Elements and Performance Criteria

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.


Carers are defined as:
Family members and friends who provide care and support for a person with a disability, and/or who is frail aged and/or has a mental illness and/or chronic condition


Strategies to support the rights of families and carers may include:
Information about carer legislation
Access to an assessment
Information and access to complaint procedures
Access to an independent advocate


Positive strategies for involving families and carers in the design and delivery may include:
Encouraging positive contact between the family, carer and friends with the service
Encouraging positive contact between the family, carer and friends with the client
Consultation
Provision of information in appropriate formats


Implications for carers may be:
Changes in role, relationships, identity, family structure and dynamics
Pathways into informal and formal care
Planning for the future
Accessing services and resources e.g. eligibility, waiting lists etc
Social impacts e.g. isolation
Financial impacts
Family communication


Transitions may include:
Pre caring
Taking on a carer role
Engaging formal services
Life cycle transitions e.g childhood, adolescence, young adulthood, middle and older age
Client entry into day or overnight respite
Client move from home to a supported residential setting
End of life/palliative care


Strategies to maximise thepositive aspects of transition may include:
Acknowledge anxiety
Provide opportunities for active involvement
Maximise support structure
Acknowledge loss and grief issues
Promote the benefits of taking time for self care
Provide reassurance


Strategies to support clients to maintain relationships through life cycle transitions may include:
Sharing interests and meaningful activities together
Sharing time and meals together
Sharing feelings about any difficulties
Mutual respect
Having valued roles
Privacy and confidentiality


Barriers to self care may include:
Physical
Emotional
Spiritual
Cultural
Upbringing
Personality


Strategies may include:
Learning about the client's condition
Accessing supportive health professionals and services
Pastoral care
Self awareness
Counselling
Basics of healthy caring
A self care plan

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