CHCCCS015
Provide individualised support
This unit describes the skills and knowledge required to organise, provide and monitor support services within the limits established by an individualised plan. The individualised plan refers to the support or service provision plan developed for the individual accessing the service and may have many different names in different organisations.
What do I have to do to be competent in this unit?
To achieve competence in this unit you must correctly complete all assessment tasks in AT1 Written Assessment and AT2 Case Study associated with this unit.
Assessment Task 1 (AT1) Written Assessment
Assessment Task 2 (AT2) Case Study
1. 3403 SA CHCCCS015 Provide individualised support
Helpful hints for completing your assessment tasks
• Are you ready for assessment? If you feel you have not gained the skills and knowledge required to correctly complete these assessment tasks – you should let your assessor know you are not ready and negotiate another time to submit your work.
• Read carefully and follow the instructions provided for each question.
• Write your answers in blue or black pen only – assessments completed in pencil are not accepted.
• Reminder – you have rights to appeal, to lodge a complaint and there are general conditions regarding assessment, amongst other information, available to you in your 09-23004 Student Assessment Instructions booklet.
Submitting your work
When you are ready to submit your work make sure you:
• submit this assessment book with completed assessment tasks AT1 Written Assessment and AT2 Case Study
• write your name and Student ID on the Assessment Submission form
• tick, sign and date the Student declaration on the front page
• retain your assessment Submission Record Student Copy receipt for your records
Assessment Task 1
AT1 - Written Assessment
CHCCCS015 Provide individualised support
Unit Purpose This assessment task provides you the opportunity to confirm you have gained the underpinning knowledge required by you to:
• provide support services within the limits established by an individualised plan
When and Where This assessment of your knowledge must be completed prior to workplacement. You may complete this assessment in your own time in your classroom or at home after you have completed the theory classes for this unit.
What do I have to do? In order to achieve a Satisfactory result for this assessment you must correctly answer all 15 questions in this task.
You are to construct short and long answer responses according to the instructions of the individual question – in some questions you will be asked to match a term, word, number or symbol with its correct and corresponding description.
This is an open book assessment: Please refer to the 09-23004 Student Assessment Instructions booklet for instructions and conditions for open book assessments.
Assessment Task Purpose Satisfactory completion of this assessment contributes to the evidence your assessor will collect which will reflect that you understand and are aware of support within the limits established by an individualised plan; specifically:
• rationale and processes underpinning individualised support planning and delivery:
• basic principles of person-centred practice, strengths-based practice and active support
• documentation and reporting requirements
• roles and responsibilities of different people and the communication between them:
• person being supported
• service delivery models in the relevant sector
• legal and ethical requirements and how these are applied in an organisation and individual practice, including:
• privacy, confidentiality and disclosure
• duty of care
• human rights
• discrimination
• mandatory reporting
• work role boundaries – responsibilities and limitations
• factors that affect people requiring support
• practices that support skill maintenance and development
• risk management considerations and ways to respond to identified risks
Resources and Equipment In order to complete this unit of competency you will need access to:
• Arnott, G 2011, The Disability Support Worker, Pearson Australia,
Frenchs Forest, NSW (recommended)
• Croft, H 2013, The Australian Carer 3rd edn, Pearson Australia,
Frenchs Forest, NSW (recommended)
• a computer and the internet
• use of suitable facilities, equipment and resources, including:
• individualised plans and equipment outlined in the plan
• infection control policies and procedures
• modelling of standard industry operating conditions and contingencies, including involvement of real people when using relevant equipment
You will also need a pen and the assessment document
Note: assessments completed in pencil are not accepted
Timeline
• You have 9 weeks to complete all assessments in this booklet
• Please hand your completed assessment task to your assessor
Question 1
Explain the following types of person-centred approaches.
1. PATH – Planning Alternative Tomorrows with Hope
Satisfactory ? Not Satisfactory ?
2. MAPs – Making Action Plans
Satisfactory ? Not Satisfactory ?
3. PFP – Personal Futures Planning
Satisfactory ? Not Satisfactory ?
4. Circles of Support
Satisfactory ? Not Satisfactory ?
Question 2
Explain the difference between person-centred and system-centred approach.
Question 3
Describe what the term ‘self-directed support services’ means to people with a disability or to those who are aged.
Satisfactory ? Not Satisfactory ?
Question 4
Explain what is meant by ‘self-determination’.
Satisfactory ? Not Satisfactory ?
Question 5
When would you need to complete a client risk assessment? Provide three examples.
Example 1
Example 2
Example 3
Question 6
What documentation are your required to complete as part of providing client support? Provide 3 examples.
Example 1
Example 2
Example 3
Question 7
Read each scenario and match the scenario with the correct ethical issue or breach in the table below.
Scenario A
Nancy converted to Islam in her late 30s and is now a practicing Muslim. Nancy became confined to a wheelchair after a car accident in her late 20s.
Belinda, her support worker, often makes strong political and racial comments about Muslims living in Australia to both clients and colleagues. She is unaware that Nancy is a Muslim.
Scenario B
You overhear Beth, one of your colleagues, talking on the phone to her friend during her lunch break. Beth is laughing to her friend over the phone about the mental health issues of one of her aged care clients and disclosing personal details.
Scenario C
Jason, one of the support workers, tells you during his handover that he noticed a few bruises on Carly whilst bathing her before bedtime. Carly is one of his youngest clients, who is only 13 years old. This is not the first time you have heard of her having bruises or abrasions on her body.
Scenario D
Steven, one of the support workers, has been known as popular with the female clients. He likes to joke around with them and make them laugh. On occasion he brings in surprise treats or gifts for them.
Lucy, one of his regular clients, tends to receive more gifts from him than the others. This includes flowers, clothes and chocolates. Steven has also been observed to spend time with her beyond the hours of his shift.
Scenario E
Clients in wheelchairs who visit your recreational facility once a week have not been properly informed about the rotting ramp board at the front entrance. There is a side entrance clients can access safely, however they are not advised to use it as the front board seems to be holding up for the time being.
Ethical issue/ Breach Which scenario covers this?
Privacy/confidentiality
Discrimination
Work role/boundaries
Duty of care
Mandatory reporting
Question 8
What are the key objectives of the UNCRPD?
Question 9
Provide three examples of circumstances that require you to make an adjustment or variation of a client’s individual plan.
Example 1
Example 2
Example 3
Satisfactory ? Not Satisfactory ?
Question 10
Provide five examples of client rights.
1.
2.
3.
4.
5.
Satisfactory ? Not Satisfactory ?
Question 11
Provide two examples of when members of the support team might be required to provide feedback on individual plans.
Example 1
Example 2
Question 12
Describe a situation where you or a client has experienced a risk to health or safety. Explain how this was managed.
Satisfactory ? Not Satisfactory ?
Question 13
When risks are identified in the workplace, who are they reported to? Provide three examples.
Example 1
Example 2
Example 3
Satisfactory ? Not Satisfactory ?
Question 14
Provide three examples for each of the following skills development.
Life skills
Social skills
Vocational skills
Satisfactory ? Not Satisfactory ?
Question 15
Think about one of your clients or a case study you have heard or read about (for example, perhaps one from your learning materials). What are some factors that would affect the support received by this client?
Satisfactory ? Not Satisfactory ?
AT1 Written Assessment - Overall Result Satisfactory
Not Satisfactory
Assessment Task 2
AT2 – Case Study
CHCCCS015 Provide individualised support
Unit Purpose This assessment task provides you the opportunity to confirm you have gained the underpinning knowledge required by you to:
• provide support services within the limits established by an individualised plan
When and Where This assessment of your knowledge must be completed prior to workplacement. You may complete this assessment in your own time in your classroom or at home after you have completed the theory classes for this unit.
What do I have to do? In order to achieve a Satisfactory result for this assessment you must answer and successfully complete all questions relating to the case study(ies):
• after reading the case study(ies) answer all related questions in the spaces provided
• your answers must be in detail
• you must use short sentences to respond
This is an open book assessment: Please refer to the 09-23004 Student Assessment Instructions booklet for instructions and conditions for open book assessments.
Assessment Task Purpose Satisfactory completion of this assessment contributes to the evidence your assessor will collect which will reflect that you understand and are aware of support services within the limits established by an individualised plan; specifically:
• legal and ethical requirements and how these are applied in an organisation and individual practice, including:
• duty of care
• dignity of risk
• practices that support skill maintenance and development
Resources and Equipment In order to complete this unit of competency you will need access to:
• Arnott, G 2011, The Disability Support Worker, Pearson
Australia, Frenchs Forest, NSW (recommended)
• Croft, H 2013, The Australian Carer 3rd edn, Pearson Australia, Frenchs Forest, NSW (recommended)
• a computer and the internet
• use of suitable facilities, equipment and resources, including:
• individualised plans and equipment outlined in the plan
• infection control policies and procedures
• modelling of standard industry operating conditions and contingencies, including involvement of real people when using relevant equipment
You will also need a pen and the assessment document
Note: assessments completed in pencil are not accepted
Timeline • You have 9 weeks to complete all the assessments in this booklet
• Please hand your completed assessment task to your assessor
Assessment Task 2
AT2 – Case Study
Instructions
Your assessor will put you into a small group (of approximately 3 people). You will need to read the case study below and discuss the following (make sure you take your own notes during this discussion):
• Strategies you would implement to help Tully achieve her goal
• Strength-based activities to assist in promoting independence
• The role of the support worker in providing support and information to help Tully make informed decisions
• The responsibilities of each member of the support team
• Additional support or services required
• Monitoring and review strategies
After you have determined and discussed the above points, present your findings to the rest of the class. After everyone in the class has presented, compare your findings with the findings of the other groups and write down any differences.
Now it is time to write your report. This should be done by yourself – refer to your notes from your group discussion and the notes you took about the other groups’ presentations and pick out those that you feel best suit Tully’s scenario.
Note: You will not be assessed on the classroom discussion, however you must participate in order to complete your discussion report. Your assessor will be observing each group to ensure everyone participates equally.
Case Study
Tully
Case Study – Tully
Tully is a 75-year-old female who has an intellectual disability. She enjoys art, reading and music.
She is not overly social and tends to spend time alone privately completing recreational activities. She has been a smoker for 40 years and usually smokes up to 8–10 cigarettes a day. She is able to go for walks for short periods at a time only.
Tully is sensitive to loud noises in the environment, which causes her to become quite anxious and stressed. Being anxious or stressed causes Tully to smoke more frequently through the day.
Tully’s father passed away from lung cancer due to smoking when she was younger, so one of her goals is to cut back on smoking. She is hoping to smoke only 2 cigarettes per day.
Notes from the group discussion
Notes from the class presentations
Discussion Report
Name Date
Group participants
1 Strategies
2 Strength-based activities
3 Support workers’ roles and responsibilities
4 Responsibilities of the support team
5 Additional support services
6 Monitoring and review strategy
AT2 Case Study - Overall Result Satisfactory
Not Satisfactory