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.


Protocols include:
Communication with clients
Assessment of client needs
Collection, recording and reporting of information
Processes for decision-making for consideration of client needs


Context includes:
Statutory framework within which work takes place
Historical context of work e.g. changing attitudes; changing approaches to working with clients
Changing social context of work e.g. consumer centred approach, changing government and societal views, approaches to working with clients
Political context e.g. government policies and initiatives
Economic context e.g. the current economic situation as it relates to and affects people with disabilities and the subsequent impact on client needs
Facts/myths about disability


Issues include:
Access to services for people with disabilities and their carers
Meeting individual needs and personal goals of people with disabilities
Family and support structures
Income and employment service
Training for people with disabilities
Participation and integration in the community
Grieving and loss


Different models of work in the sector may include:
Community development and education
Health promotion
Case management
Working with families
Peer support/self help
Residential services
Community access respite care
Home based support
Behaviour management
Advocacy
Employment support
Lifestyle support
Business services support
Education and training


The underpinning values and philosophies of the sector may include:
A holistic and consumer-centred approach
Community education
Targeting of appropriate services
Commitment to meeting the needs and upholding the rights of clients
Commitment to empowering clients


Different client requirements may depend upon:
Type of disability e.g.
physical
sensory
intellectual
psychiatric
cognitive
Support availability including:
family
carer
financial
physical and emotional
behaviour management
employment
education and training


Policy and legislative requirements include:
Disability Discrimination Act
Disability Service Standards
Disability Services Act
Equal Employment Opportunity principles
Guardianship Board
Individual rights
Medical Act
Medication regulations
Nurses Act
Privacy Act
Restrictive practices legislation


A commitment to access and equity principles includes:
Creation of a client oriented culture
A non-discriminatory approach to all people using the service, their family and friends, the general public and co-workers
Ensuring the work undertaken takes account of, and caters for differences including: cultural, physical, religious, economic, social, developmental, behavioural, emotional and intellectual


Rights include principles expressed in:
Charters of rights
Outcomes standards documents
General human rights
Freedom from discrimination
Freedom of information


Rights may be detailed in:
Legislation
Resident handbooks
Mission statements
Industry and organisation service standards


Rights include:
Privacy
Confidentiality
Common law
To be treated in a dignified, safe and comfortable manner
To express own feelings
Freedom of association
Choice to participate
Access to complaint mechanisms


Interests include:
Financial
Accommodation
Services
Recreation


Needs may include:
Personal
Security
Safety


Strategies include those to address:
Service access
Individual needs
Decision-making and choice
Privacy, dignity and confidentiality
Participation and integration
Valued status
Complaints and disputes
Service management
Abuse prevention


Barriers may include:
Negative personal attitudes and values of staff
Organisation procedures and practices
Client service strategies
Social, cultural and religious
Physical and economic

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
Consistency in performance should relate to requirements of the particular workplace


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 of this unit include access to:
a relevant workplace or an appropriately simulated environment where assessment may take place


Method of assessment:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons