Learner Guide CHCDEV001-1

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Level 1, 243 Lonsdale St. Dandenong VIC 3175 Email: info@hammond.edu.au Web: www.hammond.edu.au Phone: 1800 788 399

Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 2 of 40 TABLE OF CONTENTS Introduction ..................................................................................................................... 3 Chapter 1: Apply knowledge of human development to check client’s developmental status ................................................................................................................................ 4 1.1 Observe and/or question the client appropriately to obtain information about client’s developmental status ...................................................................................... 4 1.2 Review any available documented information about the client’s developmental status ............................................................................................................................ 7 1.3 Consult with the client’s carer, family or significant others to gather relevant information where appropriate ................................................................................... 8 1.4 Apply knowledge of lifespan development theories to clarify client’s development status ...................................................................................................... 9 CHAPTER 2: Identify developmental issues ................................................................... 18 2.1 Recognise factors that may have impacted on appearance and behaviour of the client ........................................................................................................................... 18 2.2 Clarify suitability of community services being delivered in relation to client’s developmental status ................................................................................................. 22 2.3 Consult appropriate person/s to clarify concerns about client’s developmental status .......................................................................................................................... 25 2.4 Identify potential risk factors associated with developmental issues ................. 27 2.5 Recognise and refer potentially serious issues in line with organisational requirements .............................................................................................................. 29 2.6 Document developmental issues in line with organisational policies and procedures ................................................................................................................. 30 CHAPTER 3: CHECK FOR AND RESPOND APPROPRIATELY TO SPECIFIC ISSUES ............. 33 3.1 Check for any issues that may require notification, and report if necessary ...... 33 3.2 Check for any indications of other issues that may impact the provision of services and/or require referral ................................................................................. 37 3.3 Report and document accurately and with the detail required by the organisational policies and procedures ..................................................................... 38

Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 3 of 40 INTRODUCTION Welcome to this unit of study. This learner guide will help you develop the knowledge and skills required to review the developmental status of a client who may be a child or a young person. You will learn about the theories that underpin developmental knowledge such as stages of life and learning theories. This learner guide also provides you with information about the various assessments that are commonly undertaken in the community service sector, as well as the tools that are used to undertake these assessments. This unit includes a wide range of community service contexts including: • Alcohol and other Drug Services • Mental health • Juvenile Justice • Child Protection

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Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 4 of 40 CHAPTER 1: APPLY KNOWLEDGE OF HUMAN DEVELOPMENT TO CHECK CLIENT’S DEVELOPMENTAL STATUS This chapter will help you learn about the following: ➢ Observing and questioning the client for confirmation of developmental status ➢ Reviewing documentation ➢ Consulting with client carers and family members ➢ Applying knowledge of lifespan development theories 1.1 Observe and/or question the client appropriately to obtain information about client’s developmental status When you are working with a client and seeking to identify their developmental status, you will need to obtain information about that client in a number of different ways. These should include: • Observation – watching the clients behaviour either from a distance or through interaction with you • Questioning the client • Interviewing the client and their family members and other carers

Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 5 of 40 Observation: There are some different examples of gauging a client's developmental status through observation. If a client believes that when an object is removed from sight, it no longer exists, then it may be concluded that the client is in the sensorimotor, cognitive stage of development (less than two years of age). If you show a client two identical containers which hold the same amount of liquid then pour one of the contents of the container into a taller, thinner container, and the client believes that the taller container holds more water than you could conclude that the clients cognitive developmental status as being in the pre-operation stage (2-6 years of age). The following are some helpful tips for obtaining information from clients: Clients can expose you to all sorts of information. Some clues they give you are obvious, but many of them can be hard to see, and you require higher skills to understand them to be able to put them all together to have a complete picture of your client’s development. When gathering information in your client interview, sometimes you need to: • Be non-judgemental and identify and evaluate what is occurring objectively • Use skills to make informed decisions about words, posture and behaviours • Use culturally appropriate responses • Use active listening and paraphrasing • Show empathy When you are conducting a one-off interview, there are several considerations, such as: • Stating the purpose of the interview • Any consequences if particular types of information are disclosed, such as requirements to report child abuse In an initial interview you will also need to do the following: • Inform the client of the purpose of the interview • How the interview will be conducted • Establish rapport • Discuss confidentiality and its limitations • Discuss your role • Discuss the role of the service

Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 6 of 40 In an interview, you can elicit information by using; • Open and exploratory questions • Closed and specific information questions • Questions that are probing to gain elaboration on certain topics • Hypothetical questions that refer to imaginary scenarios • Pauses or silence to allow the client time to reflect and form a response • Summarising and clarifying questions Concluding the interview: • Summarise your understanding of the interview and topics discussed • Encourage the client and thank them for participating • Areas of agreement and disagreement are acknowledged • Explain what will happen next and how follow up will occur Questioning the client The use of questioning is also a common technique to assess client developmental status. Asking the right questions you can gather information about the clients level of development. For example, you may ask the client to read a passage of text, and if the client has difficulty reading the passage, the client might be assessed with dyslexia or some other form of language disorder. Consider the following defensive and supportive behaviours: Defensive Behaviour Supportive Behaviour Evaluative — the evaluative message is consumed in judgement. The message can be deliberately evaluative or can carry non-verbal overtones of judgement. "When are you going to start showing up to the meetings I’ve organised?" Descriptive — descriptive messages are assertions that are clear and specific. A descriptive message tries to avoid words that are loaded and be more aware of non-verbal cues. Control — these messages are more about imposing your views on the other person through manipulation. They are not designed, to be honest messages for persuasion. "We would be doing this…… If we knew what we were doing." Problem Orientation — this message poses an invitation to the group to work together on finding a solution to a mutual problem. This approach focuses on the issues. Strategy — these messages express an air of deception or of misleading. Although the perception of the client can play a role, attempts should be made to avoid producing strategic messages. Spontaneity — these messages are characterised by honesty and openness. This message indicates that the contribution is unplanned and has no ulterior motives. Neutrality — the neutral message demonstrates a lack of empathy or Empathy — the empathetic message is responsive to others' feelings and

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Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 7 of 40 interest "I don't care what this group does." thoughts. It conveys understanding and interest. Superiority — this type of message shows the person as superior. It can also imply the client is inferior or inadequate. These messages also discourage interaction since the message is indicating a lack of desire for input or feedback. Equality — these messages indicate worth in the client's contributions. An equality message asks for the client's input and follows up with confirmation or clarification of the client's comments. Certainty — these messages depict something as final. These messages are black and white and believe they have an edge on the real world Provisionalism — these messages invite the client to explore options or investigate alternatives. They show a point of view but with an open attitude. 1.2 Review any available documented information about the client’s developmental status Another common method to obtain information about a client to help you determine their developmental status is to review documents about the client, which could include: • Case files • Medical notes • Communication between carers and workers • Psychological assessments • Referral documentation When a client first accesses a community service organisation, it is important to read through any documentation that accompanies them. The documentation might be from a current or previous service provider and can include diagnostic reports and outcomes of client interviews with other service workers. These pieces of information can be a valuable resource to help you identify the client's developmental status, which will guide you in developing a service delivery plan for the client to address their needs.

Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 8 of 40 1.3 Consult with the client’s carer, family or significant others to gather relevant information where appropriate People who care for the clients, such as their family members or significant others can provide relevant information to assist with confirming the clients developmental status. These people should be viewed as stakeholders in the client's care plan and should be asked to participate and contribute to the care planning process. Asking carers to share information about a client is necessary to understand the various aspects of the client condition. Consultation with these stakeholders will help you in identifying factors that could impact on the developmental status of the client and determine what type of interventions may be necessary. Information obtained from carers can include: • Description of any threats of physical harm the client may have made against family members, visitors or care providers. • Identification of any abusive language that may have been used in the past • Any instances where the client has refused to cooperate with care providers in the past This type of information will aid you the community worker in determining the appropriate level of support necessary to protect the safety of both the client and their carers. It will also enable you to gain different perspectives of the client's condition so that all aspects of the client's personality are considered when developing care plans. Consulting the carers and family members about the client's behaviour encourage feelings of involvement and ownership of care plans so that when you need the cooperation of family members in implementing the plans, you can be assured of their involvement. You may encounter cultural differences when you consult family members and carers. Acknowledging these differences is important, and we should work to accommodate them in the way you engage with family members and carers. Patterns of behaviour and/or beliefs often characterise the culture of a group of people such as indigenous people, migrants and refugees. There may also be beliefs associated with religious practices, which you may need to keep in mind. Community service organisations are required to provide a quality service to clients regardless of their gender, race, culture, ethnicity, language, religion, marital status, sexuality, age or disability.

Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 9 of 40 1.4 A pply knowledge of lifespan development theories to clarify client’s development status Work in the community service sector often involves working with clients who are at various stages within the lifespan, from young children to youth and older people. In this work, you will encounter people who are experiencing developmental issues, such as delays and suspension of physical or social maturity. For us to understand how we can work with these clients, we need to learn about human development. Several theories are commonly applied in the process involved when checking a clients developmental status . What is a theory? The concept and definition of theory can be described as follows: A theory is a generalised knowledge that can be applied to a range of individual circumstances. We can define a theory as a set of interrelated concepts that provide direction or prediction and can be tested. They can play an important role in helping to understand why and how things happen. They are open to modification or replacement and are extremely tentative. Often they are open to dispute and can be challenged, and you will find theories that you agree with and others you don’t. W e do not discover a theory but instead, create one, through experiences and research. We examine the results of experiments and investigations of hundreds, or even thousands, of people and their experiences and develop theories from our findings. Theories related to developmental status: The variety of theories relevant to developmental stem back over centuries where various significant philosophers have written and theorised about the various stages of life that a human being experiences, from childhood to adulthood and then old age. These theorists have included: Aristotle: theorised that life existed in a three-stage model Solon: theorised that life was divided into nine seven-year stages Confucius: theorised that there are six stages of life Shakespeare: theorised that there are seven stages of life

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Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 10 of 40 Levinson: theorised that there is a sequence of four eras lasting approximately 25 years each. Besides hypothesising on how many stages there are in life a number of different theorists worked on defining the stages including: Freudian Psychoanalytical Theory of Personality The psychoanalytical theory of personality argues that the human behaviour is derived from the interactions of three main parts of the mind; the id, ego and superego. This leads to his theory of the psychosexual stages of development. This theory suggests that a child’s personality is almost established by the age of five. Experiences in early life play a large role in the development of personality and will continue to influence behaviours later in life. Psychosexual Stages of Development

Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 11 of 40 Freud’s theory is famous and controversial for the emphasis he placed on sexual stimulation as defining growth and development taking a person from one stage of life to another. As the above table suggests, there are five main stages of development in Freud’s theory. He believed that personality is developed throughout a series of childhood stages. The child has conflicts between their biological drives (id) and their moral and social conscience (superego). This because their biological pleasure-seeking urges focus on different areas of the body, which he called the ‘erogenous zones’ and this is the driving cause of the behaviour. Freud believes that if the psychosexual stages are completed successfully, then the result will be a healthy personality. If particular issues are not resolved at the correct ages and stages, then fixation can occur. Fixation is represented as a focus on the earlier psychosexual stage, and until this stage is resolved, the person will remain ‘stuck’ in this stage. Erik Erikson: Personality in psychology Erik Erikson theories are also influential in today’s developmental status confirmation process. It is one of the best-known theories of the psychosocial development of personality. Erikson believed that personality develops in a series of stages, but his theory describes the impact of social experiences across a whole lifespan, not just childhood. Through social interactions, Erikson believed that we develop a conscious sense of self, known as the ego identity. His theory led to the belief that our ego identity is constantly changing as we have new experiences and acquire information in our everyday life and interactions with others.

Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 12 of 40 Piaget: How the mind processes new information Piaget wrote about the way in which children's intellectual development progresses, and he has also influenced our thinking today. Jean Piaget believed that children move their way through 4 key stages of cognitive development. They are determined by how they understand the world. He believed that children try to explore actively and understand the world around them. He observed his own children and developed his theory that has four stages as depicted in the chart above.

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Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 13 of 40 Lawrence Kohlberg: Moral reasoning Kohlberg was more concerned with moral reasoning and the way in which a person's ethical views mature as we grow older. Kohlberg was not interested in whether the answer to a question was right or wrong, but the reasoning behind the decision. He used these response to divide into various stages of reasoning of moral development. His theory was developed based on three levels of morality and six stages of behaviour as shown above.

Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 14 of 40 Abraham Maslow Maslow had the belief that actions are motivated so we can achieve particular needs. Maslow believed that people have a motivation to fulfil basic needs before moving on to more advanced needs. His hierarchy of needs is often represented as above in a pyramid format. The levels that are the lowest on the pyramid represent the most basic needs, and more complex needs are represented at the top of the pyramid. The needs represented at the bottom of the pyramid are basic physical requirements such as food, water, warmth and sleep. It isn’t until these lower needs are met that we can move onto the next level of need, which represents safety and security. Maslow believed that people progress up the pyramid and as we do our needs increase from basic to psychological and social. The need for friendship, love and intimacy increase and as we move up to the next level our need for feelings of accomplishment and personal esteem take priority. The importance of self-actualisation is emphasised by Maslow, and this is a process of developing and growing as a person so you can achieve your individual potential. Aspects of human development concerning community service workers: Although it is helpful to gain a sound understanding of all of these theories, they are only useful to us as community workers to the extent that they provide us insight into the following aspects of human development that varies from normal status. In particular in relation to the development of our clients that affects them in the following ways: ▪ Physical ▪ Psychological ▪ Cognitive ▪ Social

Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 15 of 40 ▪ Affective Nature-nurture debate and learning theories : One of the theoretical concerns that we need to be aware of in our work is that psychologists, sociologists and many other scientists have long debated the causes of developmental issues from the perspective of what we know as the nature versus nurture debate. Attachment theory Attachment theory is of particular interest to community service workers when they are working with clients who display significant developmental issues. Attachment theory is concerned with the effect that the emotional bond between a child and a parent has and how this affects their development. In the community service sector, we commonly encounter people who have experienced significant abuse as children and attachment theory helps give us insight into how these childhood abuses may impact on their behaviour when we meet them as clients. Attachment theory has been described as follows: What is attachment?

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Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 16 of 40 An emotional bond with another person is attachment. John Bowlby was a psychologist and the first attachment theorist. He described attachment as a “lasting psychological connectedness between human beings. ” He believed the earliest bonds formed between children and their caregivers in their first years of life have a massive impact that continues throughout life. Attachment also keeps an infant close to their mother, which improves the child’s of survival. Attachment theory’s main theme is that the primary caregivers who are responsive to an infants needs and are available, allows the child to develop a sense of security. The caregiver is dependable for the infant, therefore, creating a secure way for the child to explore and interact with the world. There are four main stages of attachment: Stage 1: Pre-attachment is generally from birth to 3 months. Infants at this stage do not show any particular attachment to a specific caregiver. The infant, instead, uses signals such as crying and fussing and this, of course, attracts the caregiver's attention to them. The positive response of the infant encourages the caregiver to remain close. Stage 2: at approximately six weeks to seven months, the indiscriminate stage commences, and the infant begins to show a preference for the primary and secondary caregiver. Feelings of trust begin to develop for the infant that their caregiver will respond to their needs. They will still accept help from other people, but they are better at distinguishing between people who are familiar to them and those that aren’t as they approach the seven-month mark. More positive responses are generally given to the primary caregiver. Stage 3: Discriminate attachment from about seven months to eleven months of age. Here the infant will show a strong attachment and preference for one person. If they are separated from this primary caregiver, they will protest (separation anxiety), and they usually begin to display anxiety around strangers (Stranger anxiety) Stage 4: at approximately nine months of age the infant can form multiple attachments. They begin to form strong emotional bonds with other caregivers other than their primary caregiver and can include the father, older siblings and grandparents.

Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 17 of 40 Self-check assessment Question 1: Describe three questions or observations could you make to obtain information about a client’s developmental status? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Question 2: Explain why it is useful to review documentation to help gauge a client developmental status? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Question 3: How are developmental theories useful to community workers when assessing clients developmental status? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 18 of 40 CHAPTER 2: IDENTIFY DEVELOPMENTAL ISSUES This chapter helps to understand the following: ➢ Recognising factors that may impact on client appearance and behaviour ➢ Suitability of community services delivered to clients based on their development status ➢ Consulting appropriate people ➢ Identifying potential risk factors ➢ Recognising and referring potentially serious issues ➢ Documenting developmental issues 2.1 Recognise factors that may have impacted on appearance and behaviour of the client The nature of community services work means that many clients will present in a state of crisis. The means you have to make an assessment of the client’s immediate needs (crisis assessment) and take the crisis into account when making assessments about the client developmental status. Your organisation will have policies regarding what to do in these situations. Make sure that you act in lines with these policies when situations arise. Assessing in a crisis situation In the first instance, it is important to take care of any first aid/medical needs your client may have. Some examples of conditions requiring immediate treatment follow. Check for any evidence or signs of: • Physical injury or illness • Mental illness • Abnormal behaviour • The client is a risk to self, you, your colleagues, your agency, other clients, society • Any current crisis in the client’s life. • Some questions you could ask are: • what has brought you here today? (e.g. truancy, domestic violence, assault, legal issues) • Have you used any drugs today?

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Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 19 of 40 • Have you fallen or had any accidents in the last few days? • Do you have anywhere safe to go tonight? Developmental disabilities and how they may impact on your client's behaviour Understanding intellectual disability and how it may manifest in clients behaviour is an important part of assessing client development status. Intellectual disabilities can be genetic or inherited conditions such as: • Down Syndrome • Autism • Prader Willi Syndrome • Fragile X Syndrome

Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 20 of 40 Intellectual disabilities can also be caused by head injuries, illnesses or exposure to alcohol and/or drugs during pregnancy and sometimes, unfortunately, there is no cause or explanation. People with intellectual disabilities can develop and learn, and there are many services available to support people with disabilities and their families. Having an intellectual disability means the child will learn more slowly than other children of the same age. They may have difficulties in learning the skill sets required to live and work in the community. Some of these may include: • Communication • Self-care • Social skills • Personal safety skills Children with an intellectual disability can have limitations and difficulties with things such as: • Attention • Thinking skills • Ability to reason (work out things) • Remembering • Organising information • How things or events relate to each other For a child with an intellectual disability, there is a requirement of particular types of structure and support so they can learn effectively. The distinguishing feature of developmental disabilities is that they manifest during childhood and interfere with the typical course of a person's development. The extent of disability is determined by assessing the severity of the limitations the client experiences and before adulthood. How we measure the severity of limitations The limitation of a person abilities is commonly measured in four major life areas – these include: • Economic self-sufficiency – questions that ask a client whether their health condition impacts on their ability to work or limits the kind of work that they can do. • Self-care – questions that ask a client whether their health or condition requires them to obtain assistance with basic Activities of Daily Living (ADL) such as eating, dressing, personal hygiene, getting out of bed etc.… • Independent living – questions that ask clients about their ADL’s relating to housework, meal preparation and going food shopping. • Mobility – questions that ask the client about the difficulty in climbing stairs or walking a few blocks. It is also important to determine whether the limitation the client’s experiences began before the person became of working age for example.

Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 21 of 40 Factors that impact on client’s appearance and behaviour There are a number of different factors that will impact on a client’s appearance and behaviour. If a client has a biological, developmental issue, for example, they might move about clumsily or awkwardly. If they have a psychosocial developmental issue, the client might appear anti- social or uncomfortable in social situations. If a client has a cognitive developmental issue, they may have difficulty following a discussion or misunderstand instructions provided to them. This may appear in the form of language difficulties. If a client lives in an abusive environment, they may appear to have low self-esteem, injuries and high anxiety. It is important to take into consideration all of these factors when developing care plans for your clients. The client’s circumstances and issues that require exploration to develop their service delivery plan can include: • Indicators of abuse, self-harm or neglect • History of mental health issues • Lack of accommodation employment and financial support

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Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 22 of 40 2.2 Clarify suitability of community services being delivered in relation to client’s developmental status When you are working with clients in the community service sector, you have a responsibility to use the knowledge you have acquired, about developmental stages across the lifespan to clarify the suitability of community services delivered to your client. This is commonly achieved through the implementation of formal assessment tools. Assessment tools: In your role as a community services worker you will be required to assess clients needs, and although it is unlikely that you will be asked to undertake a formal assessment to determine developmental issues, it is important to understand the way in which these decisions are made. The assessment tools used in relation to the client include a diagnosis of specific disorders such as autism spectrum disorder, as well as other conditions and associated needs. The issues that you might be asked to explore to confirm the client’s developmental s tatus could include: • Social background information • Current circumstances/situation – often leading to... • Client Risk/Client Need • Client Strengths/Client Need • Behaviour assessment • Medical assessment (referral to a specialist) • Anger/Violence assessment instruments • Psychological assessments (referral to a specialist) • Skills assessment • Education assessments • Literacy and Numeracy (non-formal) • Self Harm Risk assessment • Suicide Risk assessment • Child/family risk of harm • Alcohol and Drug assessment (non-specialist/specialist) • General health assessment • Mental Health assessment (specialist referral ) The assessment process and concept of need can be split into four different ways of thinking:

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Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 23 of 40 A normative need: This is a need that is defined through expert opinion. It encompasses appropriate standards, required levels of service and what represents an acceptable health status level for a community. A normative need is based on a standard by experience and consultation. This normative need, though, may be tainted and experts have different and sometimes conflicting standards. At the individual level, a normative need is often assessed by the use of standard assessment tools. A comparative need: T his need is determined by the comparison of resources or services available in different areas. So we compare resources or services from an individual, community or population, with those that exist in another area. If a person, community or population group have, for example, more health or social problems, or fewer services available than others, then they are in need. There a couple of problems with this concept though. It has two main underlying assumptions, and that is first, similarities exist between the areas being compared and secondly, aligning service levels is the appropriate response to the problem. At the individual level, a normative need is often assessed by the use of standard assessment tools. A felt need: recognises there are subjective elements and is based on what an individual says their needs are or what they want. We can define it speaking with current or potential users to assess what they would like to have. By itself, though, felt need is an inadequate measure of real need. An expressed need: is defined regarding what services people use. It is based on what you can infer about a person or community through observation on the use of services. When a person or a community use a lot of services, it is considered that they have high needs. While a community who does not is assumed to have low needs. However, expressed needs are influenced by the availability of services. expressed need can vary by area and also by the number of services received by individuals

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Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 24 of 40 Summary of relevant assessment tools Tool Intended purpose and target population Life areas or ‘domains’ covered Ease of administration (assessment time) Current use D-START Assess needs, capabilities and aspirations of people; resource allocation Adults with different types, levels and combinations of disability • medical and health • activities of daily living • behaviour • functional skills • personal risk • environmental factors Hierarchical model with short and long assessment options Mainly for use by trained assessor (45-90 min) Being trialled by the South Australian Government FIM Assess an injured person’s function Adults in rehabilitation settings. (Wee-FIM caters for children) • self-care • sphincter control • locomotion • transfers • communication • social cognition Trained assessor with some clinical qualification (medicine, allied health, nursing) (around 30 min) Used internationally I-CAN Assess and report on the support needs of people with intellectual or multiple disabilities (the developers are currently investigating the tool’s application to those with traumatic brain or spinal cord injury) • physical health • mental and emotional health • behaviour • health and support services • applying knowledge • communication • self-care, domestic life • mobility • interpersonal relations • lifelong learning • community and social life Trained facilitator guides a semi- structured group self-report process Hierarchical model with short and long assessment options (30-120 min depending on complexity of need) Currently used by some NGOs and by teams within government in some states

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Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 25 of 40 Tool Intended purpose and target population Life areas or ‘domains’ covered Ease of administration (assessment time) Current use ICAP Assess adaptive and maladaptive behaviour to determine type and amount of support needs Can be used for determining eligibility, planning and in funding reports Adaptive and maladaptive behaviour with the former covering: • motor skills • personal living skills • community living skills • social and communication skills Assessor requires no formal training but should self- study manual (20-30 min) Widely used in the United States SIS Assess frequency, type and duration of support needed. Adults with intellectual and developmental disabilities Behavioural, medical, and life activity with the latter covering • home living • community living • lifelong learning • employment • health and safety • social activities • protection & advocacy Staff resource use is intensive. Trained staff required for reliability (1 hour but can be up to 2.5 hours) Used by several states in the US and a number of Canadian provinces as well as in around 14 other countries SNAP Measure the support needs of individuals with different disability types and levels of severity in receipt of accommodation and day support services • personal care • physical health • behaviour support • night support • social support Assessor requires no specialised training but must have good knowledge of the person (10-20 min) Has been used in NSW to guide funding of residential and day support services, and was trialled by the South Australian Government Source: DISABILITY CARE AND SUPPORT http://www.pc.gov.au/__data/assets/word_doc/0015/111327/10-disability- support-chapter7.doc . 2.3 Consult appropriate person/s to clarify concerns about client’s developmental status Other than adapting the formal assessment tools your organisational policies and procedures demands, you will also need to consult a range of different professionals when developing a care plan for your client. These professionals can include the following:

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Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 26 of 40 Youth workers Youth workers support young people through the developmental stage as they move towards adulthood and independence. They commonly offer a broad scope of activities including g individual counselling, group facilitation and community development. By working with young people at risk, youth workers often act within the family context as well as teachers, social workers and other authorities to support the young people they work with. Disability workers Disability workers roles include encouraging people with disabilities to exercise their rights and self-determination. They are expected to respond to situations where the person with a disability is at risk and report these situations to authorities. They work with a diverse range of age groups and can advise on issues such as: • Use of appropriate support technology such as mobility aids • Managing maladaptive behaviour • Responding to physical, nutritional and health and safety requirements Aged care workers Aged care workers assist older people to retain their independence and maintain their personal care and grooming routines. They may arrange excursions and social interactions. Age care workers commonly work as individuals in a team environment, which enables them to interact with their clients in such a way as to establish mutual trust and understanding. Other professionals who can clarify client developmental status: When you are working on assessments of clients to determine the extent of their developmental disabilities, you may also consult people such as: • Mental health practitioners • General practitioners

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Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 27 of 40 • Client caseworkers • Teacher and educationalists • Physiotherapists and occupational therapists 2.4 Identify potential risk factors associated with developmental issues There are a number of physical health risk factors associated with developmental disabilities. For example, people with severe communication difficulties find it difficult to explain their health needs and ill health can easily go unnoticed. People with developmental disabilities also have some common health conditions such as epilepsy, sensory problems (poor vision and hearing loss) obesity and poor dental health. Life expectancy of people with developmental disability is commonly estimated 20 years below average. This can be because of poor health issues as well as due to abuse due to their vulnerability. Some of the common types of abuse include: • Sexual abuse • Physical abuse (such as withholding food, hitting, punching, pushing) • Emotional or Psychological abuse (verbal abuse, shaming and belittling) • Legal or civil abuse (restricting access to services) • Passive neglect • Systemic abuse (denial of access to services) • Financial abuse (charging unnecessary fees, holding on to pensions, underpayment of wages) • Constraint or restrictive practices (such as turning off an electric wheelchair so persona cannot move) The rate of criminal offending by people with developmental disabilities is also very high and is widely acknowledged within the criminal justice system, which is often ill-equipped to deal with their issues (both as victims and perpetrators of crimes). Challenging Behaviours: In some cases, people with developmental disabilities exhibit what is known as challenging behaviours or behaviours of concern. The common types of challenging behaviours include: • Self-injurious behaviour (such as head-butting, biting and hitting)

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Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 28 of 40 • Sexualised behaviour that is inappropriate (such as public masturbation or groping) • Stereotyped behaviours (such as rocking and elective incontinence) • Property directive behaviours (such as throwing objects and stealing) There are a number of different causes of challenging behaviour, which could include: • Boredom, • Pain • Medication inappropriate • Physical issues such as noise and light • Seeking attention • Seeking access to preferred objects or activities • A means of communication Preventing Challenging Behaviours Challenging behaviour can be triggered by any situation or feeling. It is unpredictable, but it is essential how the approach toward the person is made. • Assess the situation, stand back and take a moment before approaching • Remain calm, speak slowly and clearly • Explain your care actions • Act calmly and do not rush the person • Treat the person with dignity at all times and show respect for them • Minimise social isolation, boredom and any irritating factors in the environment like noise • Ensure comfort, participation in activities, decision making, exercise and dignity is always paramount Communication is the key Avoid statement that are harsh, aggressive or abrupt. Do not say things like “Don’t……”, “Stop……”, or “You must……”. Use other language and “I” language such as “It would help me…..”, “I would like to……”

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Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 29 of 40 When challenging behaviours happens: • If possible back off • Remain calm • Call or ask for help • If possible, let the person calm down • If possible, remove other from the environment • Be aware of the tone of voice and body language the person uses 2.5 Recognise and refer potentially serious issues in line with organisational requirements It is very important the community service workers refer potentially serious issues that they encounter with clients to people in positions of authority within their organisation. In most community organisations there are a number of different policies and procedures, which will provide you with guidance on how to address serious issues: • The duty of care policies and procedures • Client confidentiality policies and procedures • Behaviour management policies and procedures • Referral policies and procedures It is equally important to know when you have encountered a serious issue. These can include: • Client deteriorating health • Indicators of abuse • Client aggressive and threatening behaviours • Client complaints about staff and service delivery • Client infringing on professional boundaries • Alcohol and drug-related issues • Client interaction with the justice system • Communicable diseases • Financial crisis experienced by the client Ensuring that you observe your client closely and attempt to answer the following questions can help you identify serious issues: • Emotional state – are they agitated or anxious? • Personality – are they talkative and outgoing, or more reserved? • Mental state – are they depressed, irrational or delusional? • Current condition – are they are intoxicated or do they look undernourished? • Appearance – a client’s physical appearance can provide many clues about the circumstances they are living in; for example, if they are homeless, have poor general health and hygiene and have signs of abuse or harm. • Self-esteem – a client’s manner and appearance will also indicate a client’s level of confidence and self-esteem.

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Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 30 of 40 2.6 Document developmental issues in line with organisational policies and procedures Your organisation will provide you with policies and procedures about how to go about recording matters and what type of matters should be recorded. For example: Formally writing up information you find out during an assessment is best practice. An assessment report is a summary of the main information you have collected during the assessment process. The document is kept in the client’s file and is useful, so other workers and new staff members have it for referral when they are working with the client. If the client provides consent, it can also be shared with other services and reduces the need for the client to continuously repeat the same thing to several services. The assessment report can be set up however a service would like to but should include some basic information: • An introduction that states the purpose and content of the report • How the client came to access support from your service • Why the need the support and any other supports they have had • A summary of the client's current needs • An analysis of the client's needs, which can include causes and rationale for support

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Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 31 of 40 Privacy and confidentiality in record keeping Both the way in which we collect information and the type of information that can be collected is subject to organisation policies and often reflects government legislation. Each Australian State and Territory prescribe some form of regulation on how community service organisations can collect client information. For example, in NSW the Privacy and Personal Information Collection Act 1998 and the Health Records and Information Privacy Act (2002) govern the way in which community services are allowed to handle personal client information. The laws have privacy principles that tell us: • How we can collect information • What information we can collect • How we have to store personal and health information • How we have to protect personal and health information • How we can use and disclose information, which includes special protection for health and other sensitive information • How the client can complain about breaches of privacy

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Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 32 of 40 S elf-check assessment Question 1: Describe two factors that might impact on a clients appearance and behaviour? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Question 2: Who could you consult to help determine a clients developmental status? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Question 3: Describe two potentially serious situations in relation to client service provision _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ .

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Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 33 of 40 CHAPTER 3: CHECK FOR AND RESPOND APPROPRIATELY TO SPECIFIC ISSUES This chapter will help you learn about the following: ➢ Checking for issues that require notification ➢ Checking for indications of other issues that may impact services ➢ Reporting and document accurately 3.1 Check for any issues that may require notification, and report if necessary

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Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 34 of 40 When you are assessing clients, both in terms of identifying their needs and confirming their developmental status, there are a number of key issues that you need to keep in mind. These issues include: • Issues requiring notification • Issues requiring specialist referral • Issues requiring recording Issues requiring notification If a client you work with has displays signs that arouse your suspicion that they have been subject to abuse you may have mandatory requirement to report these suspicions. The following is what mandatory reporting is: What is mandatory reporting? Mandatory reporting is a legislative requirement that states selected groups of people need to report suspected cases of abuse and neglect to government authorities. This differs in each state, and you will need to check what is expected in your relevant state or territory. Who is mandated to report? The main occupations that are mandated to report in most states are teachers, doctors, nurses and police. This can change in some states and include more or fewer occupations that are mandated to report. What is required to be reported? There are differences in the type of neglect and abuse that needs to be reported, again depending on the state or territory. In some jurisdictions, it is mandatory to report suspicion of each of the four main types of abuse and neglect, i.e. physical abuse, emotional abuse, sexual abuse and neglect. Please check your state or territory guidelines to see what applies. Another area in which reporting of abuse is an issue is within the age care setting where elder abuse is, unfortunately, a common occurrence that community workers need to keep in mind. It is mandatory for care workers to report suspected cases of reportable assaults. They are expected to take reasonable measures to make sure staff members report suspicions or allegations of the assaults that are reportable to the approved provider. They are also expected to take reasonable measures to protect identities of staff and from victimisation. Further issues requiring notification include: • Certain infectious diseases • Suspected or known human trafficking • Risk of harm to self or others

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Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 35 of 40 Notifiable diseases: The government requires that certain diseases be reported to them within 24 hours of being detected. These include: Group A: Group A diseases can include anthrax, meningococcal infections, measles, Diphtheria to name a few. These diseases are required to be reported to the Department of Human Services by phone immediately when the initial diagnosis has been confirmed and by written information within five days. Group B: Group B disease can include Hepatitis, Influenza, Mumps to list a few. Reporting requirements are to be made by writing within five days to the Department. Group C: Group C diseases include sexually transmissible diseases and also need to be reported to the Department within five days by writing once confirmed. The patient's identity is expected to be protected and only initials (first two from each the given and family names). Group D: Group D diseases include HIV and AIDS and again written notification to the Department is required by writing within five days of confirmation of the diagnosis. Human trafficking

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Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 36 of 40 Community service workers are required to report any suspicious relating to human trafficking to the federal police. Human trafficking can be defined as slavery and slavery-like practices, and around the world, men, women and children are involved in trafficking for a wide range of purpose that exploits them, that can include: • Slavery • Forced Labour • Servitude • Debt Bondage • Forced Marriage • Organ Harvesting Australia deals with human trafficking mainly from Asian countries and in particular, Thailand, Korea, Malaysia and the Philippines. Risk of harm to self or others Other issues, which require reporting by community service workers, include issues such as a risk of harm to self and others. The risk assessment process can be complex and can be described as follows: The purpose of a risk assessment is for safety and prevention. Being able to notice when there is a possibility of suicidal thinking or behaviour is the first principle. A high level of awareness is required, especially if no mental health issues are presenting. Risk is obvious in some cases, but in others, it may not be so easy to see. It is not an exact science and will include a wide range of complex factors. A holistic approach is usually the most effective way of approaching these situations. Considering a complex range of factors, experiences and meanings that make up a person's world ensures the assessment if more comprehensive and valid. Assessing the safety of other people, such as the family is also an important factor. You need to be open to a person's experiences and circumstances and have an understanding of the meaning they about them.

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Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 37 of 40 Some relevant that could be taken into account are: • History or current mental illness such as depression, bi-polar, anxiety etc • Life factors • Suicidal thoughts and desires • Suicide plans 3.2 Check for any indications of other issues that may impact the provision of services and/or require referral Issues that require specialist referral There will be occasions where your client has needs that are beyond your expertise to address. In these instances, you will be required to refer your client to specialist services. These issues can include: • Misuse of alcohol and other drugs • Mental health episodes and issues • Victims of abuse, harm and neglect • Lack of accommodation and employment • Domestic violence • Legal issues such as criminal charges Specialist advise Depending on the circumstances, you may seek out specialist advice to support your work activities. Both the type of specialist you consult as well as the method you choose to consult them will vary. You may require advice relating to specific work issues you encounter, such as medical input, or need the approval to utilise organisational resources such as approaching supervisors and managers. Your organisation will have specific policies and procedures that guide workers on how to obtain advice and when. These resources may also include a list of contacts of specialists external to the organisation where a prior arrangement has been made to enable regular consultation services (such as an agreement between a legal or medical clinic for referrals).

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Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 38 of 40 Specialist advise in the community service sector can include: • A professional specialist such as legal, medical or financial adviser that you may require in order carrying out your work with clients. • Internal specialists such as people whose role concerns specific departments on your organisation. • Professional development support such as coaching and mentoring programs where advice is provided by more experienced co-workers or external consultants to support your career development. 3.3 Report and document accurately and with the detail required by the organisational policies and procedures To comply with organisational requirements, relevant legislation and Australian guidelines and standards your organisation will commonly require that you document accurately and with detail some parts of your work practices. When documenting information as part of workplace requirements, it is important that you use appropriate terminology including language and tone, which is clear to the audience reading the information. Some sensitive information, such as client personal details should be handled tactfully keeping in mind that the client's family might obtain access to these documents. In instances where there is tension between parties, it is important that the documentation does not give the impression that the organisation is taking sides. A worker should only include historical, and background information that is relevant to the purpose of the document and ensure that communication is: • Written in a well-organised fashion • Written clearly and objectively • With careful consideration to the reader • With sensitively

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Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 39 of 40 • Using language that the reader will understand • With logic and analysis • With purpose In sections where you are required to indicate recommendations throughout the documents, you should avoid attributing blame or fault to the client, family or service providers and ensure that you describe the impact of their actions in an impartial and unbiased manner. Documenting requirements will vary between organisations, but all reports should be relevant, logical and grammatically correct without spelling errors, neat and communicate useful information. Common documents Some of the common documenting requirements can include the following: • Recommendations that inform about future program objectives • Recommend strategies for strengthening the coordination of client service delivery • Identifying best practice • Describing interagency relationships • Identifying the support roles of each organisational staff member • Report on evaluation • Report on funding requirements and financial situations.

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Hammond Institute Pty Ltd | TOID: 90720 Issue Date: October 2018 Learner Guide CHCDEV001 V 2.0 Approved by: Quality & Compliance Dept. Page 40 of 40 Self-check assessment Question 1: Describe three issues that require notification to other authorities _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ Question 2: Describe three issues that could require specialist advice? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ Question 3: List two different documentation requirements common in the community service sector. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

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Learner Guide CHCDEV001-1

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