Course Title: Work effectively with carers and families in complex situations

Part B: Course Detail

Teaching Period: Term1 2014

Course Code: HWSS5718C

Course Title: Work effectively with carers and families in complex situations

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

Name and Contact Details of All Other Relevant Staff

Nominal Hours: 65

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 support the care relationship for clients with carers and families in complex situations. This course may apply to work in a range of community sector contexts, particularly in client assessment and case management, and working with clients who have complex needs requiring a range of care solutions.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCCM705C Work effectively with carers and families in complex situations


1.Identify and address the needs of carers and families

Performance Criteria:

1.1Work with carers and families of clients with complex needs to clarify their needs and identify available support options
1.2Provide information as required to assist and meet identified needs of carers and families
1.3Recognise the multi-dimensional and dynamic nature of caring relationships and respond appropriately to support individual relationships with each client
1.4Observe changes in the caring relationship over time and respond appropriately to those changes to address needs of carers and care recipients
1.5Recognise the key factors in risks to the care relationship continuing and respond appropriately to these
1.6Ensure that each person's carer/s and family are treated with dignity and respect and with sensitivity to cultural issues and expectations in the caring relationship
1.7Take steps to ensure all service providers are aware of and respond appropriately to address specific identified needs of carers and families
1.8Where appropriate, identify needs of children of parents with complex needs and apply strategies to address these needs, including where children adopt the caring role (young carers)


2.Involve carers and families in assessment and care planning processes

Performance Criteria:

2.1Consult with care recipient to clarify the role and involvement of primary carer/s and other family members in the decision-making and service delivery processes
2.2Ensure assessments are undertaken in the context of the care relationship and address the needs of both care recipients and carers, and address any areas of conflict
2.3Ensure carers are well informed about their role and rights in assessment of the care recipient and care planning decision-making and that they are aware of their right to a carer assessment, which may be undertaken separately
2.4Ensure carer assessment is empowering and builds carer relationships with service providers over time
2.5Provide carers with clear understanding of available services and choices, so they are informed participants in the care planning process
2.6Consult with all organisation representatives involved in assessment and care planning in complex situations to ensure carer and family involvement is clear
2.7Ensure services are provided in a manner that recognises and optimises the caring relationship to maximise each person's potential for achieving their goals and addresses identified needs
2.8Maximise agreed involvement of carer/s and family in assessment and care planning processes and decision-making
2.9Ensure mechanisms are in place to support sharing and updating of information with carer/s and family


3.Involve carer/s, family and other informal support persons in monitoring client care plan implementation

Performance Criteria:

3.1Ensure carer/s have a clear understanding of client-identified goals and the role planned services, support and resources have in achieving those goals
3.2Ensure carer/s have identified their own goals and the role planned services, support and resources have in achieving those goals
3.3Listen to observations of client, carer/s and family about aspects of care and services provided in relation to achieving those goals
3.4Maintain appropriate level of rapport and communication with carer/s to support disclosure of information about delivery of services and resources in line with care plan
3.5Maintain collaborative relationships with carers and other informal supporters (e.g. neighbours or friends), to ensure they can continue to provide the desired support to people with complex needs
3.6Involve carer/s in identifying problems with implementing care plans and potential adjustments to best meet each person’s needs

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.  Workshops 3 and 5 cover this unit.
WorkshopTitleDateExplanatory NotesUnit(s) of Competency
3 April 2014This workshop considers what is required to undertake complex collaborative case management with clients, carers and families in complex situations, such as un/under/employment, financial distress, homelessness, or drug or alcohol misuse. Theories for critical practice include structural, feminist, systems, psycho-dynamic and postmodern thinking and attachment, developmental and trauma theories.CHCCM705C: Work effectively with carers and families in complex situations. (E1, E2 and E3)
5 June 2014This workshop expands participants’ knowledge and skills in advanced practice approaches, including narrative and cognitive-behavioural approaches with children youth and families.CHCCM705C: Work effectively with carers and families in complex situations. (E1 and E2)

Learning Resources

Prescribed Texts

None prescribed


Other Resources

A set of readings will be made available to you prior to each workshop. Additional resources will also be available in the learning management tool ‘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

This unit has been clustered (grouped) for assessment. For this unit CHCCM705C – Work effectively with carers and families in complex situations 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.

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.

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:;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:;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:;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:;ID=kw02ylsd8z3n

Course Overview: Access Course Overview