Course Title: Coordinate complex case requirements
Part B: Course Detail
Teaching Period: Term1 2018
Course Code: HWSS6105C
Course Title: Coordinate complex case requirements
School: 365T Global, Urban and Social Studies
Campus: City Campus
Program: C5360 - Diploma of Financial Counselling
Course Contact: Mary-Josephine Wallwork
Course Contact Phone: +61 3 9925 3983
Course Contact Email: mary-josephine.wallwork@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.
Course Description
This course describes the skills and knowledge you will need in order to coordinate multiple service requirements for clients with complex needs within a case management framework.
This course is clustered with three (3) other courses:
- CHCSOH001 Work with people experiencing or at risk of homelessness
- CHCMHS005 Provide services to people with co-existing mental health and alcohol and other drugs issues
- CHCCCS019 Recognise and respond to crisis situations
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCCSM004 Coordinate complex case requirements |
Element: |
E1. Establish coordination function |
Performance Criteria: |
1.1 Work with the client and other services to determine the service provision requirements 1.2 Negotiate collaborative working arrangements for all services involved 1.3 Develop a plan to identify all available services, their appropriateness, timeframes and expected outcomes 1.4 Work with the services to agree coordination requirements and boundaries |
Element: |
E2. Support the client to access multiple services |
Performance Criteria: |
2.1 Identify, implement and maintain duty of care responsibilities 2.2 Provide information to the client about the coordination role 2.3 Work with the client to establish communication requirements 2.4 Assess need and arrange interpreter, according to clients needs 2.5 Work with the client and other services to identify barriers to attaining outcomes 2.6 Work with the client to prioritise needs and communicate these with service providers 2.7 Facilitate case conference and meetings to coordinate responsibilities and roles 2.8 Work with other services to minimise client confusion and concerns in a coordinated manner |
Element: |
E3. Monitor client progress |
Performance Criteria: |
3.1 Facilitate communication between service providers to identify and manage service duplication 3.2 Work with the client and services to monitor progress toward outcomes 3.3 Obtain client feedback about services 3.4 Identify and implement further support required to meet changing needs and progress towards outcomes |
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
In-class activities:
- teacher directed group activities/projects
- peer teaching
- group discussion
- class exercises to review discussions/lectures
- role play activities
Out-of-class activities:
- independent project based work
- online and other research
- independent study
Teaching Schedule
Workshop 1 |
Homelessness Questions to frame the discussion: What does homelessness mean in Australia? How are people classified as homeless? Who are the homeless? Why are they homeless? How to recognise and challenge social attitudes and personal values regarding homelessness Structural causes that allow and maintain homelessness Issues impacting groups and sub-groups, i.e. youth, women and children, refugee/asylum, disability, older persons - consider the complex social issues impacting on these groups Gender experience of homelessness – family violence Risk and contributing factors of homelessness Where do we find out information about housing services? Guest presenter: housing worker Research activity for housing services |
Workshop 2 |
Media, advocacy and homelessness
How does the media contribute to this issue? Look at positive and negative media input The financial counselling context – where this skills/knowledge fits into your role as Financial Counsellor Industry speaker/s Advocacy – how advocacy works within housing context Advocating for housing support/services with client – process for this, importance of collaboration Collaborative practices – how to support client Advocacy techniques – working with culture, age, gender (review CHCADV001) |
Workshop 3 |
Co-existing issues Recognise and respond to signs indicating that a person may have co-existing mental health and AOD issues. What are the signs? What is the appropriate response? Identify own service provision and possible agency programs or interventions suitable for a person with dual diagnosis Working within the parameters of your organisation. Following agency guidelines Assessing the impact and nature of coexisting conditions on person – social, financial, legal status; with these in mind, what is possible in terms of working with this person? What is their readiness (motivation, priorities, goals for recovery) re their MH and AOD issues? Motivational Interviewing – as a method of approach Research and consult with specialist services Working collaboratively with client Discuss with the person their existing services and supports, and their perspective on collaboration or coordination across services. Gather and review information on available service options and approaches with the person Support person to make informed decisions about approaches, including resources and services. Develop and document a plan with the person that reflects choices made |
Workshop 4 |
Referring to other services
Identify issues that are outside the scope of the service and/or the scope of the worker Collaboratively identify appropriate service and other support options with the person Support positive decision making to assist the person to make informed choices about recovery options Work collaboratively with the person to determine referral options, and responsibilities and consents required; how this works for financial counselling and other referral areas already considered, such as homelessness/housing, mental health, AOD, dual diagnosis Follow up and evaluate referrals to ensure they have been effective Identifying triggers and strategies to manage risks Identifying emergency situations Duty of care and dignity of risk Working collaboratively, with the client, with a team of services providers Consider reflective practices, self-care, supervision Assessment task to be completed in class |
Workshop 5 |
Collaborative working arrangements for all services and client What this means Why this is important How to achieve it Assessment task to be completed in class |
Workshop 6 |
Working with the client to access multiple services
Duty of care – identify, implement, maintain duty of care Communication requirements, collaborative practices, interpreters, etc. Barriers – recognising these, identifying with client, working with barriers Prioritising needs with client and communicating these needs with service providers Case conferences – facilitating these (what is required) Assessment task to be completed in class Multi-service providers and communication protocols, style and efficacy How to facilitate communication between service providers to identify and manage service duplication Monitoring progress with client and services Obtaining client feedback |
Workshop 7 |
Recognising and responding to crisis Types of crisis (potential suicide, threats to harm others, self-harm, received threats, abuse, including child abuse, domestic and family violence) Identifying the signs of crisis, includes indicators from direct/indirect communications suggesting safety issues) Principles and practices of crisis intervention – (critical incident procedures, facilitating emergency interventions, addressing safety concerns) Personal values, beliefs and attitudes that facilitate or impede crisis care - assumptions about who may be at risk and common notions about crisis situations Communication skills – what these will be specifically: empathetic listening, affirming, enabling, etc. Decision-making in the face of critical situations – processes Seeking advice and assistance from supervisor, colleagues – look at organisational policies and procedures |
Workshop 8 |
Legal and ethical considerations relevant to recognising and responding to crisis situations Duty of care, privacy, confidentiality and disclosure, work role boundaries, responsibilities and limitations, mandatory reporting, codes of practice Working with client/individual to empower – supporting them to make informed decisions re further help Barriers to seeking or accepting help Referral options Completing and maintaining accurate documentation Self-care – principles and practices (including supervision and debriefing) |
Workshop 9 |
In-class Assessment workshop |
Workshop 10 |
In-class Assessment workshop |
Learning Resources
Prescribed Texts
References
Other Resources
Overview of Assessment
Your knowledge and understanding of course content is assessed through:
- demonstrations of skills and knowledge using case studies
- assignments/questions requiring written responses.
Assessment Tasks
This course is delivered as a cluster but some assessments will relate specifically to individual courses.
This course is assessed in accordance with competency-based assessment.
To demonstrate competency in this course you will need to complete the following assessment tasks to a satisfactory standard. You will receive feedback from the teacher when you have completed the assessment tasks.
Assessment Task 1: Online quiz
Due date: 9 August 2018
Assessment Task 2: Case study scenarios and written questions
Due date: 12 August 2018
Assessment Task 3: Mock financial counselling interview (role play)
In class: 24 & 25 October 2018
Grades that apply to courses that are delivered and assessed in accordance with competency-based assessment are:
CA: Competency Achieved
NYC: Not Yet Competent
DNS: Did not Submit for Assessment
Assessment Matrix
The assessment matrix demonstrates alignment of assessment tasks with the relevant unit of competency. These matrices are available with the assessment tasks on Canvas.
Other Information
Please refer to the RMIT student page for extensive information about study support, assessment, extensions, appeals and a range of other matters: rmit.edu.au/students
Attendance
It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.
Applying for Special Consideration
If you are seeking an extension of more than seven calendar days (from the original due date) you must lodge an Application for Special Consideration form, preferably prior to, but no later than two working days after the official due date. Late applications will only be accepted in exceptional circumstances. For information about Special Consideration and how to apply, see: http://www1.rmit.edu.au/students/specialconsideration
Assessment Appeals
If you believe your assessment result or final result is wrong please contact the course coordinator and provide the reason why you think your result is incorrect. Valid reasons for seeking a review of results include:
- a) You believe an error has occurred in the calculation of the grade; or,
- b) You believe the assessment did not comply with criteria published in the Course Guide; or,
- c) You believe the assessment did not comply with University Policies on Assessment (i.e. an error in process has occurred).
Full details of the procedure (including appeals procedure) can be located at this RMIT site: http://www1.rmit.edu.au/policies/academic#assessment
Academic Integrity
Academic integrity means honesty and responsibility in scholarship through respecting the work of others whilst having the freedom to build new insights, new knowledge and ideas. RMIT University upholds the values of academic integrity as fundamental to the scholarship undertaken by all members of its community. Whenever you refer to another person’s research or ideas (either by directly quoting or paraphrasing them) you must acknowledge your source.
If you are even in doubt about how to properly cite a reference, consult your lecturer or the academic integrity website: http://www.rmit.edu.au/academicintegrity
The RMIT library provides tools to assist with your referencing http://www1.rmit.edu.au/library/referencing
Plagiarism and Collusion
Plagiarism and collusion constitute extremely serious academic misconduct, and are forms of cheating. You are reminded that cheating, whether by fabrication, falsification of data, or plagiarism, is an offence subject to University disciplinary procedures. Plagiarism is the presentation of the work, idea or creation of another person as though it is your own. It is a form of cheating and is a very serious academic offence that may lead to expulsion from the University. Plagiarised material can be drawn from, and presented in, written, graphic and visual form, including electronic data, and oral presentations. Plagiarism occurs when the origin of the material used is not appropriately cited. Plagiarism is not acceptable.
Examples of plagiarism include:
- Copying sentences or paragraphs word-for-word from one or more sources, whether published or unpublished, which could include but is not limited to books, journals, reports, theses, websites, conference papers, course notes, etc. without proper citation;
- Closely paraphrasing sentences, paragraphs, ideas or themes without proper citation;
- Piecing together text from one or more sources and adding only linking sentences;
- Copying or submitting whole or parts of computer files without acknowledging their source;
- Copying designs or works of art and submitting them as your original work;
- Copying a whole or any part of another student's work; and
- Submitting work as your own that someone else has done for you.
- Enabling Plagiarism: the act of assisting or allowing another person to plagiarise or to copy your own work is also an offence.
For further information, please see the RMIT Plagiarism Policy – http://www.rmit.edu.au/browse;ID=sg4yfqzod48g1 (unresolved) – and the RMIT Student Conduct Regulations – http://www1.rmit.edu.au/browse;ID=r7a7an6qug93
Complaints Procedure:
RMIT University is committed to providing a harmonious study and work environment for all students and staff. The University recognises your right to raise concerns about academic, administrative or support services without recrimination and has policies and procedures to assist in the resolution of complaints.
Most issues are resolved at the local level and you are encouraged to take steps to resolve your issue locally. The student complaint procedure details steps to take if your problem is not resolved or you believe the response you received is unreasonable. See this link on the RMIT webpage for further information:
https://www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/complaints
Working with Children Check – This course requires a Working with Children Check
Police Check – This course requires a satisfactory Police Check
Course Overview: Access Course Overview
Course Overview: Access Course Overview