CHCCCS023
SUPPORT INDEPENDENCE AND WELLBEING
LEARNER RESOURCE
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T A B L E O F C O N T E N T S
TABLE OF CONTENTS ………………………………………………………………………………………………………………………. 2
COURSE INTRODUCTION …………………………………………………………………………………………………………………. 5
ABOUT THIS GUIDE ……………………………………………………………………………………….. ERROR! BOOKMARK NOT DEFINED. ABOUT THIS RESOURCE …………………………………………………………………………………………………………………….. 5 ABOUT ASSESSMENT ………………………………………………………………………………………………………………………… 6
ELEMENTS AND PERFORMANCE CRITERIA …………………………………………………………………………………………. 8
PERFORMANCE EVIDENCE AND KNOWLEDGE EVIDENCE ……………………………………………………………………. 10
PERFORMANCE EVIDENCE ……………………………………………………………………………………………………………………… 10 KNOWLEDGE EVIDENCE ………………………………………………………………………………………………………………………… 10
ASSESSMENT CONDITIONS ……………………………………………………………………………………………………………. 13
PRE-REQUISITES …………………………………………………………………………………………………………………………… 13
TOPIC 1 – RECOGNISE AND SUPPORT INDIVIDUAL DIFFERENCES …………………………………………………………. 14
RECOGNISE AND RESPECT THE PERSON’S SOCIAL, CULTURAL AND SPIRITUAL DIFFERENCES ……………………. 14
COMMUNICATE INFORMATION IN WAYS THAT ARE UNDERSTANDABLE AND RELEVANT TO DIVERSE GROUPS ……………………….. 15 ENSURE WORK PRACTICES ACCOMMODATE A CLIENT’S MODESTY AND PRIVACY ACCORDING TO CULTURAL REQUIREMENTS ……… 16 OTHER ACTIONS …………………………………………………………………………………………………………………………………. 17
AVOID IMPOSING OWN VALUES AND ATTITUDES ON OTHERS AND SUPPORT THE PERSON TO EXPRESS THEIR
OWN IDENTITY AND PREFERENCES …………………………………………………………………………………………………. 18
CONSIDER THE PERSON’S INDIVIDUAL NEEDS, STAGE OF LIFE, DEVELOPMENT AND STRENGTHS WHEN
ENGAGING IN SUPPORT ACTIVITIES ………………………………………………………………………………………………… 19
RECOGNISE, RESPECT AND ACCOMMODATE THE PERSON’S EXPRESSIONS OF IDENTITY AND SEXUALITY AS
APPROPRIATE IN THE CONTEXT OF THEIR AGE OR STAGE OF LIFE ………………………………………………………… 20
SUPPORT THE PERSON TO EXPRESS THEIR SEXUALITY ……………………………………………………………………………………….. 21
PROMOTE AND FACILITATE OPPORTUNITIES FOR PARTICIPATION IN ACTIVITIES THAT REFLECT THE PERSON’S
INDIVIDUAL PHYSICAL, SOCIAL, CULTURAL AND SPIRITUAL NEEDS ………………………………………………………. 23
TOPIC 2 – PROMOTE INDEPENDENCE ………………………………………………………………………………………………. 24
SUPPORT THE PERSON TO IDENTIFY AND ACKNOWLEDGE THEIR OWN STRENGTHS AND SELF-CARE CAPACITY
…………………………………………………………………………………………………………………………………………………. 24
Advocacy services ………………………………………………………………………………………………………………………. 24
ASSIST THE PERSON TO IDENTIFY OPPORTUNITIES TO UTILISE THEIR STRENGTHS, WHILE COMMUNICATING
THE IMPORTANCE OF USING AVAILABLE SUPPORT WHEN REQUIRED ………………………………………………….. 26
PROVIDE INFORMATION AND ASSISTANCE TO THE PERSON IN ORDER TO FACILITATE ACCESS TO SUPPORT
SERVICES AND RESOURCES WHEN NEEDED ……………………………………………………………………………………… 27
PROVIDE SUPPORT THAT ALLOWS THE PERSON TO SELF-MANAGE THEIR OWN SERVICE DELIVERY AS
APPROPRIATE ……………………………………………………………………………………………………………………………… 28
ENCOURAGE THE PERSON TO BUILD, STRENGTHEN AND MAINTAIN INDEPENDENCE ……………………………… 30
TOPIC 3 – SUPPORT PHYSICAL WELLBEING ………………………………………………………………………………………. 32
PROMOTE AND ENCOURAGE DAILY LIVING HABITS THAT CONTRIBUTE TO HEALTHY LIFESTYLE ……………….. 32
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SUPPORT AND ASSIST THE PERSON TO MAINTAIN A SAFE AND HEALTHY ENVIRONMENT ………………………. 34
SECURITY SYSTEMS ……………………………………………………………………………………………………………………. 35 SHELTER AND PROTECTION ……………………………………………………………………………………………………….. 35 COMFORT AND SELF EXPRESSION …………………………………………………………………………………………….. 35 SAFETY AND ADAPTATIONS……………………………………………………………………………………………………….. 36
IDENTIFY HAZARDS AND REPORT ACCORDING TO ORGANISATION PROCEDURES ………………………………….. 38
ASSESSING HAZARDS …………………………………………………………………………………………………………………. 38 SEVERITY ………………………………………………………………………………………………………………………………….. 38
ANALYSING THE LIKELIHOOD AND CONSEQUENCES OF RISK ………………………………………………….. 39 HAZARD RATING MATRIX CHART ………………………………………………………………………………………………. 39 REPORTING RISKS AND HAZARDS ……………………………………………………………………………………………… 40
IDENTIFY VARIATIONS IN A PERSON’S PHYSICAL CONDITION AND REPORT ACCORDING TO ORGANISATION
PROCEDURES ………………………………………………………………………………………………………………………………. 41
RECOGNISE INDICATIONS THAT THE PERSON’S PHYSICAL SITUATION IS AFFECTING THEIR WELLBEING AND
REPORT ACCORDING TO ORGANISATION PROCEDURES AND IDENTIFY PHYSICAL HEALTH SITUATIONS
BEYOND SCOPE OF OWN ROLE AND REPORT TO RELEVANT PERSON ……………………………………………………. 42
TOPIC 4 – SUPPORT SOCIAL, EMOTIONAL AND PSYCHOLOGICAL WELLBEING ………………………………………… 45
PROMOTE SELF-ESTEEM AND CONFIDENCE THROUGH USE OF POSITIVE AND SUPPORTIVE COMMUNICATION
…………………………………………………………………………………………………………………………………………………. 45
COMMUNICATION ………………………………………………………………………………………………………………………………. 45 RECOGNISE AREAS WHERE THE PERSON REQUIRES ASSISTANCE …………………………………………………………………………… 46
CONTRIBUTE TO THE PERSON’S SENSE OF SECURITY THROUGH USE OF SAFE AND PREDICTABLE ROUTINES . 47
ENCOURAGE AND FACILITATE PARTICIPATION IN SOCIAL, CULTURAL, SPIRITUAL ACTIVITIES, USING EXISTING
AND POTENTIAL NEW NETWORKS AND AS PER THE PERSON’S PREFERENCES ……………………………………….. 48
IDENTIFY ASPECTS OF SUPPORTING A PERSON’S WELLBEING OUTSIDE SCOPE OF KNOWLEDGE, SKILLS
AND/OR JOB ROLE AND SEEK APPROPRIATE SUPPORT AND IDENTIFY VARIATIONS TO A PERSON’S
WELLBEING AND REPORT ACCORDING TO ORGANISATION PROCEDURES …………………………………………….. 49
VARIATIONS ……………………………………………………………………………………………………………………………………… 49
IDENTIFY ANY CULTURAL OR FINANCIAL ISSUES IMPACTING ON THE PERSON’S WELLBEING …………………… 51
FINANCIAL ISSUES ………………………………………………………………………………………………………………………………. 51 CULTURAL ISSUES ……………………………………………………………………………………………………………………………….. 51
IDENTIFY THE PERSON’S RISK AND PROTECTIVE FACTORS IN RELATION TO MENTAL HEALTH ………………….. 53
RECOGNISE AND REPORT POSSIBLE INDICATORS OF ABUSE OR NEGLECT AND REPORT ACCORDING TO
ORGANISATION PROCEDURES ……………………………………………………………………………………………………….. 55
IDENTIFY SITUATIONS BEYOND SCOPE OF OWN ROLE AND REPORT TO RELEVANT PERSON ……………………. 58
ASPECTS OF PROCESSES AND AIDS OUTSIDE SKILLS AND KNOWLEDGE AND/OR JOB ROLE ………………………………………………. 59
TOPIC 5 – ADDITIONAL KNOWLEDGE ……………………………………………………………………………………………….. 61
SELF-ACTUALISATION……………………………………………………………………………………………………………………. 61
THE TWELVE STAGES OF THE HUMAN LIFE CYCLE ……………………………………………………………………………… 62
SERVICE DELIVERY APPROACHES ……………………………………………………………………………………………………. 64
WHAT IS INTEGRATED SERVICE DELIVERY? …………………………………………………………………………………………………… 64 SERVICE STANDARDS ……………………………………………………………………………………………………………………………. 65
FUNDING MODELS ……………………………………………………………………………………………………………………….. 66
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DEPARTMENT OF HUMAN SERVICES FLEXIBLE FUNDING MODEL (2011 – 2012) …………………………………………………….. 66 DEPARTMENT OF HEALTH BLOCK FUNDING MODEL ……………………………………………………………………………………….. 66 ACTIVITY BASED FINDING ………………………………………………………………………………………………………………………. 67
DUTY OF CARE …………………………………………………………………………………………………………………………….. 68
ROLE OF AGENCY POLICY AND PROCEDURE …………………………………………………………………………….. 68
DIGNITY OF RISK ………………………………………………………………………………………………………………………….. 69
CONFIDENTIALITY, PRIVACY AND DISCLOSURE …………………………………………………………………………………. 70
WHAT IS CONFIDENTIALITY ……………………………………………………………………………………………………….. 70
DISCRIMINATION …………………………………………………………………………………………………………………………. 72
WORK ROLE BOUNDARIES …………………………………………………………………………………………………………….. 73
RELATIONSHIP BETWEEN HUMAN NEEDS AND HUMAN RIGHTS………………………………………………………….. 74
WHAT ARE HUMAN RIGHTS? ……………………………………………………………………………………………………………….. 74 HUMAN NEEDS ………………………………………………………………………………………………………………………………….. 74
HUMAN RIGHTS FRAMEWORKS, APPROACHES, INSTRUMENTS…………………………………………………………… 76
HUMAN RIGHTS FRAMEWORK ………………………………………………………………………………………………………………… 76 HUMAN RIGHTS APPROACH ……………………………………………………………………………………………………………………. 76
MANDATORY REPORTING ……………………………………………………………………………………………………………… 77
SUMMARY ………………………………………………………………………………………………………………………………….. 86
REFERENCES ………………………………………………………………………………………………………………………………… 87
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U N I T I N T R O D U C T I O N
This resource covers the unit CHCCCS023 – Support independence and wellbeing.
This unit describes the skills and knowledge required to provide individualised services in ways that support independence, as well as, physical and emotional wellbeing.
This unit applies to workers in a range of community services contexts who provide frontline support services within the context of an established individualised plan.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
ABOUT THIS RESOURCE
This resource brings together information to develop your knowledge about this unit. The information is designed to reflect the requirements of the unit and uses headings to makes it easier to follow.
Read through this resource to develop your knowledge in preparation for your assessment. You will be required to complete the assessment tools that are included in your program. At the back of the resource are a list of references you may find useful to review.
As a student it is important to extend your learning and to search out text books, internet sites, talk to people at work and read newspaper articles and journals which can provide additional learning material.
Your trainer may include additional information and provide activities. Slide presentations and assessments in class to support your learning.
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ABOUT ASSESSMENT
Throughout your training we are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.
You are going to be assessed for:
Your skills and knowledge using written and observation activities that apply
to your workplace.
Your ability to apply your learning.
Your ability to recognise common principles and actively use these on the job.
You will receive an overall result of Competent or Not Yet Competent for the assessment of this unit. The assessment is a competency based assessment, which has no pass or fail. You are either competent or not yet competent. Not Yet Competent means that you still are in the process of understanding and acquiring the skills and knowledge required to be marked competent. The assessment process is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of these to be deemed competent overall.
All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment. For valid and reliable assessment of this unit, a range of assessment methods will be used to assess practical skills and knowledge.
Your assessment may be conducted through a combination of the following methods:
Written Activity
Case Study
Observation
Questions
Third Party Report
The assessment tool for this unit should be completed within the specified time period following the delivery of the unit. If you feel you are not yet ready for assessment, discuss this with your trainer and assessor.
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To be successful in this unit you will need to relate your learning to your workplace. You may be required to demonstrate your skills and be observed by your assessor in your workplace environment. Some units provide for a simulated work environment and your trainer and assessor will outline the requirements in these instances.
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E L E M E N T S A N D P E R F O R M A NC E C R I T E R I A
1. Recognise and support individual differences
1.1 Recognise and respect the person’s social, cultural and spiritual differences
1.2 Avoid imposing own values and attitudes on others and support the person to express their own identity and preferences
1.3 Consider the person’s individual needs, stage of life, development and strengths when engaging in support activities
1.4 Recognise, respect and accommodate the person’s expressions of identity and sexuality as appropriate in the context of their age or stage of life
1.5 Promote and facilitate opportunities for participation in activities that reflect the person’s individual physical, social, cultural and spiritual needs
2. Promote independence 2.1 Support the person to identify and acknowledge their own strengths and self-care capacity
2.2 Assist the person to identify opportunities to utilise their strengths, while communicating the importance of using available support when required
2.3 Provide information and assistance to the person in order to facilitate access to support services and resources when needed
2.4 Provide support that allows the person to self- manage their own service delivery as appropriate
2.5 Encourage the person to build, strengthen and maintain independence
3. Support physical wellbeing 3.1 Promote and encourage daily living habits that contribute to healthy lifestyle
3.2 Support and assist the person to maintain a safe and healthy environment
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3.3 Identify hazards and report according to organisation procedures
3.4 Identify variations in a person’s physical condition and report according to organisation procedures
3.5 Recognise indications that the person’s physical situation is affecting their wellbeing and report according to organisation procedures
3.6 Identify physical health situations beyond scope of own role and report to relevant person
4. Support social, emotional and psychological wellbeing
4.1 Promote self-esteem and confidence through use of positive and supportive communication
4.2 Contribute to the person’s sense of security through use of safe and predictable routines
4.3 Encourage and facilitate participation in social, cultural, spiritual activities, using existing and potential new networks and as per the person’s preferences
4.4 Identify aspects of supporting a person’s wellbeing outside scope of knowledge, skills and/or job role and seek appropriate support
4.5 Identify variations to a person’s wellbeing and report according to organisation procedures
4.6 Identify any cultural or financial issues impacting on the person’s wellbeing
4.7 Identify the person’s risk and protective factors in relation to mental health
4.8 Recognise and report possible indicators of abuse or neglect and report according to organisation procedures
4.9 Identify situations beyond scope of own role and report to relevant person
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P E R F O R M A N C E E V I D E N C E A N D K N O W L E D G E E V I D E N C E
This describes the essential knowledge and skills and their level required for this unit.
PERFORMANCE EVIDENCE
The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has:
Safely supported at least 3 people to enhance independence and wellbeing
Performed the activities outlined in the performance criteria of this unit
during a period of at least 120 hours of direct support work in at least one
aged care, home and community, disability or community service
organisation
KNOWLEDGE EVIDENCE
The candidate must be able to demonstrate essential knowledge required to effectively
complete tasks outlined in elements and performance criteria of this unit, manage tasks and
manage contingencies in the context of the work role. This includes knowledge of:
Basic human needs:
o Physical
o Psychological
o Spiritual
o Cultural
o Sexual
Concept of self-actualisation
Human development across the lifespan
Wellbeing, including:
o Physical
o Psychological
o Social
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o Spiritual
o Cultural
o Financial
o Career/occupation
Individual differences, how these may be interrelated and impact on support
provided
Basic requirements for good health for the person, including:
o Mental health
o Nutrition and hydration
o Exercise
o Hygiene
o Lifestyle
o Oral health
Mental health issues and risk and protective factors
Indications of neglect or abuse:
o Physical
o Sexual
o Psychological
o Financial
Reporting requirements for suspected abuse situations
Service delivery models and standards
Relevant funding models
Issues that impact health and well-being
Impacts of community values and attitudes, including myths and stereotypes
Issues surrounding sexuality and sexual expression
Indicators of emotional concerns and issues
Support strategies, resources and networks
Legal and ethical requirements and how these are applied in an organisation
and individual practice, including:
o Duty of care
o Dignity of risk
o Human rights
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o Discrimination
o Mandatory reporting
o Privacy, confidentiality and disclosure
o Work role boundaries – responsibilities and limitations
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A S S E S S M E N T C O N D I T I O N S
Skills must have been demonstrated in a relevant workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. Where simulation is used it must reflect real working conditions and contingencies by modeling industry operating conditions and contingencies, as well as using suitable facilities, equipment and resources, including:
Individualised plans and any relevant equipment outlined in the plan
Modelling of industry operating conditions including real interactions with
the person and their carers
Overall, assessment must involve some real interactions with the person and their families/carers.
Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.
P R E – R E Q U I S I T E S
This unit must be assessed after the following pre-requisite unit:
There are no pre-requisites for this unit.
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T O P I C 1 – R E C O G N I SE A N D S U P P O R T I N D I V I D U A L D I F F E R E N C E S
RECOGNISE AND RESPECT THE PERSON’S SOCIAL, CULTURAL AND SPIRITUAL DIFFERENCES
In all cases when working in a community service or health environment you will need to consider and respect a person’s social, cultural and spiritual differences if you are going to work with them effectively.
A client’s cultural preferences may include:
Ceremonial and festive observances
Dress and dietary observance
Need for continued interaction with cultural community
A client’s spiritual preferences may include:
Ceremonial observances
Formal and informal religious observance
Need for privacy
Need for an appropriate environment to reflect and / or participate in
spiritual activities
It is essential that you demonstrate acceptance of a client’s cultural and spiritual preferences. Consider the following information on how you can demonstrate acceptance of a client’s cultural and spiritual preferences:
Community and disability services workers need to be alert to the possible differences in religious ritual and the impact of a person’s religious practice on their beliefs and value system. Dominant religion may regard other religions as cults rather than official religions however people of any religion have a right to respect.
The following points may assist you to become sensitive to different religious practices:
Clarify the client’s… religious practice. Consult others who know or follow the same religious practice to gain further
understanding.
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Read the complete article here: http://legacy.communitydoor.org.au/resources/etraining/units/chccs405a/section1/section1topic06.ht
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Demonstrating acceptance of a client’s cultural and spiritual preferences also involves supporting the client to worship when and how they choose. It also requires you to support the client to access appropriate equipment and resources to allow them to participate meaningfully in festive and ceremonial observances. Additionally, demonstrating acceptance of a client’s cultural and spiritual preferences involves enabling the client to maintain links with their cultural and spiritual communities.
It is important that you are able to demonstrate cultural sensitivity in communication practices. This means recognising and responding effectively to cultural differences when you communicate with others. There are a number of strategies you may use to demonstrate cultural sensitivity in communication practices:
COMMUNICATE INFORMATION IN WAYS THAT ARE UNDERSTANDABLE AND RELEVANT TO DIVERSE GROUPS
This may involve providing multi-lingual brochures or, for people who have low levels of literacy, producing DVDs or using other media, or other visual / iconic strategies (e.g. diagrams, tables, graphs, pictures), etc. This ensures that health services deliver their messages in ways which are most likely to have a positive impact on the client groups they service.
Understanding and utilising appropriate methods of cross-cultural
communication – for example, avoiding eye contact when discussing certain
topics. This increases the client’s comfort with the communication process,
and improves the likelihood that they will communicate openly with you.
Respecting that people may be uncomfortable communicating with people
outside their cultural group and / or of a different gender, and wherever
possible responding to this. This demonstrates respect for the client’s cultural
preferences, and again increases their comfort in engaging with the service.
Avoiding patronising communication, such as mimicking accents / patterns of
speech, etc. This not only has a negative effect on communication (often
resulting in complete communication breakdowns), but it also further
disempowers vulnerable groups of people.
Taking responsibility for the on-going development of your own cross-
cultural communication skills.
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Monitoring and reflecting on your own actions in the workplace to ensure your cultural values are not imposed on others during communication and interaction.
ENSURE WORK PRACTICES ACCOMMODATE A CLIENT’S MODESTY AND PRIVACY ACCORDING TO CULTURAL REQUIREMENTS
Modesty and privacy are fundamental rights of all people. Privacy, in particular, is a legal obligation outlined in The Privacy Act (1998) (Commonwealth) and related state / territory legislation. Modesty is just as important – particularly for clients who require assistance with activities of daily living.
It is important that you ensure your work practices accommodate a client’s modesty and privacy according to cultural requirements. Consider the following information on ensuring work practices accommodate a client’s privacy and modesty:
Privacy is a basic right for all humans. We like to have our privacy, and so do our residents and clients. Each person is different and what might be ‘personal’ to one person may not be to another. For example a resident or client may be trying to do something they have trouble with, like eating, and prefer to be in a private place, so they feel they are not being watched by everyone in the room. Whereas another resident or client may feel encouraged by seeing others struggle with the same tasks, and feel that being with a group makes things more fun.
Therefore, it is important to know our individual resident or client’s personal needs and wishes. This information should be outlined in their individualised care plan. It is then the care workers role to ensure that dignity is respected by giving them the privacy they require.
In a residential facility or a client’s home it is important to consider the following:
1. Keep doors closed, draw curtains or screens when the resident or client is undressing, showering/bathing or using the toilet/commode.
2. Maintain the personal dignity of the resident or client. Do not discuss issues that may cause distress and embarrassment in front of other residents/clients or staff. If the person is overcome with emotion, do all you can to retain their privacy and dignity.
3. Do not touch a resident’s or client’s personal property without permission. Some people may see this breach of their space as touching them without permission.
4. Ask the resident or client for permission before you open their drawers, cupboards or wardrobes.
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Read the complete article here: https://nationalvetcontent.edu.au/alfresco/d/d/workspace/SpacesStore/3973a53f-00c9-4d22-9a84-
4844a817f302/602/shared/resources/director/induction/personal_care/privacy_and_dignity.htm
Cultural requirements have a significant impact on a client’s perception of appropriate modesty and privacy. For example, clients of certain cultures may require that parts of their body remain covered or that they are only bathed by same-sex carers, for example. It is important that you ensure your work practices take into account a client’s cultural requirements for modesty and privacy.
OTHER ACTIONS
Below are some other things that you might think about to support people from other cultures:
Accept cultural and religious ceremonies and link in to them
Celebrate different cultures by sharing food from that culture or having
cultural days
Get guest speakers to talk about different cultures
Learn a language (even a few words) to make people feel more welcome
The most important thing is that everyone feels accepted and welcome and that no-one is discriminated against or made to feel insecure when in your care.
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