CHCCCS004 - Assess co-existing needs RPL Kit | Desklib

The CHCCCS004 - Assess co-existing needs RPL Kit from Desklib includes an Assessor Guide, Knowledge Assessment, Workplace Evidence, Third Party Report & Supervisor Testimonial, and Evidence Submission Guide Checklist. The kit covers the generic underpinning knowledge in the CHCCCS004 unit of competency and explains the role and responsibilities of the case manager, client, key stakeholders, and agency. It also covers the impact of the setting to the assessment process, functions of assessment tools, methods of collecting information, and mandatory reporting requirements and format related to community services.

CHC52015 Diploma in
Community Services
Specialising in Case Management
Recognition of Prior Learning (RPL Kit)
CHCCCS004 – Assess co-existing
needs
ASSESSOR GUIDE
Assessor Guide V1.1 Produced 20 September 2017
Copyright © 2017 Inspire Education Pty Ltd. All rights reserved. No part of this publication may
be reproduced or distributed in any form or by any means, or stored in a database or retrieval
system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the
prior written permission of Inspire Education Pty Ltd.

Version control & document history
Date Summary of modifications
made
Version
24 July 2017 Version 1 developed 1.0
20 September
2017 Edited based on copyedit 1.1
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TABLE OF CONTENTS
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TABLE OF CONTENTS...........................................................................3
RPL KIT COVER SHEET.......................................................................4
IMPORTANT! PLEASE READ..................................................................5
CHCCCS004 - ASSESS CO-EXISTING NEEDS..........................................6
I. Knowledge Assessment..........................................................................................6
KNOWLEDGE ASSESSMENT...........................................................7
II. Workplace Evidence................................................................................................ 34
III. Third Party Report & Supervisor Testimonial..................................................37
IV. Evidence Submission Guide Checklist..............................................................48
RPL KIT CHECKLIST.........................................................................52
FEEDBACK........................................................................................ 53
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RPL KIT COVER SHEET
COURSE CODE AND
TITLE:
CHC52015
Diploma of Community Services
specialising in Case Management
UNIT OF COMPETENCY: CHCCCS004 – Assess co-existing needs
FIRST AND SURNAME:
PHONE:
EMAIL:
Please read the Candidate Declaration below and if you
agree to the terms of the declaration sign and date in
the space provided.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have
been made aware of my rights and responsibilities as an
assessment candidate, and choose to be assessed at this
time.
 I am aware that there is a limit to the number of
submissions that I can make for each assessment, and I
am submitting all documents required to complete this
assessment kit.
 I have organised and named the files I am submitting
according to the instructions provided and I am aware
that my assessor will not assess work that cannot be
clearly identified and may request the work be
resubmitted according to the correct process.
 This work is my own and contains no material written by
another person except where due reference is made. I am
aware that a false declaration may lead to the withdrawal
of a qualification or statement of attainment.
 I am aware that there is a policy of checking the validity
of qualifications that I submit as evidence as well as the
qualifications/evidence of parties who verify my
performance or observable skills (where applicable). I
give my consent to contact these parties for verification
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purposes.
Name : Signature: Date:
IMPORTANT! PLEASE READ
Before proceeding with the RPL assessments included in this kit,
ensure that you:
Have spoken to your Assessor through initial consultation.
Have been provided feedback from your Assessor that you
are eligible for Recognition of Prior Learning for the
following unit of competency:
 CHCCCS004 Assess co-existing needs
Have submitted the Authority to Release Information
duly completed and signed by your workplace supervisor/
representative to your assessor.
Important: If you have not completed any of the above, contact
your Assessor now for further guidance on how to proceed with
your application for Recognition of Prior Learning (RPL) Kit.
IMPORTANT: If you have already completed the unit CHCCS004
– Assess co-existing needs through a registered training
organisation – please upload a certified copy of the statement of
attainment for this unit / copy of qualification which includes
this unit.
The code and name of the unit must exactly match the one
named above – if it does not, please proceed with completion of
this booklet or contact the trainer/assessor for further advice.
PLEASE NOTE: This unit requires a candidate to have
completed the following. If you have not previously completed
these tasks you are required to complete the unit in full.
 assessed and appropriately responded to the
requirements of at least 3 people presenting with co-
existing needs
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CHCCCS004 - ASSESS CO-EXISTING NEEDS
I. Knowledge Assessment
The questions in this part of the booklet cover the generic
underpinning knowledge in the following relevant unit of
competency:
CHCCCS004 Assess co-existing needs
You must answer all questions using your own words. Some
questions cover processes you would have likely encountered in
your previous or current workplace. Ideally, you should be able to
answer these questions based on the processes in place at the
workplace.
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KNOWLEDGE ASSESSMENT
1. Briefly describe the following types of assessment and their use in
different contexts.
a. Generic assessment
b. Intake assessment
c. Social assessment
d. Social history report
e. Risk assessment
f. Biopsychosocial assessment
a. Generic assessment
 This is assessment aimed at obtaining the general idea of
the nature of the ultimate target. For example, the process
of eliciting information and understanding the performance
level of an employee or a client in a workplace coins this
method (Plieninger, Dijks, Oteros-Rozas, & Bieling, 2013).
Also, in academic context, categorical grading of students
for the level target award can be done with this type of
assessment.
b. Intake assessment
 This is the initial contact between the client and the
manager directed at obtaining the necessary information to
understand the client’s needs and encourage their
engagement.
c. Social assessment
 It is the analysis of the society to understand their social
needs. Mostly its done there is a project to be undertaken. It
helps address the social concerns of the community
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(Robinson, Buckwalter & Reed, 2013). In health promotion context,
identification of the top priority problem is achieved
through social assessment
d. Social history report
 Is an assessment report often given by the social workers
focusing on the description of the client‘s social aspect and
functioning. In medical context, it is a portion of the
patient’s history outlining occupational, familial and
recreational aspects.
e. Risk assessment
 Is an assessment report often given by the social workers
focusing on the description of the client‘s social aspect and
functioning. In medical context, it is a portion of the
patient’s history outlining occupational, familial and
recreational aspects.
f. Biopsychosocial assessment
 Aimed at assessing the biological, psychological and social
factors that translates into good mental health.
Psychologically, holding one’s self-esteem in check results
into a productive employee or client while peers and family
have a social impact (Quach, Thaichon & Jebarajakirthy, 2016).
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2. Explain the role and responsibilities of the following who may be
involved in the assessment process:
a. Case manager
b. Client
c. Key Stakeholders
d. Agency
Guidance: Provide at least two (2) responsibilities for each.
a. Case manager
 A case manager is responsible for screening and
assessing a new client. This involves their strengths,
condition, treatment needs, and final goals.
 Case managers is involved in brokering of resources
which they use in assessing and carrying out services
through the departments such as insurance and
community partners.
b. Client
 A client should behave in a way that helps them and the
parties involved to be safe.
 In a case management sce4nariuoi, a client is mandated to
provide accurate personal information to the staff involved
in the case management (Thaichon & Quach, 2015).
c. Key stakeholders
 Key stakeholders in a health care may include the patient
case manager, and suppliers. They have the responsibility
coordinating information that may help carry a successful
case management by use of all the available resources
(Bailey, et al., 2017).
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d. Agency
 The agency that work with a community service has the
responsibility for ensuring the welfare of the clients.
3. Which three (3) statements below are true about the impact of the
setting to the assessment process?

It is important to establish and maintain rapport throughout
the assessment to help the client feel comfortable and
receptive to assessment.
It is not appropriate to conduct and complete the assessment
in a client’s home as this may inconvenience the case manager
and make him/her uncomfortable with the unfamiliar
environment.

Maintain client’s focus and take care that the interview
remains on track to obtain the necessary information by
minimising outside distraction and noise.

The assessment must be conducted in a comfortable room that
is private to ensure that confidentiality can be maintained and
that others cannot hear the conversation.
4. Answer the following questions:
a. What are the functions of assessment tools?
b. List three (3) examples of assessment tools.
c. What are the validity and reliability requirements of
assessment tools?
a. Functions of assessment tools
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 Assessment tools are used to examine the life of a client in
a detailed manner. The tools ensure that accurate
diagnosis, problem lists, necessary treatment placement,
and treatment goals are made. To achieve these goals, the
assessment tools delves into the client’s current experience
as well as their physical, sociocultural, and psychological
history to determine the needed treatment needs.
b. Examples of assessment tools
 InterRai Comprehensive Assessment Tool: Acute
 Systematic Evaluation and intervention for Seniors at Risk
 Clinical records
 Structured clinical interviews
 Self-administered assessment instruments such as DrinC
 Semi-structured interviews such as ASI
c. Validity and reliability requirements
 The assessment tool should be able to reduce the variation
in practices, including interpretation of findings and
enhance comparison across assessments
 The assessment tool should capture the right data, aimed at
evaluating the client and their progress
 The tool should be capable of catering for cultural
differences
 The assessment tool should be appropriate for the
physiology of ageing
5. Briefly describe the following methods of collecting information:
a. Self-reports
b. Informant reports
c. Health records
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a. Self-reports
This is the data collection method where persons give individual
data without interference from the experimenter.
b. Informant reports
Describes data collection technique where someone who is
familiar to the person under study provides the information about
the participant.
c. Health records
It is a private compilation of apposite data of a person’s health
history, including past and present conditions, illnesses and
appropriate treatment provided. It provides comparable data of
specific incidences affecting a patient.
6. Mandatory reporting requirements and format related to community
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services:
a. Complete the table below about the mandatory reporting
requirements when working with children in your
state/territory
b. Provide a photo or a screenshot of a reporting template used in
community services. If the screenshot of the template is taken
online, specify the link on the space provided.
State/Territory: Sydney
Legislation:
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Who is mandated to
report?
What must be
reported?
Abuse and
neglect types
which must be
reported
State/Territory:
Legislation:
Registered medical
practitioners, nurses, early
childhood employees, registered
psychologist, registered school
principals and teachers, youth
justice workers, or home care
workers.
Neglect, emotional, and
physical abuse.
The abuse that must
be reported include
physical injury,
sexual abuse, neglect,
and unlawful brutal
punishment. The
neglect of neglect
that should be
reported includes
conditions indicating
harm or puts the
child’s health and
welfare at risk.
Reporting template used in your state/territory
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Link: https://www.pdffiller.com/254511745-Community-Service-Reporting-
Formpdf-Community-Service-Reporting-Form-All-candidates-for-Florida-Bright-
Futures-Scholarship-Awards-are-required-to-complete-Florida-Academic-Scholars-
100-hours-Florida-Medallion-Scholars-75-hours-Gold-Sea
7. Briefly explain the following legal and ethical considerations that
must guide the case manager’s assessment practice:
a. Confidentiality
b. Disclosure
c. Duty of care
d. Informed consent
e. Privacy
a. Confidentiality Refers to protection of private information
given by a client from other people not
mandated to handle the data, the information
lies only between the client and case manager.
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b. Disclosure The provision of documents required in a case
to provide a judgement. The disclosure process
is affected by the number and location of
documents required.
c. Duty of care This is the mandate of an individual to take
responsible tending to a person to prevent
harm that can be sensibly anticipated.
d. Informed consent Described as the agreement passed on by an
individual towards a certain treatment having
understood his condition and the proposed
treatment.
e. Privacy Identified as the right of an individual to
control access to oneself or information about
yourself.
8. Briefly explain the common service requirements of community care
providers in your state/territory.
State/territory: Sydney, Australia
Common service requirements: 1. Experience in providing community
care
2. Understanding of community care provider responsibilities.
3. Show competent financial management skills.
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9. Briefly explain the following aspects of community services:
a. Community support
b. Education and training
c. Employment
d. Financial support
e. Housing
f. Physical and mental health
g. Social inclusion
a. Community support
 Is the provision of assistance in life skill development to the
mentally disabled individuals in the community to enhance
independence and life quality? It also involves access to
medical care and local resources
b. Education and training
 is the capacity development in individuals of all age in a
community in terms of learning and exploitation of social
work using both formal and informal methods
c. Employment
 is where the unemployed members of a community provide
temporary or part-time jobs within the local social gathering
d. Financial support
 This is the availability of monetary support to members of
community who have no access to mainstream sources of
finance in term of loans and financial management support
all to deliver social and economic objectives of a community
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e. Housing
 It is the provision of affordable houses to eligible members
of a community for long term.
f. Physical and mental health
 Refers to the arrangement of exercising program in a
community to help its members develop a proper state of
mental well-being through gathering.
g. Social inclusion
 Mainly involves the sense of belonging, acceptance and
active participation of an individual to a particular
community. Furthermore, it constitutes one to have valued
roles to a community and have social relationships with
other people.
10. List three (3) examples of each of the following as they apply to
Community Services in your state/territory:
a. Specialist services and support available
b. Networks available
c. Examples of local services and supports available in your
state/territory
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a. Specialist services and support
 Specialized clinical infrastructure to connect the patients
and medical force.
 Institutions provide specialized services to help
international students and those that are suffering from
disability (Jeon & Kim, 2018).
 Clients’ support system enable members to establish
correspondence between the customers and the companies.
b. Networks
 Mission Australia
 Sidney Community Services
 Network of Community Activities
c. Local services and supports
State/territory: Sydney, Australia
 Lifeline
 Beyondblue
 Kids Helpline
11. What is the basic feature of multiple and complex needs
affecting client groups?
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The basic feature of multiple and complex needs affecting client groups
is that they require personalised response from services. This is
because every person with multiple and complex needs has got a unique
interaction between their social care needs and their health.
12. In 150 words, describe the impact of having clients with multiple
and complex needs to community service organisations and service
providers?
Currently, a considerable number of people live with multiple and
complex need in the society, which have impacted the service providers
and community service organisations either positively or negatively.
Mental illnesses, disability and social deprivation are some of the most
common needs (Van der Kolk, 2017). Meeting the needs of these individuals
requires integration of health and social care. Development of authentic
relationships and enlargement of the teams are some of the basic
foundations towards the realisation of solving their needs. The service
providers maybe stretched out of their financial capabilities because of
addressing more than need in a single individual. If the people in need
are numerous, it may lead to financial constraints. Again, the
community organisations may fail to provide other members of the
community with the care they need out of much attention demanded by
the multiple and complex needs clients (Kyaw-Myint, Strazdins, Clements,
Butterworth & Gallagher, 2017). Additionally, a lot of time is lost during social
rehabilitation.
13. Chris is a 24 year old male who was first diagnosed with anxiety
and depression during high school. He has been diligently visiting
his psychiatrist and attending therapy sessions ever since. But, he
stopped seeing his psychiatrist and therapy sessions when his
mother passed away last month.
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Over the past few weeks, Chris’ family and friends have noticed
increasingly bizarre behaviour. On many occasions, they’ve
overheard him whispering in an agitated voice, even though no one
is nearby.
At the supermarket where Chris works, his supervisor has already
warned him that he might lose his job due to an incident with a male
customer. There were a number of times he has arrived at work
appearing to be under the influence of alcohol/drugs.
a. What are the complex issues that Chris might be experiencing?
The first issue that might be affecting Chris is drug abuse. In the case,
Chris have been heard whispering in agitated voice which is one of the
symptoms for drug users. The second issue is psychological breakdown
which demotivates him from repowering to work early.
b. What are the potential interrelationships between the complex
issues you have identified?
Chris’s psychological needs will affect his general mental health. This
will in turn lower his self-esteem. Also, the drug abuse can be related
with dilapidation of his general physical health.
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14. You have received a call from an anonymous neighbour of Leticia
Thompson. The caller did not want to give her name because she did
not want to be involved but reported being concerned about her
neighbours. The caller reported that the family’s home is just across
the road from her house.
Two nights before, the neighbour heard banging, crying, and
shouting. Last night, the caller heard Paul, Leticia’s husband,
shouting and cursing at the children, and had heard more crying.
This morning, the neighbour bumped into Leticia and noticed that
she had a black eye that was badly concealed with makeup. The
caller greeted Leticia’s two children who were with her, Amber (4
y/o) and Aaron (1 y/0), and noticed that there are bruises and welts
in the children’s arms. When the caller tried to talk to Amber and
Aaron, the two hid behind their mother and would not speak.
When you checked the Thompson’s family records, Paul had already
been charged with domestic violence in a previous relationship.
a. What are the issues that Leticia and her family might be
experiencing?
Domestic violence. Most women have been victims of domestic violence.
The case openly reveals a case of domestic violence since after the
neighbour bumped in Leticia house, the neighbours noticed that she
had a black eye which she tried to cover up with makeup (Moore, et al.,
2015). This shows that Leticia was beaten up with by her husband.
Another issue that the family might be experiencing is psychological
trauma. The case reveals that the neighbour heard crying, banging, and
crying. This creates fear and in children which results to psychological
trauma.
b. What are the potential interrelationships between the complex
issues you have identified?
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Domestic violence is closely related to psychological trauma in children.
Most families that have children are experience domestic violence
impact their children. This due to the shouting and the scenes that
children experience which creates fear.
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15. Philip, 36 years old, married with two children, has been working
as a delivery driver for a large food service distributor for four years.
One afternoon, Philip’s company notified him that it was laying him
off along with more than a hundred employees.
He searched aggressively for jobs in the newspaper and online but
could not secure a position. His self-esteem fell, and he became
depressed. Philip was so demoralised by the loss of his job that he
started to drink more often. The drinking became regular and so did
the fights with his wife. The fights became so physical that his wife
left him, took the children and moved in with her parents. About six
months after losing his job, Philip stopped receiving support from
Centrelink as he was not actively looking for a job. He was evicted
from the apartment because he was unable to pay the rent.
Family and friends allowed him to stay with them but his heavy
drinking and anger issues got worse, and his hosts always asked him
to leave. When Philip ran out of people to stay with, he found himself
without a place to stay for the night and started sleeping at the park.
a. What are the issues that Philip might be experiencing?
The first issue that Philip is experiencing is psychological stress. This
emanated from his losing his job which led to low esteem and
depression. More so, the psychological stress forced stress which made
to become drunkard. The psychological made Philip to be violent to his
family (Remington & Pollack, 2016). The second issue is financial stress.
Since Chris was employed and later laid off, he was used to certain kind
of life. After he lost his job, he could not cater for all his needs and even
pay for rent. Chris thought that the solution to reveal stress is through
drinking alcohol
b. What are the potential interrelationships between the complex
issues you have identified?
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In most cases financial stress has resulted to depression. Most people
who have lost their jobs have been affected by depression. This is
because they can no longer cater for all their needs or live the kind of
life they were used to.
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16. Danvir, a 9 year old boy, is often teased by his classmates because
he wears a turban and has a long hair. They call him a girl, saying he
shouldn’t go to the boy’s restroom, and threatens to cut off his hair.
Unlike other mums, his mum had sent a letter to the school to
explain their family’s faith.
Danvir and his family are Sikh, and confusion about their religion has
led to bullying in the past. Each new school year seemed to bring
Danvir more tears and frustration. Danvir has told his parents many
times that he does not want to go to school anymore because
“everybody is being mean”.
a. What are the issues that Danvir might be experiencing?
Danvir might be experiencing bulling from his school mates. This is
because his mates threaten to cut off his hair and try to prevent him
from going to the boy’s washrooms. Another issue that he might be
experiencing is fear. This is because Danvir has told his parents several
times that he does not want to go to that school.
b. What are the potential interrelationships between the complex
issues you have identified?
Bullying and fear can gradually develop into emotional stress. The two
factors may result to drop in the academic performance of the affected
person.
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References
Plieninger, T., Dijks, S., Oteros-Rozas, E., & Bieling, C. (2013). Assessing, mapping, and
quantifying cultural ecosystem services at community level. Land use policy, 33,
118-129.
Robinson, K. M., Buckwalter, K., & Reed, D. (2013). Differences between dementia
caregivers who are users and nonusers of community services. Public Health
Nursing, 30(6), 501-510.
Van der Kolk, B. A. (2017). Developmental Trauma Disorder: Toward a rational diagnosis
for children with complex trauma histories. Psychiatric annals, 35(5), 401-408.
Moore, G. F., Audrey, S., Barker, M., Bond, L., Bonell, C., Hardeman, W., ... & Baird, J.
(2015). Process evaluation of complex interventions: Medical Research Council
guidance. bmj, 350, h1258.
Remington, K., & Pollack, J. (2016). Tools for complex projects. Routledge.
Jeon, S. W., & Kim, Y. K. (2018). Application of Assessment Tools to Examine Mental
Health in Workplaces: Job Stress and Depression. Psychiatry investigation, 15(6),
553.
Kyaw-Myint, S. M., Strazdins, L., Clements, M., Butterworth, P., & Gallagher, L. (2017).
A method of identifying health-based benchmarks for psychosocial risks at work: A
tool for risk assessment. Safety science, 93, 143-151.
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Bailey, J. M., Wye, P. M., Stockings, E. A., Bartlem, K. M., Metse, A. P., Wiggers, J. H., &
Bowman, J. A. (2017). Smoking cessation care for people with a mental illness:
Family carer expectations of health and community services. Journal of Smoking
Cessation, 12(4), 221-230.
Thaichon, P., & Quach, T. N. (2015). The relationship between service quality, satisfaction,
trust, value, commitment and loyalty of Internet service providers' customers.
Journal of Global Scholars of Marketing Science, 25(4), 295-313.
Quach, T. N., Thaichon, P., & Jebarajakirthy, C. (2016). Internet service providers' service
quality and its effect on customer loyalty of different usage patterns. Journal of
Retailing and Consumer Services, 29, 104-113.
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II. Workplace Evidence
This part of the RPL Kit requires you to provide evidence from the
workplace. The evidence could be from your current workplace or one
that you have recently been involved in however it must be in the
community services sector whilst performing the role of a case
manager.
You may need to obtain permission from your workplace supervisor to
be able to submit the documents requested. Please also ensure that
you maintain confidentiality and remove or cross out any identifying
names etc. on the documentation.
This documentation is to demonstrate that you possess the skills and
knowledge required to assess the diverse and multi-faceted needs of
people and determine both internal and external services required to
meet those needs.
This unit of competency requires you to provide evidence of completing
the following:
1. Preparing for an assessment
2. Analysing the person’s needs and using a collaborative approach
3. Determining appropriate services
4. Completing reporting
5. Evaluating assessment and referral processes
6. There must be evidence that the candidate has:
 assessed and appropriately responded to the requirements of
at least 3 people presenting with co-existing needs
 used analytical and critical thinking skills in each case:
o applying a strengths-based approach to assessment
o analysing information about co-existing issues
o making evidence-based judgements about the person’s
needs
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Evidence to be Submitted
1. Preparing for an assessment
a) Identify and prepare assessment tools and processes according to
organisation policy and procedures
 Blank copies of any forms/tools to be utilised during assessment
 Copies of emails etc. sent to organise assessments including any
attachments for client to prepare for assessment
 Emails to book rooms/vehicles etc. required
 Other suitable evidence
Please save and submit the document to your assessor using the
filename: Subject 8-1aPreparing
[Last Name, First Name]_Subject 8 – 1aPreparing
b) Gather existing information about the person
 Completed data collection forms and intake forms
 Copy of emails/letters sent to other services/stakeholders
requesting information
 Copy of emails/ reports from other services/stakeholders
 Other suitable evidence
Please save and submit the document to your assessor using the
filename: Subject 8-1bGathering
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[Last Name, First Name]_Subject 8 – 1bGathering
c) Seek additional information from specialists and other sources as
required to determine the range of issues that may be affecting
the person
 Information collected may been part of the following evidence
above
 Email/reports from specialist sources for more specific
information regarding needs/issues of the person
 Other suitable evidence that show input from specialist sources
Please save and submit the document to your assessor using the
filename: Subject 8-1cSeekInformation
[Last Name, First Name]_Subject 8 – 1cSeekInformation
d) Organise practical aspects of assessment in consultation with the
person being assessed
 Some documentation from above may be utilised again
 Copy of agenda for assessment meeting
 Minutes/notes of meeting that shows that the person was
involved in the practical aspects of the assessment
 Other suitable evidence
Please save and submit the document to your assessor using the
filename: Subject 8-1dOrganise
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[Last Name, First Name]_Subject 8 – 1dOrganise
e) Provide information about the assessment process to the person
and obtain consent
 Copy of information sent to person in regards to the assessment
process (email/attachments etc)
 Copy of workplace policy relating to assessments
 Copy of workplace consent form utilised in the assessment
process
Please save and submit the document to your assessor using the
filename: Subject 8-1eConsent
[Last Name, First Name]_Subject 8 – 1eConsent
2. Determining appropriate services
a) Consider service delivery and referral options from strengths-
based perspective
Evidence may vary for this aspect of the unit however, must
include evidence to support the following:
 Copy of goal statements/client information
 Emails/letters/referral forms confirming referral to services
 Clear link between goals, strengths-based practice and referrals
made
 May include additional paragraph explaining how these do link
effectively and why referrals were identified
Please save and submit the document to your assessor using the
filename: Subject 8-1bCompliance
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[Last Name, First Name]_Subject 8 – 2aOptions
b) Evaluate internal capability and other service networks to
determine best fit for the person
 Workplace policy
 Client individual plan that shows consideration of internal
availability of services and other services utilised and associated
evidence i.e. use of interpreters/access of services for housing,
health etc.
 Other suitable evidence showing consideration of individual
needs and appropriate services
Please save and submit the document to your assessor using the
filename: Subject 8-1bCompliance
[Last Name, First Name]_Subject 8 – 2bBestFit
c) Provide the person with service information and support their
decision making process
Copies of relevant documentation showing information provided
to clients for their consideration:
 Brochures
 Emails
 Notes from meetings
 Other suitable evidence
Please save and submit the document to your assessor using the
filename: Subject 8-2cDecisionMaking
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[Last Name, First Name]_Subject 8 – 2cDecisionMaking
d) Encourage the person to advocate on their own behalf to access
services
Copies of relevant information showing arrangements made for/by a
person to access services on their own behalf:
 Notes from meetings
 Emails
 Information shared with person in regards to meetings planned
with other services
 Minutes of meetings held with other services where person
attends and advocates for themselves
 Other suitable evidence
Please save and submit the document to your assessor using the
filename: Subject 8-2dAdvocate
[Last Name, First Name]_Subject 8 – 2dAdvocate
3. Completing reporting
a) Document the outcomes of the assessment process according to
organisation procedures
 Notes/minutes from meeting held
 Copy of workplace policy/procedure or paragraph explaining how
the assessment process addressed the organisation procedures
Please save and submit the document to your assessor using the
filename: Subject 8-3aDocument
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[Last Name, First Name]_Subject 8 – 3aDocument
b) Maintain and store the person’s information according to
confidentiality requirements
 Copy of workplace policy/procedure in relation to storing
personal information
Please save and submit the document to your assessor using the
filename: Subject 8-3bConfidentiality
[Last Name, First Name]_Subject 8 – 3bConfidentiality
c) Provide the person’s information to other services according to
consent and confidentiality requirements
 Copy of workplace policy regarding release of information etc. to
other services
 Copy of workplace form utilised for release of information to
other services
 Other suitable evidence
Please save and submit the document to your assessor using the
filename: Subject 8-3cInformationtoServices
[Last Name, First Name]_Subject 8 – 3cInformationtoServices
4. Evaluate assessment and referral processes
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a) Seek feedback about assessment processes from the person and
other networks
 Copy of feedback forms utilised after assessment process
 Information from at least one client showing that feedback was
requested and received
 Minutes of meeting
 Agenda of meeting
 Other suitable evidence
Please save and submit the document to your assessor using the
filename: Subject 8-4aEvaluation
[Last Name, First Name]_Subject 8 – 4aEvaluation
b) Monitor processes and their outcomes in terms of success in
meeting the person’s needs
 Agenda/minutes of review meeting where processes and
outcomes were reviewed
 Copies of emails/notes/letters from/to services about suitability of
processes including referrals in meet person’s needs
 Other suitable evidence
Please save and submit the document to your assessor using the
filename: Subject 8-4bMonitor
[Last Name, First Name]_Subject 8 – 4bMonitor
c) Routinely seek feedback and reflect on own performance
 Copy of personal development review including section that deals
with feedback from others and the importance of reflection
 Email/letter from Manager or others giving feedback to you
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Please save and submit the document to your assessor using the
filename: Subject 8-4cFeedback
[Last Name, First Name]_Subject 8 – 4cFeedback
d) Use feedback and own evaluation as a basis for improving
processes
 Short paragraph undertaking self-reflection on how you use
feedback and your own evaluation as a basis for improving
processes
 Other suitable evidence
Please save and submit the document to your assessor using the
filename: Subject 8-4dImprovingProcesses
[Last Name, First Name]_Subject 8 – 4dImprovingProcesses
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5. There must be evidence that the candidate has:
 assessed and appropriately responded to the requirements of
at least 3 people presenting with co-existing needs
 used analytical and critical thinking skills in each case:
o applying a strengths-based approach to assessment
o analysing information about co-existing issues
o making evidence-based judgements about the person’s
needs
Please provide workplace evidence to support the above for three
(3) different people. (This information may be submitted as
evidence in other units)
Evidence may include, but not limited to:
 client goal plans/intake forms
 emails
 letters
 minutes of meetings
 agenda of meetings
 other suitable evidence
Please save and submit the document to your assessor using the
filename: Subject 8-5.1PerformanceEvidence
[Last Name, First Name]_Subject 8 –
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5.1PerformanceEvidence
Please save and submit the document to your assessor using the
filename: Subject 8-5.2PerformanceEvidence
[Last Name, First Name]_Subject 8 –
5.2PerformanceEvidence
Please save and submit the document to your assessor using the
filename: Subject 8-5.3PerformanceEvidence
[Last Name, First Name]_Subject 8 –
5.3PerformanceEvidence
III. Third Party Report & Supervisor Testimonial
Third Party Report -Instruction for Supervisors
Dear Supervisor,
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Thank you for agreeing to verify the evidence provided for this
Recognition of Prior Learning (RPL) application. Kindly read through the
instructions below to guide you in fulfilling your role.
NOTE: You MUST have the necessary experience and
qualification/s in the area of Community Services Case
Management (e.g., you are/were the designated workplace
supervisor for the candidate, or you have the relevant VET
qualification/s, Diploma of Community Services (Case
Management) or higher
Your role
You are asked to testify that the candidate has completed the tasks
outlined below according to the quality standards set by the workplace,
and in compliance with the industry standards relevant to the candidate’s
work role in the Community Services Case Management area by
completing the form that begins on the next page.
Before you complete this form, please:
- Read through the Form
- Discuss any queries about this form with the candidate. If the
candidate cannot answer your questions about the observation
form, you may contact the candidate’s RPL assessor.
You are asked to review each criteria item in this Third Party Report
Form and rate the candidate’s performance against each criteria item by
providing a rating of one (1) – five (5). When providing the rating for the
candidate’s performance, refer to the Rating Matrix found on the next
page. You are also required to provide specific written comments about
the candidate’s performance against each criteria item.
Please complete all parts of the form, including the Observer’s
Declaration and the Workplace Supervisor Details found in this form.
Once done, please return this form to the candidate.
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RATING MATRIX
Note to the supervisor:
Use this RATING MATRIX to guide you in evaluating the candidate’s performance against
each criteria item provided in this Third Party Report Form.
In instances where a criteria item has not been demonstrated or has not been performed
yet by the candidate in the workplace, tick the box that corresponds to N/A.
The N/A mark or rating for a criteria item means: The criteria item does not apply to the
candidate’s work role in the organisation; the criteria item does not apply in the
organisation’s service operations; or for other reasons. When ticking the N/A box, please
ensure that you include specific written comments explaining the reasons.
Rating Knowledge Standard of
Work Autonomy Coping with
Complexity
Perception of
Context
1
Novice
Minimal or
'textbook'
knowledge
without
connecting it to
practice
unlikely to be
satisfactory
unless closely
supervised
Needs
supervision or
instruction
Little or no
conception of
dealing with
complexity
Tends to see
actions in
isolation
2
Beginner
Working
knowledge of
key aspects of
practice
Straightforward
tasks likely to be
completed to an
acceptable
standard
Able to achieve
some steps
using own
judgement, but
supervision
needed for
overall task
Appreciates
complex
situations but
only able to
achieve partial
resolution
Sees actions as
a series of steps
3
Competent
Good working
and background
knowledge of
area of practice
Fit for purpose,
though may lack
refinement
Able to achieve
most tasks
using own
judgment
Copes with
complex
situations
through
deliberate
analysis and
planning
Sees actions at
least partly in
terms of longer
goals
4
Proficient
Depth of
understanding
of discipline and
area of practice
Fully acceptable
standard
achieved
routinely
Able to take full
responsibility for
own work (and
that of others
where
applicable)
Deals with
complex
situations
holistically,
decision making
more confident
Sees overall
'picture' and
how individual
actions fit within
it
5
Expert
Authoritative
knowledge of
discipline and
deep tacit
understanding
across area of
practice
Excellence
achieved with
relative ease
Able to take
responsibility for
going beyond
existing
standards and
creating own
interpretations
Holistic grasp of
complex
situations,
moves between
intuitive and
analytical
approaches with
ease
Sees overall
'picture' and
alternative
approaches;
vision of what
may be possible
N/A
The criteria item does not apply to the candidate’s work role in the organisation; the
criteria item does not apply in the organisation’s service operations; or for other
reasons.
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THIRD PARTY REPORT FORM
CHCCCS004 – Assess co-existing needs
Important reminders for the supervisor:
 Make specific, written comments about the candidate’s performance.
These comments are valuable evidence of the candidate’s competency.
 Tick the boxes corresponding your rating for the candidate’s
performance for this criteria item. Tick only one rating for each criteria
item.
 Complete all parts of the form, including signing the Declaration and
the Supervisor’s Details.
 You may discuss any queries about the forms with the candidate. If the
candidate cannot answer your questions, you may contact Inspire
Education at 1800-506-509. We’ll be happy to help
 The assessor may need clarification and or further verification
regarding the information you provide here. In these instances, then
he/she may contact you directly to get more information about the
candidate’s performance.
CANDIDATE’S INFORMATION
Full Name
(Last Name, First Name)
CRITERIA ITEM 1 2 3 4 5 N/A
1. The candidate has assessed and
appropriately responded to the
requirements of at least 3 people
presenting with co-existing needs
IF THIS ITEM IS NOT APPLICABLE –
PLEASE DO NOT CONTINUE TO
COMPLETE THIS THIRD PARTY
REPORT AS THIS IS A
REQUIREMENT OF THE UNIT
Supervisor’s comments / feedback:
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CRITERIA ITEM 1 2 3 4 5 N/A
2. Candidate prepares for an assessment by
identifying and preparing assessment tools
and processes according to organisation
policy and procedures
Supervisor’s comments / feedback:
CRITERIA ITEM 1 2 3 4 5 N/A
3. Candidate gathers existing information and
the person and seeks additional information
from specialists and other sources as required
Supervisor’s comments / feedback:
CRITERIA ITEM 1 2 3 4 5 N/A
4. Candidate organises practical aspects of
assessment in consultation with the person
being assessed and provides information
about the assessment process to the person
and obtains consent
Supervisor’s comments / feedback:
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CRITERIA ITEM 1 2 3 4 5 N/A
5. The candidate works within scope of own role
and seeks assistance from colleagues and
experts as required
Supervisor’s comments / feedback:
CRITERIA ITEM 1 2 3 4 5 N/A
6. Candidate empowers the person to identify
and priorities their own needs
Supervisor’s comments / feedback:
CRITERIA ITEM 1 2 3 4 5 N/A
7. Candidate evaluates needs based on a full
range of relevant information
Supervisor’s comments / feedback:
CRITERIA ITEM 1 2 3 4 5 N/A
8. The candidate identifies and analyses
complex, multiple and interrelated issues
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Supervisor’s comments / feedback:
CRITERIA ITEM 1 2 3 4 5 N/A
9. The candidate evaluates issues of urgency
and eligibility and assesses potential risk
factors for service delivery
Supervisor’s comments / feedback:
CRITERIA ITEM 1 2 3 4 5 N/A
10. The candidate considers service delivery and
referral options from strengths-based
perspective
Supervisor’s comments / feedback:
CRITERIA ITEM 1 2 3 4 5 N/A
11. The candidate evaluates internal capability
and other service networks to determine best
fit for the person
Supervisor’s comments / feedback:
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CRITERIA ITEM 1 2 3 4 5 N/A
12. The candidate provides the person with
service information and supports their
decision making process
Supervisor’s comments / feedback:
CRITERIA ITEM 1 2 3 4 5 N/A
13. The candidate encourages the person to
advocate on their own behalf to access
services
Supervisor’s comments / feedback:
CRITERIA ITEM 1 2 3 4 5 N/A
14. The candidate documents the outcomes of the
assessment process according to organisation
procedures
Supervisor’s comments / feedback:
CRITERIA ITEM 1 2 3 4 5 N/A
15. The candidate maintains and stores the
person’s information according to
confidentiality requirements
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Supervisor’s comments / feedback:
CRITERIA ITEM 1 2 3 4 5 N/A
16. The candidate provides the person’s
information to other services according to
consent and confidentiality requirements
Supervisor’s comments / feedback:
CRITERIA ITEM 1 2 3 4 5 N/A
17. The candidate seeks feedback about
assessment processes from the person and
other networks
Supervisor’s comments / feedback:
CRITERIA ITEM 1 2 3 4 5 N/A
18. The candidate monitors processes and their
outcomes in terms of success in meeting the
person’s needs
Supervisor’s comments / feedback:
CRITERIA ITEM 1 2 3 4 5 N/A
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19. The candidate routinely seeks feedback and
reflects on their own performance as a Case
Manager
Supervisor’s comments / feedback:
CRITERIA ITEM 1 2 3 4 5 N/A
20. The candidate uses feedback and own
evaluation as a basis for improving processes
Supervisor’s comments / feedback:
CRITERIA ITEM 1 2 3 4 5 N/A
21. The candidate has assessed and appropriately
responded to the requirements of at least 3
people presenting with co-existing needs
Supervisor’s comments / feedback:
CRITERIA ITEM 1 2 3 4 5 N/A
22. Candidate uses analytical and critical thinking
skills in each case they work with
Supervisor’s comments / feedback:
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Supervisor Testimonial
I hereby certify that the documents submitted by
(student name) , and described in this RPL Kit for CHCCCS004 – Assess co-
existing needs, have been created by the candidate as part of his/her role as a
(job title)
within (name of organisation) .
I confirm that I have completed the Third Party Report included in this kit and
added comments where applicable.
I understand that I may be contacted by an Inspire Education Assessor and
agree to verify or elaborate on the information supplied in this report.
I do solemnly swear that the declaration made on this report is true and I am in
the position to make this statement.
Additional comments (if required):
Supervisor Details
Name:
Qualifications:
Organisation: Signature:
Job Title: Date:
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Contact
Number:
Best Time to
Contact:
Please save and submit these documents to your assessor using the
filename:
[Last Name, First Name]_Subject 8 – CHCCCS004-Third Party &
Supervisor Testimonial
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IV. Evidence Submission Guide Checklist
The Evidence Submission Guide is provided to guide you in collating all your
evidence submissions for the unit of competency: CHCCCS004 – Assess co-existing
needs.
This Guide contains an outline of all the evidence you are required to submit.
Guidelines for submission:
1. Ensure the information enclosed in the evidence you submit is true and
accurate. In instances when the assessor needs to verify something in your
evidence submission, he/she will contact your supervisor.
2. Where applicable, your evidence submissions must always be signed off by
relevant personnel. For example, when submitting meeting minutes, ensure
this document has all the signatures of the meeting attendees.
3. Where applicable, your evidence submissions must clearly state that this has
been completed by you, and has been signed off by relevant personnel. For
example, when submitting incident reports, ensure that your name appears in
the relevant fields of the report.
4. Remember to maintain the privacy and confidentiality of the staff and clients in
your organisation. Avoid providing their real names in your RPL submissions
and use aliases instead.
To guide you in collating your evidence submissions, the checklist found in the
next page is provided for you. Complete this checklist by providing the type of
document you submitted for each evidence requirement and the filename of
your evidence submission (only when you are submitting these online)
A sample is provided below:
01 Communication with families about
child’s health needs (Instance 1) Meeting minutes
Smith_John –
Meeting
Minutes 1
5. Do note that one evidence submission may meet more than one requirement.
You may submit the same document for these requirements, as seen below:
01 Communication with families about
child’s health needs. (Instance 1) Meeting minutes
Smith_John –
Meeting
Minutes 1
02 Communication with colleagues about
children’s health needs. (Instance 1) Meeting minutes
Smith_John –
Meeting
Minutes 1
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Evidence Submission Guide Checklist
CHCCCS004 – Assess co-existing needs
Document submission
Complete the table below to guide you in collating evidence that you will be submitting along with your
RPL Kit submission (e.g. Job Description, Curriculum Vitae, Certificate of Employment, and others).
Type of document submitted:
Check if
included in
submission
Filename(s)
01
Part I – KNOWLEDGE ASSESSMENT
Completed Knowledge assessment
questions
1-16
[Last Name, First Name]_Subject 8 –
KnowledgeQuestions
02 Part II – WORKPLACE EVIDENCE
1. Preparing for an assessment
(a) Identify and prepare
assessment tools and
processes according to
organisation policy and
procedures
 Blank copies of any
forms/tools to be utilised
during assessment
 Copies of emails
 Emails to book
rooms/vehicles etc. required
 Other suitable evidence
(b) Seek additional information
from specialists and other
sources as required to
determine the range of issues
that may be affecting the
person
 Emails
 Reports
 Other suitable evidence
(c) Organise practical aspects of
assessment in consultation
with the person being
assessed
 Agenda
 Minutes/notes of
meeting
 Other suitable
evidence
[Last Name, First Name]_Subject 8 –
1aPreparation
[Last Name, First Name]_Subject 8 –
1bSeekingInformation
[Last Name, First Name]_Subject 8 –
1cOrganisingPracticalAspects
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(d) Provide information about the
assessment process to the
person and obtain consent
 Information sent
 Workplace policy
 Consent form
[Last Name, First Name]_Subject 8 –
1dObtainConsent
2. Determining appropriate
services
a) Consider service delivery
and referral options from
strengths-based
perspective
 Copy of goal statements/client
information
 Emails/letters/referral forms
 Additional paragraph
b) Evaluate internal
capability and other
service networks to
determine best fit for the
person
 Workplace policy
 Client individual plan
 Other suitable evidence
c) Provide the person with
service information and
support their decision
making process
 Brochures
 Emails
 Notes from meetings
 Other suitable evidence
d) Encourage the person to
advocate on their own
behalf to access services
 Notes from meetings
 Emails
 Copy of information shared
 Minutes of meetings
 Other suitable evidence
[Last Name, First Name]_Subject 8 –
2aStrengthsBased
[Last Name, First Name]_Subject 8 –
2bCapability
[Last Name, First Name]_Subject 8 –
2cDecisionMaking
[Last Name, First Name]_Subject 8 –
2dAdvocacy
3. Completing reporting
a) Document the outcomes of
the assessment process
according to organisation
procedures
 Notes/minutes from meeting
held
 Copy of workplace
policy/procedure or paragraph
b) Maintain and store the
person’s information
[Last Name, First Name]_Subject 8 –
3aReporting
[Last Name, First Name]_Subject 8 –
3bConfidentiality
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according to confidentiality
requirements
 Copy of workplace
policy/procedure
c) Provide the person’s
information to other services
according to consent and
confidentiality requirements
 Workplace policy
 Workplace form
 Other suitable evidence
[Last Name, First Name]_Subject 8 –
3cConsent
4. Evaluate assessment and
referral processes
a) Seek feedback about
assessment processes from
the person and other
networks
 Feedback forms
 Client information
 Minutes of meeting
 Agenda of meeting
 Other suitable evidence
b) Monitor processes and their
outcomes in terms of success
in meeting the person’s needs
 Agenda/minutes of review
meeting
 Copies of emails/notes/letters
 Other suitable evidence
c) Routinely seek feedback and
reflect on own performance
 Personal development review
 Email/letter
d) Use feedback and own
evaluation as a basis for
improving processes
 Self reflection paragraph
 Other suitable evidence
[Last Name, First Name]_Subject 8 –
4aEvaluate
[Last Name, First Name]_Subject 8 –
4bMonitor
[Last Name, First Name]_Subject 8 –
4cFeedback
[Last Name, First Name]_Subject 8 –
4dSelfReflection
5. Candidate to provide
evidence that they have
assessed and appropriately
responded to the
requirements of at least 3
people presenting with co-
existing needs
 Client goal plans/intake forms
 Emails
 Letters
 Minutes of meetings
 Agenda of meetings
 Other suitable evidence
Individual information is required for
each of the three (3) different people
[Last Name, First Name]_Subject 8 –
5PerformanceEvidence
03 Part III CHCCCS004 Third Party
Report & Supervisor Testimonial
[Last Name, First Name]_CHCCCS004-Third
Party & Supervisor Testimonial
05 Part IV Completed Evidence
Submission Guide Checklist
[Last Name, First Name]_CHCCCS004-
CompletedEvidenceSubmissionGuideChecklist
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RPL KIT CHECKLIST
Before submitting this RPL Kit for assessment, ensure that you
have:
Completed and included the RPL Kit Cover Sheet
Completed all requirements
Ensure that you have completed all assessments relevant to this unit
of competency:
Knowledge Assessment
Workplace Evidence
Third Party Report & Supervisor Testimonial
Evidence Submission Checklist
IMPORTANT REMINDER
Candidates must achieve a satisfactory result in ALL RPL
assessment tasks to be awarded COMPETENT for the unit
relevant in this Assessment Workbook.
To award the candidate competent in the units relevant to this subject, the candidate must successfully
complete all the requirements listed above according to the prescribed benchmarks.
RPL Kit CHCCCS004 Version No.1.1 Produced 20 September
2017
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