CHCCCS025Support relationships with carers and families

ASSESSMENT

CCCS025Support relationships with carers and families

ELEMENT PERFORMANCE CRITERIA
1. Include carers and 1.1 Assess and acknowledge the role and importance of carers and family
family members as members for the person
part of the support 1.2 Work in a manner that recognises and supports carer’s relationship with,
team and knowledge about, the person with support needs
1.3 Identify the knowledge and skills of the carer that complement the role of
the worker
1.4 Involve carers and families in the design and delivery of the person’s
support services

2. Assess and 2.1 Assess potential risks of change to the care relationship including any
respond to changes potential physical and psychological harm to carers and the person
in the care 2.2 Support the person, carer and family to identify and use strategies that
relationship maximise positive aspects of change and transition
2.3 Support carers, families and friends to maximise ongoing support and
involvement in the life of the person

3. Monitor and 3.1 Respect the confidentiality and privacy of the carer, as well as the person
promote carer with support needs
rights, health and 3.2 Identify and respond to the need for services required by the carer to
well being support the care relationship with the person
3.3 Identify and respond to issues that may impact on the physical and
emotional health and well being of the carer
3.4 Provide carers and families with information about carer support services
Extracted from TGA
CHCCCS025Support relationships with carers and families
Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks
outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the
context of the work role. This includes knowledge of:
• context for caring in Australia:
• carer demographics
• carer support organisations and resources
• attitudes, stereotypes, false beliefs and myths associated with caring
• different pathways into service settings for the person and the implications for carers, families and
friends
• rights, roles and responsibilities of different people in the care relationship
• the person
• family members
• friends
• support worker
• impact of the caring role on family, carers and friends
• different family patterns and structures and their impact on the person
• life cycle transitions:
• types of transitions
• positive and negative impacts
• current service delivery philosophy and models:
• basic principles of person-centred practice, strengths-based practice and active support
• strategies to work positively with families, carers and friends
• organisation policies and procedures in relation to carers and families
• legal and ethical requirements for working with carers and families and how these are applied in an
organisation and individual practice, including:
• discrimination
• privacy, confidentiality and disclosure
• work role boundaries – responsibilities and limitations
Extracted from TGA

Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in elements and
performance criteria of this unit, manage tasks and manage contingencies in the context of the job role.
There must be evidence that the candidate has:
• assessed and responded to the needs of at least 3 different people and their carers or family
members
• used strengths-based solutions to respond to both routine and unpredictable problems related to
care relationships

Extracted from TGA

 Assessment Conditions CHCCCS025

Skills must have been demonstrated in the workplace or in a simulated environment that reflects
workplace conditions. The following conditions must have been met for this unit:
• use of suitable facilities, equipment and resources, including organisation policy, protocols and
procedures relevant to carers and families
• modelling of industry operating conditions and contingencies, including people, carers or family members
with whom the candidate can interact

• Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory
competency requirements for assessors.
Links
Companion volumes from the CS&HISC website - http://www.cshisc.com.au
Extracted from TGA

Unit Description

This unit describes the skills and knowledge required to work positively with the carers and families of people
using the service based on an understanding of their support needs.

This unit applies to workers across a range of community services contexts.

Conditions of assessment
• You are to complete all the assessments, in accordance with HIC’S Assessment Policy and that are outlined in
this document i.e. Assessment 1 & 2 and present your evidence to the Assessor so that you can be graded as
either S – Satisfactory or NS – Not Satisfactory for each assessment task. In either case your Assessor will
provide you with feedback.
• If the evidence is graded as NS – Not Satisfactory you will be required to re-submit the evidence within your
enrolment period for the qualification.
o In that case you will be provided with clear and constructive feedback based on the assessment
decision so that you can improve your skills / knowledge prior to re-submission of evidence.
• Only when all assessments have been graded as S - Satisfactory you will be deemed C – Competent in this unit
of competency; if you do not satisfactorily complete all the assessment tasks you will be deemed NYC – Not
Yet Competent for this unit of competency and appropriate feedback will be provided to you by your assigned
assessor.
• If you are dissatisfied with an assessment decision you should make an appeal to HIC in writing no longer than
20 days following advice of the assessment decision, in accordance with HIC’s Complaints and Appeals Policy.

Reasonable Adjustments - by student request

• If you require a reasonable adjustment, you should discuss the matter with your assigned assessor in
accordance with HIC’s Special Consideration Policy and Procedures.
 Foundation SkillsCHCCCS025Support relationships with carers and families

Foundation skills are explicit in the performance criteria of the CHC package. The following table contains a
summary of the foundation skills for this unit. Industry/Enterprise requirements for this qualification include:

Foundation skill Requirements for this qualification include

Learning Plan and prepare the delivery of support
All assessments Identify risks and or issues in the delivery of support
Learning in a range of settings including informal learning
Participating in ongoing learning
Learning new skills and techniques
Taking responsibility for own learning (i.e. within scope of own work role)
Applying a range of learning approaches (i.e. as provided)
Reading Accurately read care plan, handover sheets, andother training resources,
Assessment 1 workplace procedures.
Assessment 2
Interpreting the needs of internal/ external clients such as information from
referrals and client notes
Writing
Writing to complete workplace related documentation, such as progress notes
Assessment 2
reports, observation documentation,
Assessment 3
Writing referrals to an appropriate medical, dental, nursing or allied health
professional
Oral
Listening to and understanding clients descriptions of conditions
Communication
Speaking clearly/directly to relay and present information, including handovers
Assessment 1 Use the correct terminology in thesupport context
Assessment 3
Negotiating responsively (possibly with allied health professionals, clients)
Assessment 4
Listening to & resolving concerns in relation to client health issues
Report, clarify, listen and understand workplace instructions. to supervisors

Using numeracy skills to solve problems (e.g. time management, simple

Numeracy
calculations, shift handover)
Assessment 1
Work individually and with other team members to ensure that
Team work communication is clear
Participate in handover when instructions are given regarding
implementation of a client’s care plan
Applying a range of strategies in problem solving
Contingency approach
Report changes in health conditions
Using technology and related workplace equipment (i.e. within scope of role)
Technology
Assessment 1 Applying anatomical and physiological knowledge to enter data using technology

CHCCCS025Support relationships with carers and families

On completion of this unit, the worker in these particular sectors must show evidence of the ability to
complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage
contingencies in the context of the job role.
There must be evidence that the candidate has:

• assessed and responded to the needs of at least 3 different people and their carers or family
members
• used strengths-based solutions to respond to both routine and unpredictable problems related to
care relationships
 ASSESSMENT 1
Case Study- John

Read the Scenario and answer the questions below

John is a 65 year old man who suffers from Alzheimer’s disease. Since his diagnosis he
has been cared for by his daughter, Marie. However, since his condition has worsened,
John recognises Marie less frequently, and when she tries to help him to carry out his
daily tasks, he has begun to express anger and has been verbally abusive.

Due to the change in John’s personality, Marie no longer feels capable of caring for her
father full-time and requires consistent, professional help. As a result, Marie has decided
to move her father from his home to a supported residential setting. Of course, this
means that John and Marie will be spending less time together.

Although they will be spending less time together, Marie wants to put a routine in place
regarding her visits. The main reason she is doing this is to provide John with consistency
in the hope that he will remember when she is coming to visit. The key thing that Marie
wants to prevent from happening is her father forgetting who she is completely, and
whilst this is a possibility, she believes that consistency will prolong his memory.

1. Identify two changes to the care relationship between John and Marie
• Changes to John’s personality
• John and Marie will spend less time together

2. As John’s support worker, explain how you can support Marie’s wish to put a
routine in place for her visits.

Learners answer will vary they might include:

Suggesting creating a schedule for Marie’s visits and providing this to John. This can
then be reinforced through positive reminders to John regarding when Marie will be
visiting.
 ASSESSMENT 2
Case Study- Jesse
Read the Scenario and answer the questions below

Jessie is the carer of James, her 25-year-old son with intellectual and physical disabilities
and mental health issues. Jessie worked for 15 years as a social worker, but gave up her
career when James was born and has been caring for him ever since. James is an
outgoing young man, but he needs daily assistance with personal care, dressing,
medication, meal preparation, transport, appointments and financial issues. Up until
recently Jessie provided all the care for James, but Jessie's health has deteriorated and
she now needs the assistance of support workers on a daily basis. Jessie has painful
arthritis which is restricting her movements.

In a short paragraph for each, answer the questions.

1. Give examples of knowledge and skills that Jessie might possess that could
complement the role of a support worker involved in the care of James.

Jessie was a social worker so she probably has counselling skills that might be useful in
the management of James if he becomes upset, angry or depressed. Jessie has probably
worked out the easiest way to shower and dress James, and developed a daily routine
that the worker could follow to reduce the chance or resistance on the part of James to
the ways of a new worker.

2. Taking into account Jessie's health issues, what might be identified and confirmed
with the supervisor regarding job function boundaries that indicate respect for
Jessie's role as James' carer?

Jessie might be happy to continue to manage James' financial affairs, medication, and
meal preparation, leaving his personal care, dressing, transport, accompaniment to
appointments, and social outings to the support worker.

3. Identify possible needs that Jessie might have that could impact on James and
would therefore need to be confirmed with a supervisor.

The carer might need affirmation, recognition, education, information, referral, inclusion,
choice about involvement in specific aspects of care, peer support, or respite. If these
needs are not met Jessie might become stressed or depressed which in turn could have a
negative impact on James because it is easy for another person to pick up the energy of
someone working closely with them.
 ASSESSMENT 3
Case Study- George

Read the Scenario and answer the questions below

George spent most of his life working in the mines in the Gippsland. Well into his 80s he is now
in a care home on the edge of Wonthaggi, the mining town where he was brought up. As a
result George is well known not just to the others in the home but by many of the staff whose
parents and grandparents he knew. George is in poor health and as a result of his work suffers
from emphysema and is breathless.
George has a daughter, Vera, who moved away from home to Melbourne when she was 18,
qualified to be a nurse but has now returned back to Wonthaggi after her retirement. She is a
strong character and frequently takes over the tasks of the care staff and constantly inspects
their work and support.
One day George asks to be supported to go to the toilet which the duty staff begin to
respond to. Vera insists that she will take her dad to the toilet. George begins to get upset and
to starts to breathe more heavily and to get agitated. The staff ask Vera to leave but she
refuses saying that as a professional nurse and as a daughter she has the right to stay and
make sure that they are looking after her father properly.

Read the Acronym FAIR

Then using the acronym FAIR and the prompt questions, address the issues raised

[F] Facts
What is the experience of the individual? Is the individual being heard and if not, do they
require support to do so?
What are the important facts to understand?

[A] Analysis of right(s) at stake

What are the human rights or issues at stake?
Is the right to life or the right not to be subjected to inhuman or degrading treatment at
stake? If so, these rights are absolute and cannot be restricted.
Can the right be restricted? What is the justification for restricting the right?
Is the restriction on the right ‘proportionate’? i.e. is it the minimum necessary restriction
to meet the aim or is a “sledgehammer being used to crack a nut”?

[I] Identification of shared responsibilities

What changes are necessary?
Who has responsibilities for helping to make the necessary changes?

[R] Review actions

Have the actions taken been recorded and reviewed and has the individual affected been
involved?
 ASSESSMENT 3
Case Study- George Continued

1. FACTS - What are the facts?

George has emphysema and is breathless.
He does not appear to want his daughter Vera to be present when he is being supported
to go to the bathroom.

2. ANALYSIS - What are the right(s) at stake in the scenario?

George’s right to privacy under Article 8 is at stake here. This right can be restricted.
The justification for the restriction is that Vera wants to be involved in her father’s care.
This does not appear to be proportionate as it does not take George’s wishes into account
and is not necessary for his care.

3. IDENTIFY - What are the responsibilities that are shared by different carers?
The care workers have a responsibility to explain to Vera that it is her father’s wishes and
right to have privacy for his personal care needs.
Vera has a responsibility to take account of her father’s right to privacy.
It is Vera’s responsibility to recognise Jimmy’s rights and his right to participate in all the
decisions about his care.

4. REVIEW - What are the reviews that need to happen?

Has George participated in decisions made about his care?
Have George’s rights been explained to Vera?
Are staff aware of the privacy rights of George?
Have the actions taken and George’s preferences been recorded?
 ASSESSMENT 4 - Written Assessment
Knowledge

Respond to the following questions based on your acquired knowledge of supporting relationships of carers
and families.
1. Who might carers be?
Carers can be full time, part-time or occasional carers.
They can be spouses, children, siblings, neighbours and friends. The care they provide is
not always recognised, appreciated or rewarded by society.

2. Explain the role of a carer.

Carers might assist the client with activities of daily living (ADL); be a key person for
transport, social support, medical appointment support, and provide emotional support
and assist with decision-making.

A carer might also help out with:

i. cleaning, cooking
ii. medications and therapy
iii. medical and other appointments
iv. keeping the person safe

3. Provide a minimum of four (4) ways service providers can acknowledge the carer as part
of the care team?
The carer can be acknowledged as part of the care team by:
• identifying the importance of the family or friendship role the carer fills in the life of
the client
• acknowledging and utilising the relevant knowledge and skills of the carer as a
team member
• planning care support around the carer’s role
• inviting input from the carer when developing the support plan
• including the carer as part of the team on the support plan
• identifying and addressing carer issues
• developing solutions that recognise strengths of the carer

4. Identify four (4) carer needs that might impact on the family member.
Carer’s needs that might impact on a family member include:
• affirmation
• recognition
• education
• information and referral
• inclusion
• choice about involvement in specific aspects of care
• peer support
5. Provide a minimum of two (2) ways service providers can support carers to maintain a
lifestyle suitable to their needs and preferences?

• identify and report aspects of a carer’s role that has a negative impact on their
own needs such as having to repeatedly get up during the night to care for the
client, thus impacting on their need for a good night’s sleep
• working on solutions to assist the carer to achieve or maintain a lifestyle that
meets their needs and preferences
• providing support services that enable the carer to develop a positive lifestyle

6. Provide a minimum of three (3) roles of the carer in your work as Home and Community
Care worker?
The role of a carer includes supporting their family member/ friend with:
• personal care
• companionship
• social outings
• meal preparation
• financial management
• emotional support

7. What support can you provide to carers in your role as Home and Community Care
worker? Give three (3) examples
Providingpersonal reassurance
information about services
organisational help, HACC services
encouraging others to help and be supportive

8. How can you provide support to the risks that the carer faces in caring for their loved one
at home? Provide a minimum of two (2) ways.
• Workers should respond to situations of risk by:
• identifying and reporting situations of risk or potential risk to appropriate people
such as a supervisor, carer, doctor, or to the police
• reporting uncharacteristic or inappropriate behaviour because it might indicate that
the person is unwell, stressed or at risk of harm
• reporting situations of risk which might adversely affect the health of people with
disabilities such as poor nutrition and poor hygiene
• identifying indications of possible abuse and/or neglect such as bruising, anxiety
and malnutrition, and report according to organisation policy and protocol

9. What legal and ethical issues do service providers need to take into account when
supporting clients and carers? Provide a minimum of three (3) .
• carers legislation
• aged care, mental health and disability legislation
• anti-discrimination legislation
• child protection legislation
• privacy and confidentiality
 10. Name at least two programs that are funded under community care common standards
• Home and Community Care (HACC) Program
• Community Aged Care Package (CACP) Program
• Extended Aged Care at Home (EACH) Program
• Extended Aged Care at Home Dementia (EACHD) Program
• National Respite for Carers Program (NRCP)

11. How does the impact of family relationships and dynamics impact on a carer providing
care for their loved one?
Family and carers are likely to experience a range of very different, and often quite
extreme, feelings. This is particularly difficult because, as time progresses, it causes the
person’s abilities and personality to change, as to the carer’s, and with those changes
the nature of relationships will also change.

12. Give two ways in which you could demonstrate in your work your understanding of the
importance of confidentiality.
Donot gossip: Many rumours are untrue - if you want to find out the truth ask staff though
due to confidentiality they may not know or not be able to tell you.
Personal phone numbers should not be given out to clients
Please do not indirectly discuss or divulge any information concerning the management
of the organization or clients and other staff and volunteers.

13. What are some key changes that could lead to the breakdown of a care relationship?
Key changes include:
• worsening carer health
• worsening health or behaviour of the person with support needs
• loss of formal or informal supports
• high level of carer stress
• high intensity care
• multiple competing role demands
• conflict in relationships with family or service providers

14. What are some to the issues for Aboriginal carers, and how can we support these carers
and the clients?
Many of the barriers to service experienced by people from NESB communities also exist for
Aboriginal people. The history of colonilisation and past government policies that worked
against the welfare, survival and well-being of Aboriginal people have left deep scars and the
emergence of social and political problems that still need to be addressed. Lack of education,
barriers to employment, racism, isolation etc. have a detrimental effect on a person’s ability to
know and feel that services are there for them. As service providers we must be aware that all
our clients and prospective clients are individuals with the same rights under Australian law. As
per NESB people we must promote access to Aboriginal specific services if that’s what the
community wants but in general, make all our services accessible regardless of race or culture.

15. How is a caring relationship where the client has dementia likely to change over time?
The relationship is likely to change as the client’s symptoms become more severe because as
the client becomes more dependent on the carer, the carer’s role will intensify; possibly to the
point where the client will have to be placed in a residential care unit.

16. What might be the impact of key changes regarding the client’s individualised support
plan?
The impact of the changes might warrant reassessment or review of the client’s individualised
support plan. If the role of the carer changes, or the type of care changes, the client might need
different or increased services to cope with the changes

17. Explain the importance of providing on going support to a family of an individual with a
disability
Family and friends are often involved in providing personal care and/or support to an individual
with a disability. It is very important to ensure that families are well supported so that they can
continue to provide this assistance
There are many different types of support that is available to families:
E.g. Respite care can be provided in or outside of the home by providing home help, support
groups, counselling, home alterations and modifications