Elements and Performance Criteria

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.
Appropriate relationship building and communication processes may include:
Courtesy
Empathy
Non-judgemental support
Observing and listening
Respect of individual differences
Different planning options may include:
Informal plans
Person-centred planning processes, including
MAPS
PATH
Personal Futures Planning
Organisation planning processes, including:
individual program plan
care plan
treatment plan
education plan
rehabilitation plan
employment plan
recreation and access plan
Readiness for development of an individualised plan may include:
Capacity to make decisions
Capacity to understand the process
Capacity to participate
Involvement of an advocate
Power imbalances
Stakeholders may include:
Family members
Friends
Neighbours
Religious leader
Other staff
Staff from other services
Background material may include:
Information on the process
Requests for information to bring to the meeting
Environmental risk may include:
Location and nature of activities identified in the individualised plan
Safety of access issues
Infection
Environmental hazards
slippery or uneven floor surfaces
physical obstructions (e.g. furniture and equipment)
poor home maintenance
poor or inappropriate lighting
inadequate heating and cooling devices
inadequate security
Client's circumstances that may require risk assessment include:
Weight
Skin integrity
Infection
Evidence of self-neglect
Behaviours of concern
Impaired judgement and problem solving abilities
Impaired cognitive functioning
Other risk or potential risk, may include:
Evidence of self-neglect
Evidence of abuse
Social rights infringements
Monitor may include:
Feedback from person, family, carers and other interested people
Observations
Requests
Reporting may be, and include:
Verbal:
telephone
face-to-face
Non-verbal (written):
progress reports
case notes
hazard and incident reports
care plans
Situations of risk or potential risk, may include:
Behaviours of concern
Environmental hazards
slippery or uneven floor surfaces
physical obstructions (e.g. furniture and equipment)
poor home maintenance
poor or inappropriate lighting
inadequate heating and cooling devices
inadequate security
Evidence of abuse
Evidence of self-harm
Evidence of self-neglect
Impaired cognitive functioning
Impaired judgement and problem solving abilities
Social rights infringements
Sudden or unexpected change in health status include sensory loss
Uncharacteristic behaviours

Uncharacteristic or behaviours of concern that may require reporting and support may include:
Agitation
Aggression (physical and/or verbal)
Withdrawal
Confusion
Emotional distress
Disinhibition
Perseveration
Self mutilation
Substance abuse
Sleeplessness
Depression
Disorientation
Impulsivity
Eating problems
Specific knowledge may be required of particular groups or issues, such as:
Alcohol and other drugs abuse
Cultural and linguistic diversity
Specific types of disability
The impact of ageing
Risk of self-harm
Women
Men
Community education
Aboriginal and Torres Strait Islander people
Mental health
Acquired brain injury

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
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
This unit will be most appropriately assessed in the workplace and under the normal range of workplace conditions
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
equipment and resources normally used in the workplace
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 must be assessed in relation to the specific context in which it will (or may) be applied
In the case of working with older people, this unit is recommended (but not required) to be assessed in conjunction with:
CHCAC318A Work effectively with older people
OR
In the case of working with people with disabilities, it is recommended (but not required) to be assessed in conjunction with:
CHCDIS301A Work effectively with people with a disability