Course Title: Undertake advanced client assessments

Part B: Course Detail

Teaching Period: Term1 2014

Course Code: HWSS5715C

Course Title: Undertake advanced client assessments

School: 365T Global, Urban & Social Studies

Campus: City Campus

Program: C0045 - Vocational Graduate Certificate in Community Services Practice(Client assessment & case management)

Course Contact : Bronwyn Tanti

Course Contact Phone: +61 3 9925 9079

Course Contact Email:bronwyn.tanti@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Nominal Hours: 75

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

None required.

Course Description

This course describes the knowledge and skills required to undertake initial and ongoing client assessments, to determine eligibility, priority and need for services as part of a case management process or as part of an assessment service. This course may apply to work in a range of community sector contexts where high-level assessment skills and knowledge are required.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCCM701B Undertake advanced client assessments

Element:

4.Respond appropriately to diversity

Performance Criteria:

4.1Ensure equitable access and culturally sensitive assessment processes are provided for culturally and linguistically diverse (CALD) and Aboriginal and/or Torres Strait Islander people
4.2Ensure appropriate interpreter support is provided in line with organisation protocols
4.3Where appropriate, build and maintain relationships with ethno-specific and multicultural organisations
4.4Where appropriate, build and maintain relationships with Aboriginal and/or Torres Strait Islander communities and organisations
4.5Recognise and support the role of ethno-specific, multicultural, Aboriginal and/or Torres Strait Islander organisations in linking their communities into the service system
4.6Use assessment processes and practices designed to build trust and confidence in mainstream services
4.7Where appropriate involve Aboriginal and/or Torres Strait Islander community and/or organisation representatives in the assessment process

Element:

5.Respond appropriately to people with different levels of need including people with complex needs

Performance Criteria:

5.1Recognise the significant needs of people in complex circumstances in relation to supporting their access to assessment
5.2Facilitate access to assessment for people with different levels of need including those in complex circumstances and identified as having high levels of need
5.3Develop and maintain inter-organisation relationships and agreements as appropriate to address client, family and carer needs
5.4Recognise the need for secondary consultation, medication administration/monitoring or additional specialist assessment, such as to be undertaken by a specified health professional, where the person's health is unstable to ensure the appropriate multi-disciplinary approach is applied
5.5Identify and build on person's motivation to improve their functional capacity and set their own goals

Element:

2.Conduct assessment

Performance Criteria:

2.1Ensure communication with all people involved in the assessment is in language or form they understand
2.2Clearly explain the assessment process and how information is used, including legal requirements and organisation policy and processes for mandatory reporting
2.3Implement risk management processes, as required, to ensure safety of person being assessed and others involved in the assessment, including workers
2.4Ensure appropriate and empowering involvement of the person, their carer/s and family in the assessment process
2.5Use appropriate assessment tools and processes to identify, clarify and prioritise needs of the person, their carer/s and family, especially where there are multiple and complex issues involved
2.6Collect and document information about the person, using an assessment tool if appropriate, including their:
•family, housing, financial situation, health
•social relationships
•ability to undertake activities of daily living
•relevant problems, if any
2.7Where multi-organisation assessments are undertaken, take steps to ensure coordinated and streamlined approach to assessment, with consultation to avoid duplication and support sharing of information
2.8Ensure those involved in the assessment are assisted to identify and prioritise the person's goals, needs and any risk factors
2.9Ensure the assessment provides an effective basis for establishing a care plan to provide required services whilst optimising the person's independence and self-management capacity
2.10Where carers are involved, ensure the assessment focuses on and empowers the care relationship rather than treating the individual in isolation
2.11Ensure carers are informed about their role and rights in the assessment and decision-making processes, where appropriate, including their right to assessment of their own needs
2.12Identify and assess work health and safety (WHS) risks and issues potentially associated with service and resource delivery

Element:

1.Prepare for initial assessment

Performance Criteria:

1.1Establish need for broad-based holistic assessment of person's needs based on referral or other documentation in line with organisation policy and procedures
1.2Establish rapport with person and obtain their consent to participate in the assessment process
1.3Identify additional stakeholders, such as carers and family members, whose input is required into the assessment process and outcomes
1.4Identify range of information, products and resources to be utilised in the assessment process
1.5Structure the assessment process to focus on identifying opportunities to build on strengths, improve functional capacity, and participation in social and community activities
1.6Organise appropriate time and place for assessment in conjunction with the person being assessed and associated carers, support workers and family, where appropriate
1.7Identify appropriate assessment tools and processes according to organisation policy and procedures
1.8Explain privacy and confidentiality principles, practices and procedures
1.9Ensure interpreter is available and has been briefed, where required

Element:

3.Undertake ongoing assessment and review

Performance Criteria:

3.1Respond appropriately to informal monitoring of health and well being of the person and/or their carer by workers, volunteers, carers or family
3.2Undertake regular and systematic reviews to ensure assessed needs of clients are being addressed effectively
3.3Use regular reviews to re-prioritise client needs for service and to ensure equitable access based on ongoing appraisal of prioritised needs
3.4Undertake reassessment of client needs in response to changes in client or carer health, review of risk management and/or WHS needs as specified in person's care plan or as required by personal circumstances


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

You will be involved in learning activities in a day long workshop. Activities will include group discussions, critique of reading material and self-reflection exercises. Reflecting on your own work context is a significant aspect of this course, and you will be given opportunities during the workshop to discuss and think about your practice.


Teaching Schedule

There are 10 workshops scheduled for this program.  Workshop 2 covers this unit.
WorkshopTitleDateExplanatory NotesUnit(s) of Competency
2Assessment, care planning and case managementMarch 2014We will consider and critique models of assessment and case management, with an emphasis on collaborative, inclusive forms of engagement including assessing eligibility, priority and need for services as part of a case management processes. Requirements of the Children, Youth and Families Act 2005 and Best Interest principles will be discussed.CHCCM701B: Undertake advanced client assessments (E1, E2, E3, E4 and E5)


Learning Resources

Prescribed Texts

None required


References


Other Resources

A set of readings will be made available to you prior to each workshop. These readings will be available in Blackboard.


Overview of Assessment

Assessment for this course is based on written case study identifying the situation and presenting issues of a client you are currently working or have worked with.


Assessment Tasks

CLUSTERING
This unit has been clustered (grouped) for assessment. For this unit CHCCM701B – Undertake advanced client assessments you will be required to complete the relevant sections of one assessment tasks as described below:

Case Study Task: for this course you will be required to write a case study identifying the situation and presenting issues of a child, young person, couple, family, group or community with whom you are working or have worked with. You will also require to identify how structural, political, legal, economic and social factors have affected the client’s situation and experiences; describe how your organisational setting might shape the way people present in this setting; identify the client’s strengths and challenges, fears and hopes and assess the client’s development, attachment experiences and how past experiences and trauma may affect them.

Further details of how assessment tasks are mapped to individual units of competency are available from the Program Coordinator.


Assessment Matrix

The assessment matrix demonstrates alignment of assessment tasks with the relevant Unit of Competency. These are available from the Program Coordinator. This program in delivered in accordance with competency-based assessment, grades include:

CA: Competency Achieved
NYC: Not Yet Competent
DNS: Did Not Submit for assessment

Other Information

Assessment Tasks Submission Cover Sheet
You must complete a submission cover sheet for every piece of submitted work, including online submissions. This signed sheet acknowledges that you are aware of the plagiarism implications.

Attendance
It is strongly advised that you attend all workshops in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.

Feedback
You will receive verbal and written feedback by teacher on your work. This feedback also includes suggestions on how you can proceed to the next stage of developing your competency. Information regarding student feedback can be found at: http://www.rmit.edu.au/browse;ID=9pp3ic9obks7

Student Progress
Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential. The student progress policy can be found at:
http://www.rmit.edu.au/browse;ID=vj2g89cve4uj1

Special consideration Policy (Late Submission)
All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension. Information regarding application for special consideration can be found at: http://www.rmit.edu.au/browse;ID=g43abm17hc9w

Academic Integrity and Plagiarism
RMIT University has a strict policy on plagiarism and academic integrity. For more information on this policy go to Academic Integrity Web site: http://www.rmit.edu.au/browse;ID=kw02ylsd8z3n

Course Overview: Access Course Overview