Unit of competency Outline

Date retreived
23/07/2026 11:11 PM AWST

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Work with clients with unique needs

Work with clients with unique needs

Unit of competency
National Code
CHCCS601C
State Code
WB68
TGA Status
Deleted
DTWD Status
Deleted
Current Release Number
1.00
Current Release Date
07/05/2012
View on TGA
State Implementation and Classification
Approved Date
21/07/2014
Field of Education
090513 - Counselling
Original Release Date
21/07/2014
Nominal Hours
70
Description
DescriptorThis unit describes the knowledge and skills required by higher skill workers who undertake specialised work with clients with exceptional needs and with complex and multiple issues, including working with offenders with a disability
Notes
Elements and Performance Criteria
1 Conduct complex assessment
  • 1.1 Identify and apply appropriate assessment tools to evaluate complex clients need/s
  • 1.2 Apply a risk management approach to client assessment
  • 1.3 Identify health implications for clients
  • 1.4 Identify educational and developmental needs of client
  • 1.5 Determine the need for additional communication support for the client
  • 1.6 Access information from a range of sources to determine services available to support client needs
  • 1.7 Determine emotional, social and other needs of the client
  • 1.8 Consult with the client and significant others throughout the assessment process
2. Design and apply appropriate strategies and program/s
  • 2.1 Use the assessment outcomes to design an intervention and support strategy
  • 2.2 Identify and access information from a range of sources to determine services available to support client/s needs
  • 2.3 Design a comprehensive plan including appropriate referrals
  • 2.4 Incorporate contingency and risk management strategies into the plan
  • 2.5 Communicate appropriately with the individual, significant others, colleagues and support staff
3. Monitor and evaluate the plan
  • 3.1 Identify and implement strategies to monitor the effectiveness of the approaches taken
  • 3.2 Maintain relevant data and keep accurate records to monitor the effectiveness of the plan
  • 3.3 Review outcomes of the plan and make adjustments, as needed
  • 3.4 Review and adapt risk management strategies as required
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.


Complex issues may include:
ABI
Autism
Sensory loss
Prader-Willi syndrome
Attention deficit disorder (ADD)/attention deficit hyperactivity disorder (ADHD)
Behaviours of concern
Communication needs
Complex medical needs
Dual/multiple disabilities
Intellectual, physical and/or neurological disability
Language and diversity
Offending behaviours
Social/economic disadvantage


People with complex issues may include:
Adolescents
Adults
Children
People with a physical/sensory/ intellectual/psychiatric disabilities
Persons under court/protective/statutory orders


Appropriate assessment tools may include:
Genograms
Psychosocial assessments
Risk frameworks - self and others
Specialised assessment tools
Taking a case history


Risk management approach may include:
Duty of care requirements
Established risk management frameworks/models
Harm minimisation strategies
Organisation risk assessment protocols and guidelines
WHS regulations, policies and procedures


Health implications for clients may include:
Access to appropriate health care
Alcohol and/or other drugs (AOD) use
Inability to manage own health and wellbeing
Inactivity
Neurological
Nutrition
Physiological
Self-injurious behaviours
Sexual health and lifestyle issues


Educational and developmental needs may include:
Aetiology
Early intervention
Opportunity and support to access appropriate education opportunities at:
pre-primary
primary
secondary
post-secondary levels
support at different life stages


Additional communication support may include:
Augmented communication aids i.e. electronic devices
Communication aids (i.e. picture books and TTY)
Culturally specific resources
Family support
Interpreting services
Speech pathology services


Emotional, social and other needs may include:
Equal employment opportunity (EEO), discrimination and privacy issues
Family support
Grief and loss
Isolation, rural and geographical issues
Sexuality issues
Socioeconomic issues
System support
Vulnerability


Significant others may include:
Carers
Family
Friends
Other professional support persons
Partners


Intervention and support strategy may include:
Allied health plans/support
Development of individual program/support plans
General service plans
Justice plans


Support services may include:
Externally monitored
Family and significant others
Government and non government
Individualised/tailored strategies
Private practice
Range of pre-determined supporting organisations and services
Self-managed


Sources of information may include:
AOD services
Child protection services
Community service networks
Family and significant others
Health support services
Juvenile justice services
Mental health services
The person with complex needs


Maintain relevant data and keep accurate records may refer to:
Files and file notes
Organisation records
Reports formal and informal
Statutory orders


Consultation may include:
Family members and significant others
Formal and informal meetings
Networks
Professional support workers
The person with complex needs


Review processes may include:
Case management meetings
Organisation review processes
Reports (verbal, written, formal and informal)
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 of competency will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions
Assessment may be conducted over one or more occasions and should include both the development and promotion of best practice


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 and linguistically diverse (CALD) environments
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 delivered and assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resource requirements for assessment include access to a workplace or similar environment over a number of occasions


Method of assessment:
Assessment may include observation, questioning and evidence gathered from the workplace setting (e.g. from workplace-based project or evidence portfolio)
Replaces
State Code National Code Title Type
D2358 CHCCS601B Work with clients with unique needs Unit of competency