CHCCCS036 - Support relationships with carer and family (Release 1)

1 Assessor Guide Version 1.0 Produced 20 January 2023

© Compliant Learning Resources
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CHCCCS036 - Support relationships with Australis Institute of Technology and Education (AITE)
carers and families RTO Provider No.: 91630
Version: 001 CRICOS Code: 03173K

Published: April 2023

Review: March 2024
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Table of Contents

Instructions........................................................................................................................ 6
Competency-Based Assessments ....................................................................................... 8
Assessing Nationally Recognised Training .......................................................................... 9
Dimensions of Competency.............................................................................................. 11
Reasonable Adjustment ................................................................................................... 11
The Unit of Competency .................................................................................................. 12
The Context of Assessment .............................................................................................. 13
Assessment Methods ....................................................................................................... 13
Resources Required for Assessment ................................................................................. 14
Assessor Instructions ....................................................................................................... 16
Accessing External Links ................................................................................................... 16
Assessment Workbook Cover Sheet ................................................................................. 17
Knowledge Assessment ................................................................................................... 18
Practical Assessment........................................................................................................ 45
Candidate Instructions ......................................................................................................... 45
Practical Assignment ........................................................................................................ 46
Overview .............................................................................................................................. 46
Task 1 – Working with Families and Carers ...................................................................... 47
Task 2 – Privacy and Confidentiality ................................................................................. 49
Workplace Assessment .................................................................................................... 51
Overview .............................................................................................................................. 51
Part I. Work with the Person’s Carers and Family ................................................................ 54
Task 1.1 Meet with the Person and their Family and Carers ............................................ 58
Task 1.2 Work with the Carer/Family Members to Support the Person .......................... 59
Task 1.3 Identify the Needs of the Carer/Family Member ............................................... 60
Task 1.4 Respond to the Needs of the Carer/Family Member ......................................... 61
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carers and families RTO Provider No.: 91630
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CHCCCS036 - Support relationships with Australis Institute of Technology and Education (AITE)
carers and families RTO Provider No.: 91630
Version: 001 CRICOS Code: 03173K

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Part II. Respond to Changes in the Care Relationship .......................................................... 62

Task 2.1 Identify Risks Associated with Changes in the Care Relationship....................... 62
Task 2.2 Address Risks Associated with Changes in the Care Relationship ...................... 64
Part III. Reflect on Work with Carers and Families ............................................................... 66
Task 3.1 Complete a Reflective Journal ............................................................................ 66
Assessment Workbook Checklist ...................................................................................... 68
Record of Assessment (Assessor’s Use Only) .................................................................... 72

CHCCCS036 - Support relationships with Australis Institute of Technology and Education (AITE)
carers and families RTO Provider No.: 91630
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Instructions
The assessments in this workbook are divided into two categories: the Knowledge Assessment
and the Practical Assessment.
The Knowledge Assessment is a set of general and workplace questions testing your
knowledge and understanding of the general theory behind the unit.
You must answer all Knowledge Assessment Questions using your own words. However,
you may refer to your Learner Guide and other relevant resources and learning materials to
complete this assessment.
Some questions cover processes you will likely encounter in a workplace setting. Ideally, you
should be able to answer these questions based on the processes that are currently in place
in your workplace. However, if you do not currently have access to a workplace, then answer
the questions based on processes that should be implemented in a typical workplace setting.
The Practical Assessment is made up of the Practical Assignment and Workplace
Assessment. This assessment tests your practical skills with respect to the requirements of
the relevant unit of competency.
The Practical Assessment requires you to complete and submit workplace documents and
other documentation relevant to the unit of competency.
The evidence you submit must be your own work except where due reference is made and
where you are required to submit supplementary workplace documents such as policies
and procedures.
When completing the assessments included in this workbook:
1. Read the instructions provided in each task carefully before attempting to complete
the task. The instructions will guide you on how to answer the question or complete
the task satisfactorily.
2. Follow the steps provided in each task.
§ If the question instructs you to describe, provide a description as your
response. If the question instructs you to list, provide a list as your response.
§ Where there is a number of required responses, provide the required number
of responses. For example, if you are asked to list three responses, provide
three responses.
3. Ensure that all your submissions for this assessment indicate your first and last name
and that these submissions have been named according to the file naming convention
prescribed in each task.
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carers and families RTO Provider No.: 91630
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Published: April 2023

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CHCCCS036 - Support relationships with Australis Institute of Technology and Education (AITE)
carers and families RTO Provider No.: 91630
Version: 001 CRICOS Code: 03173K

Published: April 2023

Review: March 2024
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Competency-Based Assessments
Definition of Competency
Assessment in this context can be defined as the fair, valid, reliable, and flexible gathering
and recording of evidence to support the judgement on whether competency has been
achieved. Skills and knowledge (developed in a structured learning situation, at work, or in
some other context) are assessed against national standards of competence required by
industry rather than compared with the skills and knowledge of other candidates.

The features of a competency-based assessment system are:

§ It is focused on what candidates can do and whether it meets the criteria specified by
the industry as competency standards.
§ Assessment should mirror the environment the candidate will encounter in the
workplace.
§ Assessment criteria should be clearly stated to the candidate at the beginning of the
learning process.
§ Assessment should be holistic. That is, it aims to assess as many elements and/or units
of competency as is feasible at one time.
§ In competency assessment, a candidate receives one of only two outcomes –
‘competent’ or ‘not yet competent.’
§ The basis of assessment is in applying knowledge for some purpose. In a competency
system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists
a person in performing a task to the level required in the workplace.
§ The emphasis in assessment is on assessable outcomes that are clearly stated for the
trainer and candidate. Assessable outcomes are tied to the relevant industry
competency standards where these exist. Where such competencies do not exist, the
outcomes are based upon those identified in a training needs analysis.

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Assessing Nationally Recognised Training

Developing and conducting assessment in an Australian Vocational Education and Training
(VET) context is founded on the Principles of Assessment and the Rules of Evidence:
Principles of Assessment
1. Assessment must be valid
§ Assessment must include the full range of skills and knowledge needed to
demonstrate competency.
§ Assessment must include the combination of knowledge and skills with their
practical application.
§ Assessment, where possible, must include judgements based on evidence
drawn from a number of occasions and across a number of contexts.
2. Assessment must be reliable
§ Assessment must be reliable and must be regularly reviewed to ensure that
assessors are making decisions in a consistent manner.
§ Assessors must be trained in national competency standards for assessors to
ensure reliability.
3. Assessment must be flexible
§ Assessment, where possible, must cover both the on- and off-the-job
components of training within a course.
§ Assessment must provide for the recognition of knowledge, skills, and
attitudes regardless of how they have been acquired.
§ Assessment must be made accessible to candidates through a variety of
delivery modes, so they can proceed through modularised training packages
to gain competencies.
§ Assessment must be mutually developed and agreed upon between the
assessor and the assessed.
§ Assessment must be able to be challenged. Appropriate mechanisms must be
made for reassessment as a result of challenge.

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4. Assessment must be fair

§ The assessment process must consider the individual needs of the candidate.
§ Assessment must provide for reasonable adjustments, where appropriate, to
consider the individual candidate’s needs.
(Source: Standards for RTOs 2015, Clauses 1.8 – 1.12)

Rules of Evidence
When collecting evidence, certain rules apply to that evidence. All evidence must be valid,
sufficient, authentic, and current:
1. Valid
Evidence gathered should meet the requirements of the unit of competency. This
evidence should match, or at least reflect, the type of performance that is to be
assessed, whether it covers knowledge, skills, or attitudes.
2. Sufficient
This rule relates to the amount of evidence gathered. Enough evidence must be
gathered to satisfy the requirements that the candidate be competent in all aspects
of the unit of competency.
3. Authentic
When evidence is gathered, the assessor must be satisfied that the evidence is the
candidate’s own work.
4. Current
This relates to the recency of the evidence and whether the evidence relates to
current abilities.
(Source: Training in Australia by M Tovey, D Lawlor)

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Dimensions of Competency
The national concept of competency includes all aspects of work performance and not only
narrow task skills. The four dimensions of competency are:
1. Task skills
2. Task management skills
3. Contingency management skills
4. Job or role environment skills

Reasonable Adjustment
‘Reasonable adjustment’ in VET is the term applied to modifying the learning environment or
making changes to the training delivered to assist a candidate with a disability. A reasonable
adjustment can be as simple as changing classrooms to be closer to amenities or installing a
particular type of software on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that candidates with disabilities have:
§ The same learning opportunities as candidates without disabilities, and
§ The same opportunity to perform and complete assessments as those without
disabilities.
Reasonable adjustment applied to participation in teaching, learning, and assessment
activities can include:
§ Customising resources and assessment activities within the training package or
accredited course
§ Modifying the presentation medium
§ Learner support
§ Use of assistive/adaptive technologies
§ Making information accessible both before enrolment and during the course
§ Monitoring the adjustments to ensure candidate needs continue to be met

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Assistive/Adaptive Technologies
Assistive/adaptive technology means ‘software or hardware that has been specifically
designed to assist people with disabilities in carrying out daily activities’ (World Wide Web
Consortium - W3C). It includes screen readers, magnifiers, voice recognition software,
alternative keyboards, devices for grasping, visual alert systems, and digital note-takers.
(Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability -
November 2010 - Prepared by - Queensland VET Development Centre)

IMPORTANT:
Reasonable adjustments made for collecting candidate assessment evidence must not
impact the standard expected by the workplace, as expressed by the relevant unit/s of
competency. For example, if the assessment were gathering evidence of the candidate’s
competency in writing, allowing the candidate to complete the assessment verbally would
not be a valid assessment method. The method of assessment used by any reasonable
adjustment must still meet the competency requirements.

The Unit of Competency

The units of competency specify the standards of performance required in the workplace.
This assessment addresses the following unit of competency:
CHCCCS036 - Support relationships with carer and family (Release 1)
1. Include carer and family members as part of the support team
2. Assess and respond to changes in the care relationship
3. Monitor and promote carer rights, health, and well-being
A complete copy of the above unit of competency can be downloaded from the TGA
website:
https://training.gov.au/training/details/CHCCCS036

CHCCCS036 - Support relationships with Australis Institute of Technology and Education (AITE)
carers and families RTO Provider No.: 91630
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The Context of Assessment

To complete the assessments in this workbook, students need to have access to their learning
materials, the Internet, and a workplace (or similar environment).
The Knowledge Assessment may be completed wholly at the candidate’s home or chosen
place of study.
The Practical Assessment must be completed in a workplace or a simulated environment.

Assessment Methods
This workbook uses the following assessment method/s:
1. Knowledge Assessment
A set of general and workplace questions testing the candidate’s general knowledge
and understanding of the general theory behind the unit.
2. Practical Assignment
A series of written practical tests assessing the candidate’s practical knowledge and
understanding of the unit of competency.
3. Workplace Assessment
A set of tasks or activities completed according to set instructions and guidelines to
meet the requirements of the relevant unit. These tasks and activities require you to
have access to a workplace or a similar environment.

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Resources Required for Assessment

The Training Organisation to provide the candidate with access to/organise the following
for the candidate:
§ Assessor to supervise and observe the candidate as they complete assessments,
where required.
§ A workplace/organisation or similar environment within community and health
service context, e.g. individual support, aged care, disability, etc. that will allow the
candidate access to:
o Workplace supervisor
o Person or client (at least three is required for Part I of the Workplace
Assessment)
o Person’s carer/family members
o Person’s individualised plans, e.g. support plans or care plans, including
information on their:
• goals, needs, and preferences
• requirements for assistive technologies
o Equipment, resources, and facilities required to facilitate the support activities.
This will depend on the support activity to be facilitated.
o Assistive technologies, e.g. walking stick, hearing aid, communication devices,
etc.
o Information about carer support services
o Policies and procedures for
• Maintaining the privacy and confidentiality of the person and their
carer/family members
• Managing risks associated with changes and transitions to the care
relationship.

CHCCCS036 - Support relationships with Australis Institute of Technology and Education (AITE)
carers and families RTO Provider No.: 91630
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o Access to resources or services for carer support (this will depend on the
person’s carer/family member’s needs and issues identified previously).
They may include:
• Workplace supervisor
• Third-party services for carer referrals
• Networks or groups for carer support
o Services, equipment, and resources to address risks as identified in Task 2.1.
These will depend on the actual strategies to be implemented by the
candidate.
o Services, equipment, and resources to maximise positive aspects of changes
and transition as identified in Task 2.1.
These will depend on the actual strategies to be implemented by the
candidate.
o Reflective Journal Template (provided along with the workbook)

The candidate will need access to:

§ Computer with Internet, email access, and a working web browser
§ Installed software: MS Word, Adobe Acrobat Reader

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Assessor Instructions
This is a compulsory assessment to be completed by all candidates. This assessment tests the
candidate’s knowledge and understanding of the general theory and concepts underpinning
the unit of competency, as well as their practical skills in relation to the unit and assessment
requirements.
Reasonable adjustment applies here, and while the majority of candidates will complete this
assessment as a written assessment, verbal assessment may be an option for those who need
it. The assessor must use the marking guide as the principal marking tool unless a reasonable
adjustment is demonstrated.
The Assessor Guide provides instructions to the assessor on how to assess the candidate’s
responses and performance and criteria for assessing the candidate’s responses and
performance. Benchmark answers and benchmark performance are also detailed for each
assessment task, setting out which key responses and skills must be included and performed,
as well as indicating where flexibility is acceptable.
The number of responses required is specified in each assessment task to avoid ambiguity. In
these cases, the model answer will provide a list of possible answers. For instance, if a
question requires the candidate to list three examples, then their response must include three
of the items listed in the model answer.
IMPORTANT:
Candidates must achieve a satisfactory result in ALL assessment tasks to be deemed
COMPETENT for the unit/s relevant to this workbook.

Accessing External Links

Throughout this workbook, you will sometimes be required to access certain websites. Links
to these websites are formatted in Blue Underlined Text.
To access these, hold the Ctrl key and click the link for Windows users, or simply click on
these blue links for Mac users.

CHCCCS036 - Support relationships with Australis Institute of Technology and Education (AITE)
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Assessment Workbook Cover Sheet

To the candidate: Print this cover sheet and complete it by filling in all the required
information and signing in the space provided. Your signature must be handwritten. Scan the
completed cover sheet and submit it along with your evidence submissions. Use the filename:
CHCCCS036 Cover Sheet

Workbook CHCCCS036

Title Support relationships with carers and families (Release 1)

First and Last Name Jeferson Santos Coelho

Phone 0452668571

Email [email protected]

Please read the Candidate Declaration below, and if you agree to the terms
of the declaration, sign and indicate the date in the spaces 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
Workbook.
§ I have organised and named the files I am submitting according to the instructions provided.
I am aware that my assessor will not assess work that cannot be 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
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. I give my consent to contact these parties for verification purposes.

Name: Jeferson S. Coelho Signature: Date signed: 20/02/2025

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Knowledge Assessment
1. Access and review the data on disability, ageing, and carers from the
Australian Bureau of Statistics:
Disability, Ageing and Carers, Australia: Summary of Findings
Answer the questions that follow.

i. According to the data, who are more likely to be carers? Male or female? Tick the
box that corresponds to your answer.
☒ Females
☐ Males

ii. Complete the sentence: 4.7% of all Australians were primary carers.

iii. What was the common reason primary carers gave for taking on a caring role?
Family responsibility or close relationship

iv. True or false: There were more carers under the age of 25 in 2018 than in 2015.
Tick the box that corresponds to your answer.
☐ True
☒ False

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2. Listed below are different organisations and resources that carers

may access for support. Briefly explain what each organisation or
resource is.

Organisation Explanation

National advocacy body supporting unpaid carers

through policy influence, resources, and programs.
i. Carers Australia

Programs targeting carers under 25, addressing

education, mental health, and social support. 391,300
ii. Young Carers
young carers noted in 2022

Organisation Explanation

Free counselling services to reduce stress and improve

iii. National Carer
well-being for carers.
Counselling
Program

Supports families of children with disabilities through

iv. Early Childhood therapies and developmental programs.
Intervention Project

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3. Listed below are different service pathways available for a person

requiring support.
Complete the table below by:
i. Briefly explaining what each service pathway is.
ii. Describing how service arrangements in each may affect the
person’s family and carers.

CHCCCS036 - Support relationships with Australis Institute of Technology and Education (AITE)
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Service Pathway Explanation How service arrangements in this pathway may

affect the person’s family and carers

Home-based care (e.g., personal care, meal prep). Reduces physical burden but may require family
Example: Commonwealth Home Support coordination with providers.
i. Community Programme
support services

Permanent care in aged care homes Emotional strain from separation but relieves daily
care responsibilities.
ii. Residential care
services

Temporary care to give carers a break Reduces burnout but may cause guilt or anxiety
for carers.
iii. Respite

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4. Describe the roles of the following people in the support team.

Support team Role

Makes decisions about their care preferences and goals

i. Person requiring
care and support

Provides professional assistance (e.g., personal care,

therapy)
ii. Support worker

Offers unpaid help (e.g., daily tasks, emotional support)

iii. Carer

Main provider of informal care, often managing

complex needs
iv. Primary carer

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5. What is the role of family members and friends in the care and
support of the person?

Provide informal care daily tasks, emotional support), advocate for the person’s
needs, and coordinate with formal services

6. Complete the table below by identifying one right and one

responsibility each of the following people has.

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Person Right Responsibility

(Provide only one for each) (Provide only one for each)

Right to dignity and autonomy. Communicate needs clearly.

i. Person

Right to access support services. Respect the person’s choices.

ii. Family members
and friends who
have taken the
carer or primary
carer role

Right to safe working conditions. Follow care plans and protocols.

iii. Support worker

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7. Identify one positive and one negative impact of the carer role on the
carer or family member who has taken on the carer role.

Positive impact

Strengthened relationships, personal fulfillment

Negative impact

Emotional stress, financial strain, reduced social participation.

8. List three types of transitions that a person may undergo when

accessing care and support services.

i. Home to residential care

ii. Hospital to home-based care (e.g., Transition Care)

iii. Introduction of formal support services (e.g., home care packages)

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9. Identify one positive and one negative impact when the person
transitions to care and support services.

Positive impact

Positive: Improved quality of care and safety

Negative impact

Negative: Emotional adjustment challenges for the person and family.

10. Answer the following questions about person-centred practices.

i. List three principles of person-centred practices.

a. Supports the person to be involved in making decisions about their

life

b. Takes into account each person's life experience, age, gender,

culture, heritage, language, beliefs, and identity
c. Is strengths-based, focusing on what the person can do first and any help
they need second

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ii. Complete the table below by differentiating traditional and person-centred

approaches to service delivery.

Traditional Person-centred

Service is based on the individual's

Service is based on clinical or medical
advice personal goals and preferences

Care strategies prioritise the Support and care strategies focus

management of illness and medical on improving the overall quality of
condition life of the person

iii. Identify three benefits of using person-centred approaches.

a. Respects the rights and dignity of the person

b. Encourages the person to be an active participant in their care

planning
c. Improves the person's satisfaction and overall well-being

11. Answer the following questions about strengths-based practices.

i. List three principles underpinning a strengths-based practice.

a. All care strategies must focus and draw on the client's strengths
and capabilities

b. All individuals have a responsibility to maintain and improve

their well-being

c. All individuals have the capacity to learn, improve, and change

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ii. List three actions that the person’s support team must follow when using strength-
based practice

a. Assess the strengths and capabilities of their clients to use them

in developing and implementing responses

b. Maximise the use of resources available to their clients to

improve their conditions

c. Allow their clients to choose what they want to do or how they

want to work on their problems

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12. Answer the following questions about active support.

i. Explain what active support is.

Active support ensures that people with even the most significant disabilities
have ongoing, daily support to be engaged in a variety of life activities and
opportunities of their choice. It empowers the person to do things for themselves,
when possible, rather than having someone else do it on their behalf.

ii. The following are principles underpinning active support. Briefly explain what each
principle means.

Principle Explanation

Supporting the person to feel part of the

a. Belongingness community and have positive relationships with
others.

Supporting the person to have new experiences

b. Opportunity and avenues for self-directed learning.

Supporting the person in a manner that

c. Respect recognises and upholds their individuality.

Supporting the person in a manner that

d. Self-control recognises and upholds their capability to
regulate their actions, emotions, and behaviour.

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13. List four ways you can work positively with the person’s carer and
family.

i. Encourage positive contact between the support service and the family,
carer, and friends of the person with support needs

ii. Conduct constant consultation to monitor the person and the support
services

iii. Provide information about support services, such as financial information,

legislation, and access to support services

14. Answer the following questions about social and emotional wellbeing
frameworks.

i. Complete the following statement:

According to the World Health Organization (WHO), social and emotional wellbeing
are closely related to the concept of mental health.

ii. How does an individual achieve social and emotional wellbeing?

An individual achieves social and emotional wellbeing when their needs

relevant to building relationships and emotional fulfilment are met, and
when distress arising from unmet needs in other domains is minimised.

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iii. Social and emotional wellbeing are connected to the following types of needs.
Briefly describe each need.

Type of needs Description

(Your responses must relate to social and
emotional wellbeing)

Needs related to family relationships,

a. Social acceptance in the community, and the quality
of relationships.

Needs related to the individual's sense of

comfort, belonging, understanding, and
b. Emotional
reassurance during times of stress and
sadness.

Needs related to the individual's ability to

c. Psychological cope with illness and other circumstances
caused by disability.

iv. How can the following factors negatively affect the social and emotional wellbeing
of an individual?

Factors How it affects an individual’s social and

emotional wellbeing

a. Underlying health Can cause constant worries, frustrations, and

condition stress when dealing with pain and treatments.

Can make the person feel isolated and see

b. Impairment themselves as less of a person.

Can lead to dependency and feelings of being

c. Activity limitations a burden to others.

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v. How does social and emotional wellbeing helps strengthen the skills of an
individual?

Social and emotional wellbeing helps individuals develop skills that enable
them to cope with stressors, build confidence, and improve self-esteem. This
allows them to set specific goals and engage in more activities to develop
their skills.

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15. Listed below are different life domains where assistive technologies
may be used.
Complete the table below by:
i. Providing a brief explanation of how assistive technologies
can help a person in each life domain listed.
ii. Identifying one corresponding example of assistive
technology for each.

Life domain How assistive technologies One example of assistive

can help a person in this life technology that can be
domain used in this life domain.

Assists with activities Adapted clothing

i. Self-care like bathing, dressing,
and washing hair.

Supports individuals with Urinary and faecal

ii. Continence incontinence issues. collector bags

Assists with bathing and Showering aids

iii. Hygiene toileting.

Supports individuals with Tablets with

iv. Communication difficulties in speaking, communication apps
listening, or reading.

Helps individuals with Wheelchairs

v. Mobility difficulties moving
around.

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Provides support for Transfer boards

transferring and moving
vi. Transferring
people with reduced risk.

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Life domain How assistive technologies One example of assistive

can help a person in this life technology that can be
domain used in this life domain.

Helps individuals with Cueing aids

vii. Cognition cognitive disorders like
Alzheimer's.

Supports individuals with E-calendars

viii. Memory loss memory issues.

Assists individuals with Screen magnifiers

ix. Vision vision impairments.

Supports individuals with Hearing aids

x. Hearing hearing impairments.

Helps with routine daily Buttonhooks

xi. Daily living activities activities.

Supports participation in Adapted board games

xii. Recreation recreational activities.

Assists with rest and Adapted seat cushions

xiii. Leisure enjoyment activities.

Supports individuals with Computer programs

xiv. Education learning disabilities.

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Life domain How assistive technologies One example of assistive

can help a person in this life technology that can be
domain used in this life domain.

Helps individuals with Speech recognition

xv. Employment work-related tasks. software

Assists individuals in their Smart electronic devices

xvi. Home homes. (e.g., Amazon Echo)

Supports individuals in Smart speakers and

xvii. Care residence care residences. screens

Assists individuals in Ramps

xviii. Outdoors outdoor activities.

Supports individuals with Robotic eating equipment

xix. Eating eating difficulties.

Assists individuals with Double-handled mugs

xx. Drinking drinking.

Helps manage and relieve Repositioning pads

xxi. Pressure area
pressure on body parts.
management

Assists carers in their Two-button pagers

xxii. Carer support roles.

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16. Answer the following questions about the role and use of assistive
technologies.

i. How do assistive technologies help the person in maintaining their independence

in different activities or tasks?

Assistive technologies help individuals perform daily tasks independently or with

minimal assistance, enabling them to maintain their independence and improve
their quality of life.

ii. List two examples of carer/family activities where assistive technologies can be
used.

a. Assisting the person in meal preparation and eating their meals

b. Assisting the person in transferring, e.g., getting out of bed

iii. While assistive technologies are mainly to support the person, how do they also
support the person’s carers/family members?

Assistive technologies reduce the workload of carers and family members by

enabling the person to perform tasks independently, thus easing the burden
of caregiving.

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17. Explain how each tool listed below can be used to assess risks
associated with the carer or family member’s carer role.

Risk Assessment Tool Explanation

Used to identify hazards in the person's residence,

such as tripping hazards, faulty appliances, and fire
i. Home safety
risks.
checklists

Used to assess risks associated with tasks like lifting or

ii. Manual handling transferring the person.
risk assessment
tools

Used to assess psychosocial and stress-related factors

iii. Psychosocial and affecting carers and family members.
stress risk
assessment tools

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18. Listed below are risks commonly encountered by carers or family

members who have taken the carer role. Identify one strategy or way
each risk can be managed.

Risk Ways to manage each risk

(Provide only one for each risk)

Remove obstructions and ensure pathways are clear.

i. Tripping over an
obstruction in the
corridor or hallway

Promote mental health awareness and provide access

ii. Increased risk for to carer support resources.
mental health
issues

iii. Increased risk for Use lifts or hoists to assist in transferring or lifting the
developing person.
musculoskeletal
disorders from
manual handling

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19. Listed below are areas relevant to working with carers and family
members in community and health services contexts.
Complete the table below by:
i. Specifying the community and health service context you
are currently training in (e.g. aged care, disability, etc.)
ii. Specifying your state/territory.
iii. Identifying the legislation relevant to the area listed.
Where applicable, refer to the legislation currently
enforced in your state/territory.
iv. Briefly summarising the legal requirements that you must
comply with in each area.
v. Identifying the code of ethics or code of conduct relevant
to the area listed. Where applicable, refer to the ethical
requirements relevant to the community and health
service context you selected.
vi. Briefly summarising the ethical requirements that you
must comply with in each area.
vii. Providing one example of how a service or an organisation
can implement these legal and ethical requirements.
viii. Providing one example of how you can work in accordance
with these legal and ethical requirements.

Community health and ☒ Aged care ☐ Disability

service context ☐ Home and community ☐ Others:

State/territory NSW

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Area Legal requirements Ethical requirements One example of how a One example of how you
relevant to this area relevant to this area service or an organisation can work legally and
Include the relevant Include your reference in implement these legal and ethically in accordance
legislation in your your response. ethical requirements. with these requirements.
response

Relevant legislation: Reference: Respect the Provision of private Ensure the person has a
Privacy Act 1988 client's privacy and spaces for dressing, private space for
confidentiality showering, and toileting personal activities.
i. Privacy

Relevant legislation: Reference: Maintain Secured storage for Avoid discussing the
Privacy Act 1988 confidentiality of client client records person or their family
information with unauthorised staff.
ii. Confidentiality

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Area Legal requirements Ethical requirements One example of how a One example of how you
relevant to this area relevant to this area service or an organisation can work legally and
implement these legal and ethically in accordance
Include the relevant Include your reference in
legislation in your your response. ethical requirements. with these requirements.
response

Relevant legislation: Reference: Only disclose Use of consent forms for Ask for the client's
Privacy Act 1988 information with consent disclosure consent before
disclosing any
or when legally required
information.
iii. Disclosure

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Area Legal requirements relevant Ethical requirements One example of how a One example of how you
to this area relevant to this area service or an organisation can work legally and
Include the relevant Include your reference in implement these legal and ethically in accordance
legislation in your response your response. ethical requirements. with these requirements.

Relevant legislation: Reference: Provide Policies against Respect and uphold the
Disability Discrimination services in a culturally discrimination in service client's cultural
Act 1992 sensitive manner delivery sensitivities.
iv. Discrimination

Relevant legislation: Work Relevant legislation: Clear job descriptions Follow organisational
Health and Safety Act 2011 Maintain professional and role boundaries policies on work role
v. Work role boundaries boundaries.
boundaries and
limitations

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20. Identify three work role boundaries, three responsibilities, and three
limitations of individual support workers.

Three work role boundaries of individual support workers

i. Do not engage in personal relationships with clients

ii. Do not accept gifts or favours from clients

iii. Do not discuss personal or sensitive information about yourself with clients

Three responsibilities of individual support workers

i. Follow the client's individualised support plan

ii. Report changes to the client's health and well-being

iii. Maintain the client's privacy and confidentiality

Three work role limitations of individual support workers

i. Cannot provide medical advice or treatment

ii. Cannot make decisions on behalf of the client without their consent

iii. Cannot perform tasks outside the scope of their job description

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Practical Assessment
Candidate Instructions
The Practical Assessment is a set of tasks that must be completed in a workplace or in an
environment with conditions similar to that of a real workplace.
This assessment will help you demonstrate skill requirements relevant to supporting
relationships with carer and family
The Practical Assessment includes the following:
1. Practical Assignment
A series of written practical tests assessing the candidate’s practical knowledge and
understanding of the unit of competency.
2. Workplace Assessment
A set of tasks or activities completed according to set instructions and guidelines to
meet the requirements of the relevant unit. These tasks and activities require you to
have access to a workplace or a similar environment.

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Practical Assignment
Overview
The goal of this practical assignment is to assess your practical knowledge of:
§ Your organisation’s policies and procedures in relation to:
o Working with Families and Carers
o Maintaining Families and Carers’ Privacy and Confidentiality
This assessment is divided into two tasks:
1. Task 1 – Working with Families and Carers
2. Task 2 – Maintaining Families and Carers’ Privacy and Confidentiality
You are required to:
§ Access and review your organisation’s policies and procedures for working with
carers and families
§ Review the instructions in each task included in this Practical Assignment.
§ Record your responses as required in the instructions for each task.
Resources required for assessment:
§ Organisational policies and procedures for:
o Working with Families and Carers
o Maintaining Families and Carers’ Privacy and Confidentiality
Contact your Assessor/Training Provider to get some assistance in accessing the resources
required for the assessment listed here.

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Task 1 – Working with Families and Carers

Access and review your organisation/workplace’s policies and procedures

for working with families, and:
§ Explain your organisation’s policy/ies for working with families and
carers.
§ Outline or summarise the procedures under this policy.

Policy Our organization recognizes the vital role of families and

carers in supporting individuals with care needs. We are
committed to fostering collaborative partnerships with
families and carers by respecting their expertise,
involving them in decision-making processes, and
providing them with the necessary resources and
support. Our policy ensures that families and carers are
treated as integral members of the care team, with their
contributions valued and their well-being prioritized.

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Procedures 1. Initial Consultation

a. Conduct a structured interview with the
Provide the steps or
individual, their family, and carers to
actions followed within
understand their roles, needs, and
these procedures. preferences.
b. Document their input in the care plan.
2. Inclusion in Care Planning
a. Invite families and carers to participate in
care plan reviews and goal-setting
meetings.
b. Ensure their feedback is incorporated into
support strategies.

3. Regular Communication
a. Schedule monthly check-ins with families
and carers to discuss progress, concerns,
and adjustments to care.
b. Provide updates via preferred
communication channels (e.g., email,
phone, in-person).

4. Training and Resources

a. Offer workshops on topics like stress
management, manual handling, and
assistive technologies.
b. Share educational materials (e.g., guides,
videos) to enhance their caregiving skills.
5. Conflict Resolution
a. Establish a clear process for addressing
disagreements between the care team,
families, and carers.
b. Mediate discussions to ensure respectful
and solution-focused outcomes.
Add more answer fields as needed.

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Task 2 – Privacy and Confidentiality

Access and review your organisation/workplace’s policies and procedures

for maintaining the privacy and confidentiality of clients’ families and
carers, and:
§ Explain your organisation’s policy/ies for maintaining the privacy
and confidentiality of clients’ families and carers
§ Outline or summarise the procedures under this policy.

Policy Our organization adheres to the Privacy Act 1988 and

the Australian Privacy Principles to safeguard the
confidentiality of all client, family, and carer information.
We ensure that personal and sensitive data is collected,
stored, and shared only with explicit consent or as
legally required. Our policy emphasizes transparency,
accountability, and respect for individuals’ rights to
privacy.

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Procedures 1. Consent Management

a. Obtain written consent from clients,
Provide the steps or
families, and carers before collecting or
actions followed within
disclosing personal information.
these procedures. b. Clearly explain the purpose and scope of
data use.
2. Secure Data Handling
a. Store physical records in locked cabinets
and digital files in password-protected
systems with encryption.
b. Limit access to authorized personnel only.
3. Confidential Communication
a. Discuss sensitive information in private
settings (e.g., closed rooms, secure video
calls).
b. Avoid sharing details via unsecured
channels (e.g., public email, social media).
4. Training and Compliance
a. Conduct annual training for staff on
privacy laws, ethical obligations, and
organizational protocols.
b. Perform audits to ensure adherence to
confidentiality standards.
5. Breach Management
a. Report any privacy breaches to the Privacy
Officer immediately.
b. Follow incident response protocols,
including notifying affected parties and
implementing corrective actions.
Add more answer fields as needed.

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Workplace Assessment
Overview
The goal of this assessment is to assess your practical knowledge and skills in:
§ Including carer and family members as part of the person’s support team
§ Assessing and responding to the changes in the carer relationship
§ Monitoring and promoting carer rights, health, and well-being
The workplace assessment is divided into three parts with six tasks:
Part I. Work with the Person’s Carers and Family
1. Task 1.1 Meet with the Person and their Family and Carers
2. Task 1.2 Work with the Carer/Family Members to Support the Person
3. Task 1.3 Identify the Needs of the Carer/Family Member
4. Task 1.4 Respond to the Needs of the Carer/Family Member
Tasks 1.1 – 1.4 must be done with three different people and their carer/family member.
Part II. Respond to Changes in the Care Relationship
1. Task 2.1 Work with the Carer/Family Members to Support the Person
Task 2.1 must be done with at least one person and their carer/family member.
Part III. Reflect on Work with Carers and Families
1. Task 3.1 Complete a Reflective Journal
Each task comes with a set of instructions. You are to follow and perform these instructions
while being observed by the assessor and submit any required documentation.
Before starting this assessment, your assessor will also discuss these tasks with you, as well
as instructions and guidance for satisfactorily completing them. They will also organise the
resources required for this assessment (listed below).
You are required to:
§ Complete the tasks within the time allowed, as scheduled in-class roll.
§ Review the instructions in each task included in this Workplace Assessment.
§ Include the carer and family members as part of the person’s support team
§ Assess and respond to the changes in the carer relationship

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§ Monitor and promote carer rights, health, and well-being

Resources required for assessment:

To complete this assessment, you will need access to the following:
§ Organisation/workplace within the community and health service contexts (or a
similar environment) that will provide you access to:
o Workplace supervisor
o At least three different people requiring support and their carers/family
members.
o Individualised plans including goals, needs, preferences, and appropriate
support activities
o Information on:
• Assistive technologies
• Carer support services
o Organisational policies and procedures for:
• maintaining the privacy and confidentiality of the person and their
carer/family members
• managing risks associated with changes and transitions to the care
relationship.
o Assistive technologies, e.g. walking stick, hearing aid, communication
devices, etc.

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o Services, equipment, resources, and facilities required to:

• facilitate the support activities.
• address risks as identified in Task 2.1
• maximise positive aspects of changes and transition as identified in
Task 2.1
o Access to resources or services for carer support, including but not limited
to:
• Workplace supervisor
• Third-party services for carer referrals
• Networks or groups for carer support

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Part I. Work with the Person’s Carers and Family

The unit CHCCCS036 – Support relationships with carer and family (Release 1) requires you
to respond to the support needs of the carer or family members of at least three different
people who are using the service.
To fulfil this, you must complete Tasks 1.1 and 1.2 with three different people or clients and
their carer or family members.
This is illustrated below:

Person A Person B Person C

Task 1.1 Task 1.1 Task 1.1

Task 1.2 Task 1.2 Task 1.2

IMPORTANT: For the assessment tasks contained in this workbook, you must submit
three sets of evidence – one set for each of the three people you will support as part of
this assessment.
You must be observed by your assessor and supervised by your supervisor while completing
Tasks 1.1 and 1.2 on each instance.
Before proceeding with Tasks 1.1 and 1.2, consult with your supervisor to plan and organise
how you will complete these tasks in your workplace. You will need to organise the
following with your supervisor the following:
§ The three people whom you will be supporting as part of this assessment
§ Their carers and family members (at least one carer or family member must be
present for each person)
§ Their individualised plan including their goals, needs, preferences.
§ The support activity/ies you will carry out in Task 1.2.
§ Assistive technologies that can support both the person and their carer or family
member.
Once these details are finalised, record them on the following pages.

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Person A

Client Person A

The person’s:
Family/Carers (tick all that
apply): ☐ Parent ☐ Relative
There must be at least one ☐ Child ☐ Partner
present in Task 1.1 and Task
☐ Sibling ☐ Others (Please specify):
1.2
☐ Spouse

☐ Yes
Do you have access to this
person’s individualised ☐ No
support plan?
This is required for the assessment.

Care or support activity to

be carried out in Task 1.2

Assistive technologies

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Person B

Client Person B

The person’s:
Family/Carers (tick all that
apply): ☐ Parent ☐ Relative
There must be at least one ☐ Child ☐ Partner
present in Task 1.1 and Task
☐ Sibling ☐ Others (Please specify):
1.2
☐ Spouse

☐ Yes
Do you have access to this
person’s individualised ☐ No
support plan?
This is required for the assessment.

Care or support activity to

be carried out in Task 1.2

Assistive technologies

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Person C

Client Person C

The person’s:
Family/Carers (tick all that
apply): ☐ Parent ☐ Relative
There must be at least one ☐ Child ☐ Partner
present in Task 1.1 and Task
☐ Sibling ☐ Others (Please specify):
1.2
☐ Spouse

☐ Yes
Do you have access to this
person’s individualised ☐ No
support plan?
This is required for the assessment.

Care or support activity to

be carried out in Task 1.2

Assistive technologies

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Task 1.1 Meet with the Person and their Family and Carers

While being observed by your assessor, meet with the person and their
carer/family member to review and confirm their support requirements,
goals, needs, and preferences.

STEPS TO TAKE
During your meeting with the person and their family and carer/s:
1. Review and confirm the person’s support requirements, goals,
needs, and preferences, and get insights and feedback from the
person and their carer/family member.
2. Support the carer/family member in establishing their role in the
person’s care and support.
3. Support the carer/family member in identifying their knowledge
and skills that can be utilised in the person’s care and support.
4. Assist the carer/family member in identifying assistive technologies
that can help in the person’s care and support.

YOU WILL BE ASSESSED ON YOUR

§ Practical knowledge of the person’s individualised support/care
plan.
§ Practical skills relevant to working with the carer/family member
and including them as part of the person’s support team.

OBSERVATION FORM
Before starting this task, review the Workplace Assessment Task 1.1 –
Observation Form provided along with this workbook. This form lists all the
practical skills you need to demonstrate while completing this task.

YOUR ASSESSOR WILL

§ Organise workplace resources required for you to complete this
assessment.
§ Discuss with you the practical skills listed in the Observation Form
prior to the assessment.
§ Address your queries and concerns regarding this task.

CHCCCS036 - Support relationships with Australis Institute of Technology and Education (AITE)
carers and families RTO Provider No.: 91630
Version: 001 CRICOS Code: 03173K

Published: April 2023

Review: March 2024
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 AUSTRALIS INSTITUTE OF TECHNOLOGY AND EDUCATION

Task 1.2 Work with the Carer/Family Members to Support the Person

While being observed by your assessor, facilitate a support activity for the
person. The person’s carer or family member must be present and involved
during this support activity.
Support activities will vary depending on the person’s individualised plans,
needs, goals, and preferences. Examples of support activities include
assisting the person in their activities for daily living such as meal
preparation, eating, showering, dressing, etc.

YOU WILL BE ASSESSED ON YOUR

§ Practical knowledge of the person’s individualised support/care
plan.
§ Practical skills relevant to working with the carer/family member
and including them as part of the person’s support team.

OBSERVATION FORM
Before starting this task, review the Workplace Assessment Task 1.2 –
Observation Form provided along with this workbook. This form lists all the
practical skills you need to demonstrate while completing this task.

YOUR ASSESSOR WILL

§ Organise workplace resources required for you to complete this
assessment.
§ Discuss with you the practical skills listed in the Observation Form
prior to the assessment.
§ Address your queries and concerns regarding this task.

CHCCCS036 - Support relationships with Australis Institute of Technology and Education (AITE)
carers and families RTO Provider No.: 91630
Version: 001 CRICOS Code: 03173K

Published: April 2023

Review: March 2024
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 AUSTRALIS INSTITUTE OF TECHNOLOGY AND EDUCATION

Task 1.3 Identify the Needs of the Carer/Family Member

While being observed by your assessor, work with the person’s carer/family
member to identify and address any concerns or issues arising from their
role as a carer.

STEPS TO TAKE
Meet with the person’s carer/family and:
1. Assist them in identifying any issues that may affect their physical
and emotional well-being.
2. Assist them in identifying their needs for promoting and maintaining
their physical and emotional well-being.
3. Discuss with them the types of support or resources services they
can access to help them address their needs.
4. Discuss with them the types of support or resources services that
can help support their care relationship with the person.

YOU WILL BE ASSESSED ON YOUR

§ Practical knowledge of carer support services.
§ Practical skills relevant to working with the carer/family member to
identify needs and issues affecting their physical and emotional
well-being.

OBSERVATION FORM
Before starting this task, review the Workplace Assessment Task 1.3 –
Observation Form provided along with this workbook. This form lists all the
practical skills you need to demonstrate while completing this task.

YOUR ASSESSOR WILL

§ Organise workplace resources required for you to complete this
assessment.
§ Discuss with you the practical skills listed in the Observation Form
prior to the assessment.
§ Address your queries and concerns regarding this task.

CHCCCS036 - Support relationships with Australis Institute of Technology and Education (AITE)
carers and families RTO Provider No.: 91630
Version: 001 CRICOS Code: 03173K

Published: April 2023

Review: March 2024
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 AUSTRALIS INSTITUTE OF TECHNOLOGY AND EDUCATION

Task 1.4 Respond to the Needs of the Carer/Family Member

While being observed by your assessor, respond to the needs of the

carer/family member as identified in Task 1.3.
How you will respond to these needs will depend on the carer/family
member’s needs as well as other issues identified in Task 1.3. It may involve:
§ Referring these needs and issues to your supervisor.
§ Providing the carer/family member with additional information
about services and resources they can access for carer support.
§ Liaising with third-party services who can assist the carer/family
member.

YOU WILL BE ASSESSED ON YOUR

§ Practical knowledge of issues and needs affecting carers and family
members.
§ Practical skills relevant to responding to the needs and issues
affecting the carer/family member’s physical and emotional well-
being.

OBSERVATION FORM
Before starting this task, review the Workplace Assessment Task 1.4 –
Observation Form provided along with this workbook. This form lists all the
practical skills you need to demonstrate while completing this task.

YOUR ASSESSOR WILL

§ Organise workplace resources required for you to complete this
assessment.
§ Discuss with you the practical skills listed in the Observation Form
prior to the assessment.
§ Address your queries and concerns regarding this task.

CHCCCS036 - Support relationships with Australis Institute of Technology and Education (AITE)
carers and families RTO Provider No.: 91630
Version: 001 CRICOS Code: 03173K

Published: April 2023

Review: March 2024
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 AUSTRALIS INSTITUTE OF TECHNOLOGY AND EDUCATION

Part II. Respond to Changes in the Care Relationship

Task 2.1 Identify Risks Associated with Changes in the Care Relationship

While being observed by your assessor, work with the person and their
carer/family member to identify risks associated with changes in the care
relationship.
Changes and transitions to the care relationship include but are not limited
to pre-caring, a family member taking on the carer role, client moving from
home to a supported residential setting or day or overnight respite,
engaging formal services, etc.

STEPS TO TAKE
Meet with the person and the carer/family member and:
Note that you may meet with the person and their carer/family separately
or together depending on their preferences.
1. Discuss changes and transitions to the care relationship. Get their
insights on these changes and transitions.
2. Work with them to:
§ Identify the risks associated with these changes and
transitions, including any potential physical or psychological
harm to the person or the carer/family member.
§ Assess the risks associated with these changes and
transitions.
§ Identify ways or strategies to address these risks.
This may include health and safety risk management,
referrals to other services such as therapy counselling or
carer support.
You will be required to implement these strategies (at least
two) in Task 2.2.

CHCCCS036 - Support relationships with Australis Institute of Technology and Education (AITE)
carers and families RTO Provider No.: 91630
Version: 001 CRICOS Code: 03173K

Published: April 2023

Review: March 2024
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 AUSTRALIS INSTITUTE OF TECHNOLOGY AND EDUCATION

3. Work with them to identify strategies that can be used to maximise

positive aspects of changes and transition.
Strategies for this may include trialling service arrangements,
getting the person and carer’s feedback and adjusting service
arrangements accordingly.
You will be required to implement these strategies (at least two)
in Task 2.2.

YOU WILL BE ASSESSED ON YOUR

§ Practical knowledge of the impacts of changes and transitions to the
care relationship, as well as strategies to maximise positive aspects
of these changes.
§ Practical skills relevant to working with the carer/family member to
identify and address risks associated with changes and transitions.

OBSERVATION FORM

Before starting this task, review the Workplace Assessment Task 2.1 –
Observation Form provided along with this workbook. This form lists all the
practical skills you need to demonstrate while completing this task.

YOUR ASSESSOR WILL

§ Organise workplace resources required for you to complete this
assessment.
§ Discuss with you the practical skills listed in the Observation Form
prior to the assessment.
§ Address your queries and concerns regarding this task.

CHCCCS036 - Support relationships with Australis Institute of Technology and Education (AITE)
carers and families RTO Provider No.: 91630
Version: 001 CRICOS Code: 03173K

Published: April 2023

Review: March 2024
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 AUSTRALIS INSTITUTE OF TECHNOLOGY AND EDUCATION

Task 2.2 Address Risks Associated with Changes in the Care Relationship

While being observed by your assessor, work with the person and their
carer/family member to implement the following:
§ At least two strategies to address risks as identified in Task 2.1
This may include health and safety risk management, referrals to
other services such as therapy counselling or carer support.
§ At least two strategies to maximise positive aspects of changes and
transition as identified in Task 2.1
Strategies may include trialling service arrangements, getting the
person and carer’s feedback and adjusting service arrangements
accordingly.
How you will complete this task will depend on the risks and strategies you
identified in Task 2.1.
During this task, ensure that you:
§ Follow legislative and ethical considerations, e.g. privacy and
confidentiality, disclosure, informed consent, etc.
§ Follow relevant organisational policies and procedures, e.g. privacy
and confidentiality, disclosure, informed consent, etc.

YOU WILL BE ASSESSED ON YOUR

§ Practical knowledge of strategies to address risks and maximise
positive aspects of changes and transition.
§ Practical skills relevant to working with the carer/family member to
address risks and maximise positive aspects of changes and
transition

CHCCCS036 - Support relationships with Australis Institute of Technology and Education (AITE)
carers and families RTO Provider No.: 91630
Version: 001 CRICOS Code: 03173K

Published: April 2023

Review: March 2024
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 AUSTRALIS INSTITUTE OF TECHNOLOGY AND EDUCATION

OBSERVATION FORM
Before starting this task, review the Workplace Assessment Task 2.2 –
Observation Form provided along with this workbook. This form lists all the
practical skills you need to demonstrate while completing this task.

YOUR ASSESSOR WILL

§ Organise workplace resources required for you to complete this
assessment.
§ Discuss with you the practical skills listed in the Observation Form
prior to the assessment.
§ Address your queries and concerns regarding this task.

CHCCCS036 - Support relationships with Australis Institute of Technology and Education (AITE)
carers and families RTO Provider No.: 91630
Version: 001 CRICOS Code: 03173K

Published: April 2023

Review: March 2024
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 AUSTRALIS INSTITUTE OF TECHNOLOGY AND EDUCATION

Part III. Reflect on Work with Carers and Families

Task 3.1 Complete a Reflective Journal

Reflect on your work with carers and families.

STEPS TO TAKE
1. Reflect on attitudes, stereotypes, false beliefs, and myths associated
with caring.
2. Reflect on family patterns and structures of the three different
families you worked with in Part I and II and how they impact the
person.
3. Document your reflection using the Reflective Journal Template
provided along with this workbook.

YOU WILL BE ASSESSED ON YOUR

§ Practical knowledge of attitudes, stereotypes, false beliefs and
myths associated with caring.
§ Practical knowledge of different family patterns and structures and
their impact on the person.

ASSESSOR’S CHECKLIST
Before starting this task, review the Workplace Assessment Task 3.1 -
Assessor’s Checklist provided along with this workbook. This form lists the
criteria your submission must address to complete this task satisfactorily.

YOUR ASSESSOR WILL

§ Organise workplace resources required for you to complete this
assessment.
§ Advise you on the time and location of the assessment.
§ Discuss with you the requirements listed in the Assessor’s Checklist
prior to the assessment.
§ Address your queries and concerns regarding this task.

EVIDENCE TO BE SUBMITTED

CHCCCS036 - Support relationships with Australis Institute of Technology and Education (AITE)
carers and families RTO Provider No.: 91630
Version: 001 CRICOS Code: 03173K

Published: April 2023

Review: March 2024
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 AUSTRALIS INSTITUTE OF TECHNOLOGY AND EDUCATION

After completing this task, submit the Reflective Journal you completed to
your assessor.

CHCCCS036 - Support relationships with Australis Institute of Technology and Education (AITE)
carers and families RTO Provider No.: 91630
Version: 001 CRICOS Code: 03173K

Published: April 2023

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Assessment Workbook Checklist

TO THE CANDIDATE
When you have completed this assessment workbook, review your work, and ensure that:

☐ You have completed all the Knowledge Assessments Questions.

☐ You have completed the Practical Assessments in this workbook:

☐ Practical Assignment Task 1

☐ Practical Assignment Task 2

☐ Workplace Assessment Task 1.1

☐ Workplace Assessment Task 1.2

☐ Workplace Assessment Task 1.3

☐ Workplace Assessment Task 1.4

☐ Workplace Assessment Task 2.1

☐ Workplace Assessment Task 2.2

☐ Workplace Assessment Task 3.1

CHCCCS036 - Support relationships with Australis Institute of Technology and Education (AITE)
carers and families RTO Provider No.: 91630
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☐ You have saved and submitted the following evidence:

☐ This completed workbook

☐ Assessment Workbook Cover Sheet signed and scanned

☐ Workplace Assessment Task 3.1 – Reflective Journal

IMPORTANT:
You must achieve a satisfactory result in ALL assessment tasks to be deemed
COMPETENT for the unit/s relevant to this workbook.
To be deemed satisfactory in the assessments contained in this workbook, you must
successfully complete all the requirements listed above according to the prescribed
benchmarks provided to the assessor.

CHCCCS036 - Support relationships with Australis Institute of Technology and Education (AITE)
carers and families RTO Provider No.: 91630
Version: 001 CRICOS Code: 03173K

Published: April 2023

Review: March 2024
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 AUSTRALIS INSTITUTE OF TECHNOLOGY AND EDUCATION

TO THE ASSESSOR
When you have completed assessing the assessment workbook, review the candidate’s
submissions against the checklist below:

☐ The candidate has completed all the Knowledge Assessments Questions.

☐ The candidate has completed the Practical Assessments in this workbook:

☐ Practical Assignment Task 1

☐ Practical Assignment Task 2

☐ Workplace Assessment Task 1.1

☐ Workplace Assessment Task 1.2

☐ Workplace Assessment Task 1.3

☐ Workplace Assessment Task 1.4

☐ Workplace Assessment Task 2.1

☐ Workplace Assessment Task 2.2

☐ Workplace Assessment Task 3.1

CHCCCS036 - Support relationships with Australis Institute of Technology and Education (AITE)
carers and families RTO Provider No.: 91630
Version: 001 CRICOS Code: 03173K

Published: April 2023

Review: March 2024
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 AUSTRALIS INSTITUTE OF TECHNOLOGY AND EDUCATION

☐ The candidate has saved and submitted the following evidence:

☐ This completed workbook

☐ Assessment Workbook Cover Sheet signed and scanned

☐ Workplace Assessment Task 3.1 – Reflective Journal

IMPORTANT:
The candidate must achieve a satisfactory result in ALL assessment tasks to be deemed
COMPETENT for the unit/s relevant to this workbook.
To be deemed satisfactory in the assessments contained in this workbook, the candidate
must successfully complete all the requirements listed above according to the prescribed
benchmarks.

CHCCCS036 - Support relationships with Australis Institute of Technology and Education (AITE)
carers and families RTO Provider No.: 91630
Version: 001 CRICOS Code: 03173K

Published: April 2023

Review: March 2024
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 AUSTRALIS INSTITUTE OF TECHNOLOGY AND EDUCATION

Record of Assessment (Assessor’s Use

Only)
RECORD OF ASSESSMENT

Candidate’s Name

RTO Name

RTO Contact Number

RTO Email Address

Assessor’s Name

Unit of Competency CHCCCS036 - Support relationships with carer and family (Release 1)

Knowledge Assessment S NYS

Question 1 ☐ ☐

Question 2 ☐ ☐

Question 3 ☐ ☐

Question 4 ☐ ☐

Question 5 ☐ ☐

Question 6 ☐ ☐

Question 7 ☐ ☐

Question 8 ☐ ☐

Question 9 ☐ ☐

Question 10 ☐ ☐

Question 11 ☐ ☐

Question 12 ☐ ☐

CHCCCS036 - Support relationships with Australis Institute of Technology and Education (AITE)
carers and families RTO Provider No.: 91630
Version: 001 CRICOS Code: 03173K

Published: April 2023

Review: March 2024
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 AUSTRALIS INSTITUTE OF TECHNOLOGY AND EDUCATION

Question 13 ☐ ☐

CHCCCS036 - Support relationships with Australis Institute of Technology and Education (AITE)
carers and families RTO Provider No.: 91630
Version: 001 CRICOS Code: 03173K

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Knowledge Assessment S NYS

Question 14 ☐ ☐

Question 15 ☐ ☐

Question 16 ☐ ☐

Question 17 ☐ ☐

Question 18 ☐ ☐

Question 19 ☐ ☐

Question 20 ☐ ☐

Practical Assessment

Practical Assignment S NYS

Task 1 ☐ ☐

Task 2 ☐ ☐

Workplace Assessment S NYS

Task 1.1 ☐ ☐

Task 1.2 ☐ ☐

Task 1.3 ☐ ☐

Task 1.4 ☐ ☐

Task 2.1 ☐ ☐

Task 2.2 ☐ ☐

Task 3.1 ☐ ☐

CHCCCS036 - Support relationships with Australis Institute of Technology and Education (AITE)
carers and families RTO Provider No.: 91630
Version: 001 CRICOS Code: 03173K

Published: April 2023

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Rules of Evidence S NYS

All knowledge and skills evidence submissions are valid ☐ ☐

All knowledge and skills evidence submissions are authentic ☐ ☐

All knowledge and skills evidence submissions are sufficient ☐ ☐

All knowledge and skills evidence submissions are current ☐ ☐

Signature Authentication Checklist

This checklist will guide you in authenticating the signatures provided by the candidate in their
assessment workbook and evidence submissions.
Read each checklist item and tick the box only if you confirm that the item is a true and accurate
reflection of the signature authentication you have conducted.

Checklist Completed

I have checked the signature provided by the candidate in the Assessment ☐

Workbook Cover Sheet against the signature they provided to the Training
Provider.

I confirm the signature provided by the candidate in the Assessment Workbook ☐

Cover Sheet matches the signature they provided to the Training Provider.

I confirm ALL signatures provided by the candidate in their evidence submissions ☐

match the signature they provided to the Training Provider.

CHCCCS036 - Support relationships with Australis Institute of Technology and Education (AITE)
carers and families RTO Provider No.: 91630
Version: 001 CRICOS Code: 03173K

Published: April 2023

Review: March 2024
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Third-Party Verification Log

Instructions for the Assessor:
You are required to contact all third-party personnel involved in the candidate’s assessment to verify
the candidate’s performance and evidence submissions and to confirm with them whether the
candidate’s evidence submissions are true and accurate.
Complete this Third-Party Verification Log to document your completion of this process. When
completing this log, provide all of the following required information for each third-party personnel:
§ Name of third-party personnel contacted
§ Role in the candidate’s assessment (e.g. workplace supervisor, observer, or candidate)
§ Contact details (phone number or email address)
§ Date contacted
You must also confirm that third-party personnel have verified the candidate’s evidence submissions
are true and accurate.

Name of Third- Role in the Contact Date Third-Party verifies

party Candidate’s Details (Phone contacted evidence submissions
Contacted Assessment number or of the candidate are
email address) true and accurate?

Yes ☐ No ☐

Assessor’s Notes

Yes ☐ No ☐

Assessor’s Notes

Yes ☐ No ☐
Assessor’s Notes

Yes ☐ No ☐

Assessor’s Notes

CHCCCS036 - Support relationships with Australis Institute of Technology and Education (AITE)
carers and families RTO Provider No.: 91630
Version: 001 CRICOS Code: 03173K

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Overall Result for the Relevant Workbook/s Satisfactory Not yet

satisfactory

Assessment Workbook ☐ ☐

Overall Result for this Unit of Competency Competent Not yet

competent
IMPORTANT: To be deemed competent in the following unit of
competency, the candidate must be marked Satisfactory in all the
relevant workbook/s listed above.

CHCCCS036 - Support relationships with carer and family (Release ☐ ☐

1)

Assessor’s comments/feedback

Assessor Declaration
I declare that the results recorded in this Record of Assessment are true and accurate.

Assessor’s name Assessor’s signature

Date signed

End of Record of Assessment (For the Assessor’s Use Only)

End of Document

CHCCCS036 - Support relationships with Australis Institute of Technology and Education (AITE)
carers and families RTO Provider No.: 91630
Version: 001 CRICOS Code: 03173K

Published: April 2023

Review: March 2024
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