CHCCCS023 Support Independence and Wellbeing – Students Assessment Guide
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Assessment of CHCCCS023
This assessment tool outlines the unit(s) of competency, assessment tasks and exact requirements for what is needed for a student demonstrate competency.
| Information Summary | |
| This tool covers the following unit(s) of competency: | CHCCCS023 Support independence and wellbeing |
| Who is this resource designed for? | This assessment tool is designed for students who are completing this unit, typically as part of a full qualification, with Quest Training. The tool has been designed to assess a student’s competency as they undertake a blended mixed mode program that includes.
Assessment in this unit is being undertaken via a combination of the following methods: 1. Unit Assessment Activities contained within this guide. 2. 2 X Practical Demonstrations/Simulations for Personal Care and Manual Handling 3. Work Placement – you will complete workplace activities and a third-party supervisor will provide feedback. 4. Formative Assessment –activities undertaken in the classroom workshop. 5. Linked Units – where there are identified links and relationships to other units, and all assignments must be completed for competency to be awarded. This document relates to Method #1. |
| What are the aims of the assessment tasks? | 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 key outcomes of this unit are: 1. Recognise and support individual differences 2. Promote independence 3. Support physical wellbeing 4. Support social, emotional, and psychological wellbeing |
| Prerequisites & co-requisites: | There are node fined prerequisites or co-requisites for the unit, although students should note that there are linked units for the purpose of assessment. |
| Legislative & licensing requirements: | 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. |
| Performance Evidence requirements | 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:
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| Specific resource requirements: | 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 modelling industry operating conditions and contingencies, as well as using suitable facilities, equipment and resources, including:
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Assessment Tasks – Overview
To demonstrate your competency, you must successfully complete all of the following assessment tasks. This guide contains the instructions for the Unit Assessment Tasks 1-4.
| Assessment Overview | |
| Integrated Assessment Task 1 | Personal Care Simulation Instructions are issued separately. |
| Integrated Assessment Task 2 | Manual Handling Simulation Instructions are issued separately. |
| Integrated Assessment Task 3 | Formative Assessment No instructions are issued for formative assessment. It is the activities you complete whilst you are undertaking the workshop, and your trainer & assessor records of your participation and engagement, as well as your foundation skills (including LLN skills and employability skills such as teamwork and problem solving) |
| Integrated Assessment Task 4 | Work Placement Instructions are issued separately. |
| Linked Units | There are links that have been identified between this unit and a number of other units in this qualification. What this means in practice is eg. diversity is touched on in other assignments, and you will need to complete all of the assignments for the course to be awarded competency in any given unit. |
| Unit Assessment Task 1 | Task 1 Written Activity In this task, you will be asked to demonstrate a knowledge of the unit requirements through completing written questions. |
| Unit Assessment Task 2 | Task 2 Written Questions In this task, you will be asked to demonstrate a knowledge of the unit requirements through completing written questions. |
| Unit Assessment Task 3 | Task 3Case Studies In this task, you are asked to read the case studies and respond in writing to the questions. |
| Unit Assessment Task 4 | Task 4 Observation In this task, you will have your real-world performance of skills and knowledge documented while being observed by your assessor. This observation will be conducted during your work placement. |
Assessment Task 1 – Written Activity
As a part of your assessment in this topic/unit, you may seek to have your knowledge assessed via written questions.
| Written Questioning Assessment |
| Student Instructions |
For this task, you are required to complete a series of written questions. To answer the questions, you can refer to the learning materials provided or undertake your own research. You may not find the answer to every question in a learner guide, and you may need to use other sources.
Hints on approaching questions
Key Words Look for key words in the question, such as: Name or State: This type of question is asking for a short answer that may be correct or incorrect. E.g., Name the piece of legislation. Sometimes it will appear as “What is…?” Define: Give a meaning or definition. Describe or Explain: In your own words, outline the attributes or characteristics. List: Numbered or dot point answers Identify or Outline: Identifying questions are typically asking you to look a little closer at the topic and extract some key points of information or the most important features. Discuss: If you are asked to discuss the question you will need to think about the different approaches to a situation, question, or problem. Illustrate: Give examples Evaluate or Analyse: Think about the situation, question, or problem critically. Will it work? Why? Why Not? What impact will this have? Is it useful? Reflect: Think about your own experiences. Describe and explain them. Referencing At this level, bibliography references are not required. However, if you used information directly from another source, please put it in ‘inverted commas and italicize’. Quote your source either directly after the text or use a bookmark in the footer. |
Question 1:
Discuss the basic human needs that we all have.(Use Maslow’s handout)
Question 2:
Discuss three characteristics of a self-actualised person.
Question 3:
Outline human development across the lifespan.
Question 4
Define each of the following:
a. Spiritual Wellbeing
b. Cultural Wellbeing
c. Financial Wellbeing
d. Career/occupation wellbeing
Question 5
What are the basic requirements for good health for every person?
Question 6
What are the signs of mental health or developmental issues and the risk and protective factors?
Question 7
What is the integrated approach to service delivery?
Question 8
Describe the NDIS or CDC funding models that are used in health and community services work?
Question 9
List 5 Issues that can impact health and wellbeing.
Question 10
What are impacts of community values and attitudes, including myths and stereotypes?
Question 11
What are indicators of emotional concerns and issues?
Question 12
Go to the I.L.C (Independent Living Centre) website and research 4 different pieces of equipment that enable a elderly or disabled person to perform A.D.L’s (Activities Of Daily Living) independently – i.e. Household tasks, domestic duties, personal care, transport.
Write a brief description outlining how these devices/equipment assist people to remain independent.
Assessment Task 2 – Written Questions
As a part of your assessment in this topic/unit, you may seek to have your knowledge assessed via written questions.
| Written Questioning Assessment |
| Student Instructions |
For this task, you are required to complete a series of written questions. To answer the questions you can refer to the learning materials provided or undertake your own research. You may not find the answer to every question in a learner guide and you may need to use other sources.
Hints on approaching questions.
Key Words Look for key words in the question, such as: Name or State: This type of question is asking for a short answer that may be correct or incorrect. Eg. Name the piece of legislation. Sometimes it will appear as “What is…?” Define: Give a meaning or definition. Describe or Explain: In your own words, outline the attributes or characteristics. List: Numbered or dot point answers Identify or Outline: Identifying questions are typically asking you to look a little closer at the topic and extract some key points of information or the most important features. Discuss: If you are asked to discuss the question you will need to think about the different approaches to a situation, question or problem. Illustrate: Give examples Evaluate or Analyse: Think about the situation, question or problem critically. Will it work? Why? Why Not? What impact will this have? Is it useful? Reflect: Think about your own experiences. Describe and explain them.
Referencing At this level, bibliography references are not required. However, if you used information directly from another source, please put it in ‘inverted commas and italicise’. Quote your source either directly after the text or use a bookmark in the footer. |
Written Questioning Record
Question 1:
As a support worker, what can you do to recognise and support individual differences in clients?
Question 2
List two examples each of a client’s possible cultural and spiritual preferences.
Question 3
Support workers are expected to be able to respond to sexuality and sexual health issues. How can they do this?
Question 4
As a support worker, what can you do to promote independence in your clients?
Question 5
List four of the types of support networks in the A.C.T and surrounds that may be available to your clients that support independence and wellbeing.
Question 6
What steps can you take to ensure that the physical wellbeing of your client is supported?
Question 7
List six measures and modifications that can be implemented to minimise the risk of harm in a living environment.
Question 8
What incidents and/or information are you required to report and who should you report to?
Question 9
In what ways can you support social, emotional and psychological wellbeing in your clients?
Question 10
List six signs of abuse or neglect you may notice in your client.
Assessment Task 3 – Case Studies
| Reflection Assessment |
| Student Instructions |
| This task requires you to complete a number of scenario based case studies A case study is a description of an actual or hypothetical situation involving a decision to be made or a problem to be solved. It can be a real situation that actually happened just as described, or portions have been disguised for reasons of privacy. Most case studies are written in such a way that the reader takes the place of the manager whose responsibility is to make decisions to help solve the problem. In almost all case studies, a decision must be made. You will need to carefully read the information and respond to the questions. Sometimes there may be no single solution to the problem and there might be a number of possible answers or solutions. In the process of analysing a case study, you should:
There is no determined length of required answer, but your assessor will be looking for a little more depth than a one sentence response. |
Case Studies
Case Study 1
Ray is an older man with a physical disability living in an aged care facility. Ray recently became intimately involved with Beth; an older female resident of the same facility. Beth was widowed one year ago and has four children and ten grandchildren. Ray has been alone most of his life. Ray has a poor body image related to his disability which is affecting his self-esteem and also his ability to express himself sexually.
- Why should you avoid imposing your own values or attitudes on Ray and Beth? Discuss in 180–220 words.
- Describe how a worker could acknowledge Ray’s unmet needs relating to sexuality and refer to an appropriate person to support Ray to express his sexuality. (50–80 words)
Case Study 2
Bob is 43 years of age and lives alone in assisted (i.e., support worker) accommodation. He has an acquired head injury, suffers disorientation and has difficulty at times with displays of aggressive behaviour. When calm, Bob understands the consequences of his actions.
One morning, Bob mentions he wants to travel interstate to get away for a while. His intention is to fly to his destination and to stay in a motel. As his caseworker, this presents a concern for you because his behaviour can be quite inappropriate.
Yet you also have to recognise that Bob’s needs must be met and that he has rights and must be allowed opportunities for self-determination and achieve goals. (Person Centred Care approach)
- What are the benefits to Bob in achieving his objective? Discuss in 80–100 words.
- Explain how you would support Bob in achieving his objective. (180–220 words)
Case Study 3
Ray is an older man with a physical disability living in an aged care facility. Ray recently became intimately involved with Beth, an older female resident of the same facility. Beth was widowed one year ago and has four children and ten grandchildren. Ray has been alone most of his life.
- What is meant by the term expressions of personal identity and sexuality? (50–80 words)
- How might Ray and Beth’s circumstances impact on their expression of identity and sexuality? (50–80 words)
- How might community values and attitudes and stigma regarding sexuality, ageing and disability impact on Ray and Beth?
- How could a community services worker support Ray and Beth to express their sexuality?
Case Study 4
Mary is an 85-year-old woman with hearing impairment who has recently become confined to a wheelchair. Mary has become a client of the community services organisation you work for as a support worker. You have identified her recreational interests as swimming, and her social interests as educational groups.
Describe modifications or adaptations to Mary’s social and recreational activities that could be made to meet specific needs of the client and identify who you might report this to.
Case Study 5
Jack is a 38-year-old married man with a young family who has recently been diagnosed with chronic arthritis which signals the eventual demise of his career as a toymaker because it requires intricate wood-working skills. Jack is on medication to help control the pain, and he needs to make some important decisions regarding coping with his new lifestyle.
- How could Jack be supported to identify and acknowledge his own strengths and self-care capacity? Discuss in 120–150 words.
- Give an example of Jack being supported to identify opportunities to mobilise his strengths and maintain independence. (100–120 words)
- Describe how Jack could be supported to develop and trial solutions and monitor applications of solutions to his concerns and needs. (150–180 words)
Case Study 6
Your client Muriel wants to lose weight and has asked you for some advice so she can make a decision about how she will achieve her weight loss goal.
How you could encourage her to change her daily living habits? Include information about how her decision might support a healthy lifestyle.
Case Study 7
Tom is living alone after his wife of forty years died a few months ago. His only income is from the aged pension and because he does not cook, he buys takeaway food, which sometimes leaves him with insufficient money to pay the gas bill. He often sits in the winter evenings without heating, covered by a blanket. Tom has no friends and only goes out to appointments or to buy essential items. He is an avid reader, and also spends time in his garden. His house is old, poorly insulated and the wooden floor is covered with mats.
- How might you, as Tom’s support worker, encourage and assist Tom to maintain his environment and feel secure and comfortable, including with the use of appropriate aids?
- List 10 hazards you might expect to find in Tom’s home environment that you should report to your supervisor.
Case Study 8
You are a support worker assisting Delores who is an older person living alone in her own home, supported each day by a carer. Delores has Parkinson’s disease, which causes her to shake, and to walk with shuffling movements. You have arrived at Delores’ home and find Delores in bed suffering from symptoms of the flu; hot, sore throat, body aches, and a headache. List at least six kinds of variations in Delores’ physical condition that might develop that you would report to your supervisor.
List at least six kinds of variations in Delores’ physical condition that might develop that you would report to your supervisor.
Case Study 9
Tom is living alone after his wife of forty years died a few months ago. His only income is from the aged pension and because he does not cook, he buys takeaway food, which sometimes leaves him with insufficient money to pay the gas bill. He often sits in the winter evenings without heating, covered by a blanket. Tom has no friends and only goes out to appointments or to buy essential items. He is an avid reader, and also spends time in his garden.
- Describe the impact Tom’s circumstances might have on his emotional and psychological wellbeing.
- Describe the processes, actions and circumstances that you, as Tom’s support worker, might use to promote his self-esteem and confidence.
- Why is empowerment an important concept when working with community services clients?
Case Study 10
Tom is living alone after his wife of forty years died a few months ago. His only income is from the aged pension and because he does not cook, he buys takeaway food, which sometimes leaves him with insufficient money to pay the gas bill. He often sits in the winter evenings without heating, covered by a blanket. Tom has no friends and only goes out to appointments or to buy essential items. He is an avid reader, and also spends time in his garden but lately he has become increasingly despondent, spending long periods of time in bed, and neglecting his personal hygiene.
- What aspects of supporting Tom’s emotional wellbeing are outside your job role as a support worker that would require you to seek appropriate support?
- List three variations to Tom’s emotional wellbeing that you would report to your supervisor.
Case Study 11
You are sharing Tom’s care with two other support workers who work different days, and after working with Tom for several weeks you recognise some possible indicators of client physical abuse.
Suggest seven common indicators and outline how you might report according to organisation policy and protocol.
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