Course Title: Respond holistically to client issues and refer appropriately
Part B: Course Detail
Teaching Period: Term1 2011
Course Code: HWSS5454C
Course Title: Respond holistically to client issues and refer appropriately
School: 365T Global Studies, Soc Sci & Plng
Campus: City Campus
Program: C6099 - Advanced Diploma of Disability Work
Course Contact : Mary Collins
Course Contact Phone: +61 3 99254598
Course Contact Email:mary.collins@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
Students are assumed to be experienced disability staff working in the disability or community services fields.
Course Description
In this unit you will develop the knowledge and skills required to assess a range of client issues and refer appropriately.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCCS422A Respond holistically to client issues and refer appropriately |
Element: |
1. Establish interpersonal relationship with the client 2. Identify the range of issues impacting on the client and assess client needs 3. Analyse and assess information to determine appropriate course of action to be followed 4. Refer client to other services to provide coordinated support 5. Review effectiveness of services provided to meet client needs. |
Performance Criteria: |
More information on the performance criteria will be provided during sessions |
Learning Outcomes
Please refer to elements
Details of Learning Activities
You will attend a program of workshops which will focus on key themes and issues and which will include guest presenters from the disability area and other industry areas.
The student cohort is comprised of experienced disability staff so the workshops are based on extending your knowledge and skills focusing on current work practises, industry initiatives and issues, legislative and policy frameworks and related community services sectors.
Teaching Schedule
Session courseand date |
Topic |
1 10/2 |
Course intro Student Administration, 1st/2nd year students: 2011 units Recognition of Prior Learning(RPL) inc. Recognition of Current Competence(RCC) Workplace based learning: processes, tools, planning. Discussion – useful legislation workplace policy and practice docs for semester 1/11 (Library orientation for new students) |
2 24/2 |
Learning and Assessment tasks: In-class tasks, Major L & A task - Project: Case Study Unit cluster theme: Assessment – building a picture of the individual and their needs In-class task 1- Assessment in Community Services settings |
3 10/3 |
Positive Behaviour Support – overview and discussion Behavioural characteristics of other conditions Behaviour support across the service sector: Developing and maintaining good practice In-class task 2– Effective Behaviour Support • responding to behaviours of concern • observation, recording, analysis, response • immediate, medium and long term strategies |
4 24/3 |
Case Management & Case Work (Guest speaker) • overview and discussion • principles and practice • priorities and connections • Working across agencies and service sectors • Assessment and support revisited • What is my role? In-class task 4– Case management, case work, case coordination |
5 7/4 |
Students lead discussions – Case Study overview • Students discuss their progress to date in the major learning assessment task, the Case Study. • Each student allocated up to 15 minutes |
Mid semester break – no session on Thursday 21/4/11 |
|
6 5/5 |
Human development – stages and theories The life cycle – family, holistic approaches, the changing needs of human beings • Working with families • Similarities and differences • Stages in service needs and delivery Professional Panel: Early childhood, school, youth work, aged care |
7 19/5 |
Complex and unique needs • Mental Health & Dual disability • How each condition affects the individual and when • Issues and solutions for staff and agencies • Working across agencies and service sectors • Developing, supporting and sustaining positive mental health Centre for Developmental Disability and Health Victoria (CDDHVstudent) • Developmental disability and general health • Disability and Ageing. |
8 2/6 |
Staff support and development – the leadership role for an experienced disability staff person. In class task 3 - Staff support and development Dual diagnosis – mental health disorders and substance addiction. • Services and funding • Client group and needs. |
9 16/6 |
Student presentations – major learning and assessment task – Final Case Study Report from each student. |
Learning Resources
Prescribed Texts
References
Other Resources
Overview of Assessment
Assessment will be through a mix of in class tasks, workplaced based projects and a workplace assessment. A workplace assessment appointment will be undertake once per year with each student to allow students to present and discuss workplace evidence.
Assessment Tasks
This unit is assessed by the following learning and assessment tasks:
1. Case Study - students will undertake a Client Support Plan review via assessment and identification of current and future needs, support plan development and implementation, and review.
2.1 Client assessment in community services settings - students will identify and discuss aspects of the assessment tools commonly used in their area of community services.
2.2 Effective behaviour support - students will be presented with a scenario. They will use their professional knowledge and skills to analyse the behaviour/s of concern and develop a response to the scenario
2.3 Staff support and development - students will discuss the role of experienced disability staff in providing new and inexperienced staff with support to develop their work practises.
2.4 Case management, case work and case coordination - students will respond to a scenario requiring them to identify a client’s needs and develop a plan to respond from a case management, case work or case coordination perspective.
3. Community services resource - students will research and document information on a number of non-disability services to which clients may be referred for services.
4. Workplace assessment - a workplace assessment will be undertaken once per year with each student to allow students to present and discuss workplace evidence.
You may be asked to provide supplementary evidence from your workplace to demonstrate competence.
Each Learning and Assessment task will be assessed against the matrix with the student progressively demonstrating their competence as they complete the set of tasks.
Assessment Matrix
The Assessment Matrix will be distributed and discussed in class. The matrix is used to track the student’s progress to "Competency Achieved" through the full set of learning and assessment tasks each semester.
Other Information
The following units are delivered as a cluster with a common workshop schedule. The Learning and Assessment tasks are designed to address the set of units. The 5 semester 1 units are comprised of one compulsory unit (C) which all students undertake, and six elective units of which each student selects 4.
CHCCOM403A – Use targeted communication skills to build relationships (C)
CHCCS601B - Work with clients with unique needs
CHCICS404A – Plan and provide advanced behaviour support
CHCCS422A – Respond holistically to client issues and refer appropriately
CHCORG502A - Work autonomously
CHCCM605C – Develop practice standards
CHCCW503A – Work intensively with clients
Course Overview: Access Course Overview