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CHCCCS004 ASSESS CO-EXISTING NEEDS

08 Feb

ASSESSMENT
1. Complete all the assessment tasks in the unit. Note: If industry will not allow access to
clients then undertake the case studies. Task 1 – Assess and respond to requirements
of 3 people presenting with co-existing needs
2. Have your supervisor sign the Performance Evidence that you can undertake these
tasks and skills in the workplace.
3. Complete the Assessment Cover Sheet and sign all sections. Check the marking
guide to ensure you have covered all elements of the assessment. The marking guide
is used by the assessor to mark your competency.
The evidence you need to provide for an assessment of competence in this unit will be
based on, but not limited to:
Successful completion of assessment
Verbal discussion and questioning by assessor
Mentor / supervisor / workplace coach verification of skills
Any other evidence you or your assessor have gathered
Any other activities your assessor considers necessary
You are required to submit your work in a neat, orderly, detailed and organised manner.
Use source references in all your work. Please make sure that you list all your references.

CHARLTON BROWN® Page 3 of 15 CHCCCS004 Version 1 (September 2015)
Flexibility – If you do not understand the assessment process or there is a problem
undertaking this assessment within set time frames please contact your trainer.
Fairness – If you have any problems with completing both written or practical assessment
then our trainers are here to assist you to make reasonable adjustments
INTRODUCTION
To enable you to gain competence in this unit, learners must provide evidence of that
demonstrates that both performance evidence and knowledge evidence. You will be
under the guidance of a qualified trainer and assessor. The learner must show evidence
of the ability to complete tasks and demonstrate knowledge outlined in the elements and
performance criteria, manage tasks and manage contingencies in the context of the job
role.
In assessing evidence, the assessor must ensure that the evidence is:
1. Authentic (your own work)
2. Valid (directly related to the current version of the unit)
3. Reliable (show that the learner consistently meets the current unit)
4. Current (reflects your current capacity to perform the aspect of the work covered in
the unit)
5. Sufficient (covers the full range of elements and addresses the dimensions of task
skills, task management skills, contingency management skills and job role skills)
An individual’s access to the assessment process should not be adversely affected by
restrictions placed on the location or context of assessment beyond the requirements
specified in the training package.
To ensure that you are treated equitably trainers can make reasonable adjustments for
those who require this (people with disability, language or location issues). Adjustments
include any changes in the assessment process or context that meet the individual needs
of the person but do the change the competency outcomes.
Assessment can provide alternative assessment activities to address identified specific
organisation requirements. The assessment process must:
Provide valid, reliable, flexible and fair assessment
Provide for assessment to be made on the basis of sufficient evidence
Offer valid, authentic and current evidence
Include workplace requirements
ASSESSMENT TOOLS
The assessment tools provided in this resource include:
Written knowledge assessment
Tasks for performance assessment
Third party observation assessment
FEEDBACK FROM TRAINER
Assessment activities are part of a formative assessment. Trainers should provide
feedback via email, written information or verbally.

CHARLTON BROWN® Page 4 of 15 CHCCCS004 Version 1 (September 2015)
Task 1 – Performance Evidence
This assessment requires you to work three (3) people presenting with co-existing needs.
The assessor is looking for the use of analytical and critical thinking skills for each person.
You are required to demonstrate the following:
Application of a strengths-based approach to assessment
o importance of being advocate for client and allowing self-advocacy
o including individual in the process
Evidence of analysing information about co-existing issues
o Include networks and specialist services that may be relevant
o discussion with individual to empower
o setting priorities and noting any urgency
Evidence that you were able to make evidence-based judgements about the
person’s needs
o Discussion on ways that information was gathered (assessment tool,
specialists, interviews etc)
o How you determined that the information was valid and reliable.
o Impact of setting on the assessment process
o Feedback about process from individual and others
o Monitoring of outcomes to meet need
o Regular feedback
Note: Please discuss consultations undertaken with the individual for the assessment
process. Evidence of consent is required

CHARLTON BROWN® Page 5 of 15 CHCCCS004 Version 1 (September 2015)
Assessment 1 Importance of Assessment
Assessment is one of the key strategies in understanding co-existing needs and being
able to work with the individuals. These questions focus on the importance of
assessment.
1. List two (2) different types of assessment and the reasons for their use.
2. Discuss when and why you may use different assessments when working with clients.
3. Discuss the reporting requirements when working with a client with co-existing needs.
In your response, please ensure that you discuss the formats that you may be required
to use.
4. Explain the importance of legal requirements that relate to the assessment process. In
your response, include privacy, confidentiality, disclosure, duty of care and informed
consent.
Assessment 2 Interrelationship between needs and issues
Working with clients with co-existing needs requires you to understand the nature and
impact of diverse and multi-faceted needs and issues affecting client groups. Your
knowledge will also need to include potential interrelationships.
1. Below are 3 columns. Write 2 paragraphs on the potential interrelationship between
each group.

1 Mental health Alcohol and other drugs Imprisonment
2 Child protection Family violence Homelessness
3 Poverty Employment Behaviours of concern
4 Health Age Disability

2. Discuss how culture and religion could add an additional element to any one of the
above groups.
Assessment 3 Common Services Requirements
Your role will include knowledge of the basic features of services that may be required by
your client. Provide and explanation of each of the following: (Note: this can be in
paragraph or dot points, Assessor is looking for your knowledge of each of the services)
1. Employment
2. Physical and mental health
3. Housing
4. Community support
5. Social inclusion
6. Education and training
7. Financial support

CHARLTON BROWN® Page 6 of 15 CHCCCS004 Version 1 (September 2015)
ASSESSMENT / ASSIGNMENT COVER SHEET
……………………………………………………………………………………
CHC52015 Diploma of Community Services

Unit Code CHCCCS004
Unit Title Assess co-existing needs
Community
Services
Task

 

Learner Name
Learner ID
Tutor

#############################################################
Statement of Original Work
I__________________________________ state that the enclosed unit and
assessment work contains no material that has been written by any other person except
where due reference has been made
Learner signature__________________________ Date _____________
#############################################################

Date Marked
Assessed by Signature
Competent Not Competent Resubmit
Learner Signature Date

KEY: C = COMPETENT NC = NOT COMPETENT R = RESUBMIT
S=Satisfactory UnS=Unsatisfactory (Learner must achieve all S’s to be competen

 
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Posted by on February 8, 2017 in academic writing, Academic Writing

 

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