CHCCCS015 Provide Individualised Support Assignment

CHCCCS015 
Provide Individualised Support
Release 1
Total Training Solutions Adelaide Assessments
 

Topic

Key outcomes

I am able to perform skills and demonstrate knowledge satisfactorily in the following tasks.

q Topic 1 Determine support needs

q 1A Clarify own role in implementing individualised plan

q 1B Confirm individualised plan details

q 1C Ensure the person is aware of their rights and complaints procedures

q 1D Support the individualised plan

q 1E Prepare for support activities

q Topic 2 Provide support services

q 2A Conduct exchanges with the person in a manner that develops and maintains trust

q 2B Provide support according to the individualised plan

q 2C Assemble equipment as and when required

q 2D Include the family and/or carer

q 2E Provide support according to duty of care and dignity of risk

q 2F Provide assistance to maintain a safe and healthy environment

q 2G Provide assistance to maintain a clean and comfortable environment

q 2H Respect individual differences

q 2I Seek assistance when it is not possible to provide appropriate support

q Topic 3 Monitor support activities

q 3A Monitor own work

q 3B Involve the person in discussions

q 3C Identify aspects of the individualised plan that might need review

q 3D Support the person’s self-determination

q Topic 4 Complete reports and documentation

q 4A Maintain confidentiality and privacy

q 4B Comply with reporting requirements

q 4C Identify and respond to situations of potential or actual risk

q 4D Identify and report signs of additional or unmet needs

q 4E Complete and maintain documentation

q 4F Store information

Final assessment tasks

Part A – Questions

Purpose

You will demonstrate a sound knowledge of the unit requirements in your responses.

Instructions to the candidate

All questions must be answered satisfactorily for Part A to be completed satisfactorily.

There is no restriction on the length of the question responses, or time restriction in completing the assessment.

You must complete all questions unassisted by the assessor or other personnel, but may refer to reference material as needed.

Resources required

The question responses section is the only resource required for this questioning assessment to be completed.

Assessment conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

• 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

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Reasonable adjustment

If you do not wish to respond to the questions in written form, an interview may be used as an alternative approach if negotiated with your assessor.

Question 1

Why is it important to know the boundaries of your work role and responsibilities?

Answer

Professional boundaries are important because they define the limits and responsibilities of the people with whom you interact in the workplace. When workplace boundaries are clearly defined, the organization works more efficiently because redundant work assignments are eliminated, and task performance is accountable.

Marking

q Satisfactory

q Unsatisfactory

Question 2

Give two examples of factors that may affect people requiring support.

Answer

· Psychological and psychosocial conditions.

· Disease conditions and associated problems.

· Physical abilities and prosthesis.

Marking

q Satisfactory

q Unsatisfactory

Question 3

What is mandatory reporting?

Answer

Mandatory reporting is a term used to describe the legislative requirement imposed on selected classes of people to report suspected cases of child abuse and neglect, elder abuse and ‘notifiable conduct’ by another practitioner to government authorities.

Marking

q Satisfactory

q Unsatisfactory

Question 4

What steps can you take to support a person who believes they have been discriminated against?

Answer

When someone is being discriminated against, personal support can be very important indeed. The ways in which you can help can be very varied, ranging from simply listening and showing that you are there to help if need be.

Marking

q Satisfactory

q Unsatisfactory

Question 5

When providing support to someone, in what circumstances can information about their plan be communicated to carers and family?

Answer

Family members and friends who provide care and support for a person with a disability, and/or who is frail aged and/or has a mental illness and/or chronic condition. Encouraging positive contact between the family, carer and friends with the service without breaching confidentiality and consent of client.

Marking

q Satisfactory

q Unsatisfactory

Question 6

How can you ensure you meet your duty of care while supporting people who wish to take risks?

Answer

Supporting someone to become independent means that they have to take some risks both small and large. Keeping them safe may mean limiting their opportunities to learn and enjoy a satisfying life. Duty of care does not exist to create restrictions for people in need.

Marking

q Satisfactory

q Unsatisfactory

Question 7

What role can individual workers take when supporting a person to maintain a safe and healthy environment? Give two examples.

Answer

· Make commitment

· Comply to standards

· Identify and control hazards

Marking

q Satisfactory

q Unsatisfactory

Question 8

What are two ways you can communicate with other workers?

Answer

Internal communication

example: face to face

External communication

example: fax, email

Marking

q Satisfactory

q Unsatisfactory

Question 9

What are two strategies you can use to monitor your own work to ensure the required standard of support is maintained?

Answer

1. Self reflection

2. Feedback from others

Marking

q Satisfactory

q Unsatisfactory

Question 10

Name two ways you can involve the person in discussions about how support services are meeting their needs.

Answer

 

Marking

q Satisfactory

q Unsatisfactory

Question 11

What are two methods you can use to communicate the need for a plan review, with your supervisor?

Answer

 

Marking

q Satisfactory

q Unsatisfactory

Question 12

How are legal and ethical requirements applied to privacy, confidentiality and disclosure? Give an example of each.

Answer

 

Marking

q Satisfactory

q Unsatisfactory

Question 13

Why is it important to follow the organisation’s documentation and reporting processes?

Answer

 

Marking

q Satisfactory

q Unsatisfactory

Question 14:

In what ways can you respond to identified risks? Give two examples.

Answer:

 

Marking:

q Satisfactory

q Unsatisfactory

Question 15:

What are two signs of an unmet need?

Answer:

 

Marking:

q Satisfactory

q Unsatisfactory

Part B – Case study questions

Purpose

You will demonstrate a sound knowledge of the unit requirements in your responses.

Instructions to the candidate

All questions must be answered satisfactorily for Part B to be completed satisfactorily.

There is no restriction on the length of the question responses, or time restriction in completing the assessment.

You must complete all questions unassisted by the assessor or other personnel, but may refer to reference material as needed.

Resources required

The question responses section is the only resource required for this part of the assessment to be completed.

Assessment conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

• 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

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Reasonable adjustment

If you do not wish to respond to the questions in written form, an interview may be used as an alternative approach if negotiated with your assessor.

Read the case study, then answer the questions that follow.

Case study (questions 1–7)

Mrs Halah is 58 years old and lives alone in a small unit. She has smoked for 35 years and has been diagnosed with advanced emphysema. She has tubes providing oxygen directly through her nostrils at all times and has an oxygen tank on a trolley if she needs to move more than a couple of metres. Mrs Halah cannot walk more than 10–12 steps without getting breathless, and has difficulty with tasks of daily living, such as washing or dressing, without assistance. She is overweight and this is contributing to her problems. However, she enjoys her sweet biscuits and understands the risk of putting on more weight.

Mrs Halah has been told she cannot attend a planned activity group in her local area because the staff running the group feel that, as she does not speak a lot of English, she will not be able to join in.

Support workers from the Commonwealth Home Support Programme assist Mrs Halah every morning to get up, washed and dressed, and to get ready for bed each night. They also prepare some of her meals. She has meals delivered five days a week and home help for cleaning, laundry and shopping. She spends most days sitting in a chair watching television.

Even though it is not written on her individualised plan, the support workers also like to help Mrs Halah out by walking her dog once a week.

The support workers keep a copy of her individualised support plan on the fridge, so that it can be easily accessed. They write into the plan each day about what they have done, as part of their reporting requirements.

A new support worker, Joy, who commences working with Mrs Halah is upset that she is allowed to continue eating sweet biscuits for morning tea, given that she is overweight. Joy feels she has a duty of care to her client, and acting in her best interests, refuses to allow her to have the biscuits, replacing them with a cut up apple every morning instead.

Mrs Halah tells Joy that life is not worth living anymore. She has been saving up some of the sleeping pills her doctor has given her and plans to take them. She asks Joy not to tell anyone about this.

CS Question 1

Identify which of Mrs Halah’s human rights are not being respected, and explain why this goes against the legal requirements of the organisation.

Answer

 

Marking

q Satisfactory

q Unsatisfactory

CS Question 2

What example of discrimination can you identify? Is this organisation following its legal requirements in this example?

Answer

 

Marking

q Satisfactory

q Unsatisfactory

CS Question 3

What are Joy’s responsibilities regarding keeping the information Mrs Halah has told her about the sleeping tablets confidential, given that Mrs Halah has asked her not to tell anyone?

Answer

 

Marking

q Satisfactory

q Unsatisfactory

CS Question 4

What policy would the organisation be likely to have about storing the individualised plan and writing daily file notes, and do you think this is being complied with?

Answer

 

Marking

q Satisfactory

q Unsatisfactory

CS Question 5

What do you think about Joy’s approach to her duty of care in withholding the sweet biscuits? What is the term used to describe Mrs Halah’s right to choice in this situation?

Answer

 

Marking

q Satisfactory

q Unsatisfactory

CS Question 6

Does mandatory reporting apply to any of the situations described in the case study? Explain your response.

Answer

 

Marking

q Satisfactory

q Unsatisfactory

CS Question 7

What work role boundaries have been crossed by the support workers, and what could be the consequences for working outside of their limitations?

Answer

 

Marking

q Satisfactory

q Unsatisfactory

Read the case study then answer the questions that follow.

Case study (questions 8–22)

Stanley is 57 years old and has motor neurone disease (MND). Stanley uses a wheelchair and has limited mobility and speech. A case manager has prepared an individualised plan for him. You are meeting with Stanley to introduce yourself and confirm the broad details of the individualised plan.

The meeting is taking place in his home. Stanley lives with his wife, Mavis. Prior to visiting Stanley you take the time to read his file and the individualised plan that was prepared by Stanley’s case manager. When you arrive, Mavis opens the door and guides you to where Stanley is waiting for you in the living room. Mavis does most of the talking, and discusses Stanley’s MND in quite a lot of detail. Stanley seems withdrawn and says very little.

You spend some time introducing yourself, sharing some of your professional background and listening to Mavis speak, and trying to ask Stanley some questions about himself too. You try and establish rapport with Stanley and Mavis. Stanley and Mavis’ home is quite busy and cluttered, and sometimes when Stanley wants to reach an item or complete a task, he is unable to get very close to the bench or table and has to lean out of his wheelchair. The support worker suggests that an aid could be useful to help him reach across to objects.

You ask Stanley if he would like to review the draft individualised plan that was prepared with his case manager. Stanley agrees and, together with Mavis, you and Stanley review the plan. You ensure that you have brought two copies of the plan so that Stanley and Mavis each have a copy. The draft plan includes the goals that Stanley developed with his case manager, but the support activities have not been confirmed. Many of the activities focus on supporting Stanley to maintain as much independence as possible and to remain living at home with Mavis.

You allow Mavis and Stanley plenty of time to review the draft plan. Before moving on to prioritising support activities, you ask Stanley if there is anything else he would like included in his plan. Stanley has a complaint about how some of the support workers don’t give him enough time to do things himself and tend to ‘hurry him along’. He seems angry about this, and you note it down so that you can let your supervisor know later. Stanley also says he wants to attend the local self-advocacy organisation but has not caught public transport for over twenty years. Stanley has some cognitive difficulties associated with his MND, but he is very methodical and loves using maps and illustrations to help him with some of his tasks in everyday life.

After extensive discussion, it is agreed that the goals of Stanley’s individualised plan should be for:

• Stanley to continue to be supported to live at home, and be assisted to maintain his independence

• Stanley to attend the weekly self-advocacy group.

Together, you work on prioritising the support activities that will assist Stanley to meet these goals. As Stanley has been receiving services from your organisation for some time, a number of services are already in place and just require monitoring. Stanley is accessing daily personal care to help him to get up in the morning and assist him to shower, groom and dress, and then again at night to help him get to bed. Mavis helps Stanley with all his meals and other daily tasks.

Stanley’s new goal is to attend his local self-advocacy group. Together you talk about the location of the group and Stanley’s transport needs. Stanley is keen to catch the train to the group, as he says he never gets to do anything or go anywhere independently anymore. Stanley also says if he learns to catch the train that maybe he will be able to go other places independently too.

CS Question 8

What role and responsibilities is Stanley given to support the planning process, and why is this important?

Answer

 

Marking

q Satisfactory

q Unsatisfactory

CS Question 9

What roles and responsibilities has Mavis been given?

Answer

 

Marking

q Satisfactory

q Unsatisfactory

CS Question 10

What is the responsibility of the supervisor in managing the complaint that Stanley has?

Answer

 

Marking

q Satisfactory

q Unsatisfactory

CS Question 11

What roles could a general practitioner and an occupational therapist play in supporting Stanley to meet his needs?

Answer

 

Marking

q Satisfactory

q Unsatisfactory

CS Question 12

Explain how the active service model would be used in Stanley’s support.

Answer

 

Marking

q Satisfactory

q Unsatisfactory

CS Question 13

Give an example of how a person-centred approach has been used to support Stanley so far in the case study.

Answer

 

Marking

q Satisfactory

q Unsatisfactory

CS Question 14

Given what you know about him, give an example of how a strengths-based approach could be used to support Stanley in one of his future goals of catching public transport.

Answer

 

Marking

q Satisfactory

q Unsatisfactory

CS Question 15

How does the support worker encourage Stanley to take an active role in his own support needs? Give one example of this.

Answer

 

Marking

q Satisfactory

q Unsatisfactory

CS Question 16

Why is so much work put into the planning phase of Stanley’s support, rather than just allowing the workers to get on with meeting his needs of showering and other everyday activities?

Answer

 

Marking

q Satisfactory

q Unsatisfactory

CS Question 17

What monitoring and review processes might take place in future, in relation to Stanley’s plan?

Answer

 

Marking

q Satisfactory

q Unsatisfactory

CS Question 18

If Stanley seems to show signs of depression in the future, is this a problem that the support worker should be able to manage alone? Who else might be able to assist Stanley with depression?

Answer

 

Marking

q Satisfactory

q Unsatisfactory

CS Question 19

Stanley will need to learn some new skills in order to catch public transport to his self-advocacy group, such as buying a ticket. Outline how each of the following skill development processes would be used to teach and maintain this skill:

• Task analysis

• Shaping

• Reinforcement

Answer

 

Marking

q Satisfactory

q Unsatisfactory

CS Question 20

If Stanley was to start using an aid to help him with reaching objects, what should you check or be aware of before assembling this equipment? Give two examples.

Answer

 

Marking

q Satisfactory

q Unsatisfactory

CS Question 21

What are three things can you do to create a clean and comfortable environment for Stanley, with the support of Mavis?

Answer

 

Marking

q Satisfactory

q Unsatisfactory

CS Question 22

Identify three risks that could occur while following the individualised plan. For each example, explain briefly how you might manage each of these risks.

Answer

 

Marking

q Satisfactory

q Unsatisfactory

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