to think of the dynamic of the situation you are presented with when planning an assessment, for example any situation where a person may feel uncomfortable speaking openly about their needs. A assessment must also consider the on the carer’s activities impact beyond their caring responsibilities, e.g. their desire and ability to work, partake in education, training or recreational activities, or to have time to themselves. Impact on the carer’s activities should be considered both in the short-term and a “over longer term cumulative sense” (6.19). Key learning point A carer’s assessment must also consider the impact on the carer’s activities beyond their caring responsibilities. Questions What key words or phrases (on the slide) stand out to you? Why? How might you best communicate with a carer that he or she is being assessed? How might you judge the sustainability of the carer’s role? Does this change in requirements for carers’ assessments any issues for you or your organisation?
to think of the dynamic of the situation you are presented with when planning an assessment, for example any situation where a person may feel uncomfortable speaking openly about their needs. A assessment must also consider the impact on the carer’s activities beyond their caring responsibilities, e.g. their desire and ability to work, partake in education, training or recreational activities, or to have time to themselves. Impact on the carer’s activities should be considered both in the short-term and “over a longer term cumulative sense” (6.19). Key learning point A carer’s assessment must also consider the impact on the carer’s activities beyond their caring responsibilities. Questions What key words or phrases (on the slide) stand out to you? Why? How might you best communicate with a carer that he or she is being assessed? How might you judge the sustainability of the carer’s role? Does this change in requirements for carers’ assessments any issues for you or your organisation?
Assessment-and-eligibility-workbook.docx