Course Title: Support relationships with families, carers and friends

Part B: Course Detail

Teaching Period: Term2 2014

Course Code: HWSS5589C

Course Title: Support relationships with families, carers and friends

School: 365T Global, Urban & Social Studies

Campus: City Campus

Program: C4329 - Certificate IV in Disability

Course Contact : Anthony Graham

Course Contact Phone: +61 3 9925 4411

Course Contact

Name and Contact Details of All Other Relevant Staff

Renee Costa, Program Coordinator, +61 399250886

Mary Collins, Program Teacher, +61 3 99254598

Nominal Hours: 55

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

Not Applicable

Course Description

This course describes the skills and knowledge required to work positively with the carers and/or families of clients based on an understanding of their support needs across a range of service settings including aged care, disability and community care.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCICS410A Support relationships with families, carers and friends


1. Work positively with carers and families

Performance Criteria:

1.1 Demonstrate the range of patterns/structures of current family life and the concept of family care giving
1.2 Identify key issues for carers in the support of a family member who is aged and/or has a disability and support implementation within the context of different family patterns and access to resources
1.3 Identify the impacts of caring on individuals and family relationships
1.4 Identify the range of responsive services required by the carer to support the care relationship with the client
1.5 Implement strategies to support the rights of families and carers
1.6 Implement a range of positive strategies for involving families and carers in design and delivery of supports offered to them and the client


2. Analyse life cycle transitions for carers and families and the implications for direct care workers

Performance Criteria:

2.1 Identify transitions as major life changes for clients, their family members and friends
2.2 Identify client pathways into service settings and the implications for carers, families and friends
2.3 Identify potential positive and negative impacts that transitions may create for family, carers and friends
2.4 Support carer and family to identify and use strategies to maximise positive aspects of transition
2.5 Support carers, families and friends to maximise ongoing care and involvement in the life of the client in a range of service settings
2.6 Identify strategies and practices that can be implemented to support the life cycle transition experiences of carers and families


3. Analyse strategies to promote carer health and well being

Performance Criteria:

3.1 Identify issues that may impact on the physical and emotional health and well being of the carer
3.2 Identify and analyse the barriers to self care for carers
3.3 Identify systems and strategies that can be implemented to promote the health and well being of carers

Learning Outcomes

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

Details of Learning Activities

In this unit you will develop your knowledge and understanding of the range of family patterns and structures and the impacts of disability within a family.  Class sessions will include human development, emotional and psycological development and life cycles.  Challenges across the life cycle of the family will be explored with consideration of issues for people from diverse backgrounds, people from regional, rural and remote areas and links with the Aged Care sector.  There will be individual and group activities during classes, field visits and guest speakers.  The Certificate IV in Disability includes a field placement in a community disability service of 200 hours across the whole program and the knowledge and skills you gain in this course will be developed further through placement. 

Teaching Schedule

1Introduction to the unit
2The life cycle in services - stages of service need
3Human Development - physical, emotional, communication, psychological
4Human development (continued)
5Legislative and policy frameworks
6Field visits - to early years and schools sector (to be confirmed)
7Review of field visits - issues, ideas, different priorities
8Respite services and needs in the sector, sibling programs
9Funding streams - pensions and benefits
10Regional, rural and remote communities - particular issues
11Ageing in Australia - the aged care system, assessment and service delivery modes
12Dementia  - seminar from Dementia Victoria
13Staff roles in supporting families and carers
14Unit review - issues, perspectives and your practice

Learning Resources

Prescribed Texts


Other Resources

During sessions you will be directed to government and non-government and industry sources of information such as the Department of Human Services (DHS) website which includes current legislative and policy documents relevant to particular topics.  Advocacy and support organisations in the community will also provide support including Dementia Victoria, the Association for Children with a Disability and Office of the Public Advocate.

Overview of Assessment

Assessment is ongoing throughout the course. Assessment will incorporate a range of methods to assess performance and the application of knowledge and skills and will include a number of assessment tasks.

Assessment Tasks

There are four assessment tasks for this unit:

  1. Short answer questions:  based on theories and underlying philosophies, values and principles in family support work, aged care and direct service
  2. Field placement observations and reflection - issues and supports for families and carers
  3. Field visit and interview - with a disability service or community group who provide significant support to families and carers. 
  4. In-class: Group response to a scenario based on the needs of a person with a lifelong disability who is ageing and who lives in a rural community.

Assessment Matrix

A detailed matrix will be available from the teacher

Other Information

Assessment Tasks Submission Cover Sheet
You must complete a submission cover sheet for every piece of 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 and classes in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.
You will receive verbal and written feedback from your 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 found at:;ID=9pp3ic9obks7
Student progress
Monitoring student progress is an important enabling and proactive strategy to assist you to achieve your learning potential. The Student Progress policy can be found at:;IDvj2g89cve4uj1
Special Consideration Policy
All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment buy 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 website:;ID=kw02ylsd8z3n

Course Overview: Access Course Overview