Course Title: Support relationships with carers and families

Part B: Course Detail

Teaching Period: Term1 2020

Course Code: HWSS6081C

Course Title: Support relationships with carers and families

Important Information:

This course is delivered and assessed in a cluster with;

  • CHCPAL001 Deliver care services using a palliative care approach
  • CHCAGE005 - Support people living with dementia

School: 375T Vocational Design and Social Context

Campus: City Campus

Program: C3400 - Certificate III in Individual Support (Ageing, Home and Community)

Course Contact: Gwen Cawsey

Course Contact Phone: +61 3 9925 4581

Course Contact Email:

Name and Contact Details of All Other Relevant Staff

Nominal Hours: 70

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites


Course 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.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCCCS025 Support relationships with carers and families


1. Include carers and family members as part of the support team

Performance Criteria:

1.1 Assess and acknowledge the role and importance of carers and family members for the person

1.2 Work in a manner that recognises and supports carer’s relationship with, 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 respond to changes in the care relationship

Performance Criteria:

2.1 Assess potential risks of change to the care relationship including any potential physical and psychological harm to carers and the person

2.2 Support the person, carer and family to identify and use strategies that 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 promote carer rights, health and well being

Performance Criteria:

3.1 Respect the confidentiality and privacy of the carer, as well as the person with support needs

3.2 Identify and respond to the need for services required by the carer to 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

Learning Outcomes

On successful completion of this course you will have developed and applied the skills and knowledge required to demonstrate competency in the above elements. 

Details of Learning Activities

Workshops where information is shared through talks and discussions, and exercises are conducted to apply learning. Time is spent during workshops for students to work on assessment tasks. It is an expectation that students also work on tasks outside of workshop time.

Teaching Schedule

Session One: Introduction to the Complex Care units  Overview  Structure  Units in this cluster  Assessment conditions  Assessment requirements   Session Two: Dementia Theory What is Dementia?  Facts around Dementia including types, signs, symptoms.  Statistics and Prevalence  Impact of Dementia on client, family/friends  Person-centred Care  Mandatory reporting requirements/elder abuse Session Three: Dementia and Altered Behaviours  Behaviour Management  Altered Behaviours  Behaviour Triggers  Behaviour Charting and Documentation   Session Four: Palliative Care Palliative Care:  What is Palliative Care?  What is a Palliative Approach?  Palliative Care Principles  Duty of Care vs Dignity of Risk  Cultural considerations  Dealing with Carers, Family and Friends  Advanced Care Planning   Session Five: Carers Definition of a Carer:  What is classified as a Carer?  Statistics on Carers in Australia.  Working and supporting carers    Legal and ethical issues  CALD Carers  Transitions through life stages  Roles and responsibilities of those in Care/family/friends/Supervisor   Session Six: Assessment session:  Personal Care – Dementia –Palliative Care Session Seven: Assessment session:  Personal Care – Dementia –Palliative Care   Session Eight: Managing Behaviours of Concern – Role plays Dementia Management Strategies and Scenarios:  Care Plan Review  Cultural and Special Needs  DVD on Challenging Behaviours  Demonstrating Behaviours of Concern and Contingency Plans   Session Nine: Practical Assessment Review and Practice Dementia Management Meeting Simulation Practice  Care Plan Review  Cultural and Special Needs  Meeting simulation  Leisure Activity – resident guidance and communication  Activities for Resident with Dementia Assessment  Simulation of Post Death communication to family  Demonstrating Behaviours of Concern and Contingency Plans   Session Ten:  Practical Assessments of Cluster 2 and 3 Assessing Practical Unit Requirements:       Session Eleven: Student Practical Experience in Dementia/Palliative Care/Carers Including;    Appropriate WHS – Infection Control    Manual Handling - use of all equipment prior to placement    Privacy, Dignity and Disclosure    Mandatory Reporting Requirements   Practical Placement  Session Twelve: Practical Review and Practice Reflection on placement – the good, the bad and the interesting! What areas do students need more on to feel competent and confident? Practical refresher in areas of concern  Carers Unit  Care Plan/Case notes Review  Cultural and Special Needs  Respecting the Home environment  Differences in care provided from RACF to HACC  WHS in the community  Legal and ethical considerations  Privacy, Dignity and Disclosure  Mandatory Reporting Requirements for HACC   Session Thirteen:  Practical work on areas of concern Practical Unit Requirements:  Wheelchair excursions  Blind simulation  Deaf simulation  Access/Equity in the community   Session Fourteen: Student Practical Experience in Dementia  Dementia simulation – lost in the community     Behaviour charting       Progress notes     Care plans     Cultural diversity and Dementia care     Documentation required   Session Fifteen: Practical Assessment Review Reflection on the unit:  Written assessment review  Reflection on learning material  Reflection on HACC  Discussion on next Cluster

Learning Resources

Prescribed Texts


Other Resources

Overview of Assessment


Assessments will include a combination of tasks including knowledge questions and case study analysis.

Assessment Tasks

Task 1: Knowledge questions

Task 2: Practical assessment task

Task 3: Practical assessment task

Task 4: Practical assessment task

Task 5: Practical assessment task

Assessment Matrix

Students will have access to a marking rubric for reference at the time assessment tasks are distributed.

Other Information

Please refer to the rmit student page for extensive information about study support, assessment, extensions, appeals and a range of other matters:

Course Overview: Access Course Overview