Pastoral Care | Qualification |