62628 – CHCCCS015Provide individualised supportThis unit describes

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unit 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 AssessmentAssessment Task 2 (AT2) Case Study1. 3403 SA CHCCCS015 Provide individualised supportHelpful 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 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 , available to you in your 09-23004 Student Assessment Instructions booklet.Submitting your workWhen 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 recordsAssessment Task 1AT1 – Written AssessmentCHCCCS015 Provide individualised supportUnit 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 planWhen 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 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 risksResources 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 equipmentYou will also need a pen and the assessment documentNote: assessments completed in pencil are not acceptedTimeline• You have 9 weeks to complete all assessments in this booklet• Please hand your completed assessment task to your assessorQuestion 1Explain the following types of person-centred approaches.1. PATH – Planning Alternative Tomorrows with HopeSatisfactory ? Not Satisfactory ?2. MAPs – Making Action PlansSatisfactory ? Not Satisfactory ?3. PFP – Personal Futures PlanningSatisfactory ? Not Satisfactory ?4. Circles of SupportSatisfactory ? Not Satisfactory ?Question 2Explain the difference between person-centred and system-centred approach.Question 3Describe what the term ‘self-directed support services’ means to people with a disability or to those who are aged.Satisfactory ? Not Satisfactory ?Question 4Explain what is meant by ‘self-determination’.Satisfactory ? Not Satisfactory ?Question 5When would you need to complete a client risk assessment? Provide three examples.Example 1Example 2Example 3Question 6What documentation are your required to complete as part of providing client support? Provide 3 examples.Example 1Example 2Example 3Question 7Read each scenario and match the scenario with the correct ethical issue or breach in the table .Scenario ANancy 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 BYou 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 CJason, 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 DSteven, 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 EClients 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/confidentialityDiscriminationWork role/boundariesDuty of careMandatory reportingQuestion 8What are the key objectives of the UNCRPD?Question 9Provide three examples of circumstances that require you to make an adjustment or variation of a client’s individual plan.Example 1Example 2Example 3Satisfactory ? Not Satisfactory ?Question 10Provide five examples of client rights.1.2.3.4.5.Satisfactory ? Not Satisfactory ?Question 11Provide two examples of when members of the support team might be required to provide feedback on individual plans.Example 1Example 2Question 12Describe a situation where you or a client has experienced a risk to health or safety. Explain how this was managed.Satisfactory ? Not Satisfactory ?Question 13When risks are identified in the workplace, who are they reported to? Provide three examples.Example 1Example 2Example 3Satisfactory ? Not Satisfactory ?Question 14Provide three examples for each of the following skills development.Life skillsSocial skillsVocational skillsSatisfactory ? Not Satisfactory ?Question 15Think 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 SatisfactoryNot SatisfactoryAssessment Task 2AT2 – Case StudyCHCCCS015 Provide individualised supportUnit 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 planWhen 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 respondThis 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 developmentResources and Equipment In order to complete this unit of competency you will need access to:• Arnott, G 2011, The Disability Support Worker, PearsonAustralia, 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 equipmentYou will also need a pen and the assessment documentNote: assessments completed in pencil are not acceptedTimeline • You have 9 weeks to complete all the assessments in this booklet• Please hand your completed assessment task to your assessorAssessment Task 2AT2 – Case StudyInstructionsYour 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 strategiesAfter 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 StudyTullyCase Study – TullyTully 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 discussionNotes from the class presentationsDiscussion ReportName DateGroup participants1 Strategies2 Strength-based activities3 Support workers’ roles and responsibilities4 Responsibilities of the support team5 Additional support services6 Monitoring and review strategyAT2 Case Study – Overall Result SatisfactoryNot Satisfactory

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