Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.

Written work

Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:

· Address each question including any sub-points

· Demonstrate that you have researched the topic thoroughly

· Cover the topic in a logical, structured manner

· Your assessment tasks are well presented, well referenced and word processed

· Your assessment tasks include your full legal name on each and every page.

Active participation

It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.

Plagiarism

Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:

· Presenting any work by another individual as one's own unintentionally

· Handing in assessments markedly similar to or copied from another learner

· Presenting the work of another individual or group as their own work

· Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.

If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.

Collusion

Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action.

For further details about Academic Misconduct Policies and Procedures, please visit website at https://aibtglobal.edu.au/support/student-forms/academic-policies/

Competency outcome

There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).

Once the learner has Satisfactorily completed all the tasks for this unit including vocational placement and/or simulation tasks the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.

For further details about Assessment Policy and Procedure, please visit at https://storage.googleapis.com/aibtglobal/2020/05/358bc8d7-assessment-policy-and-procedures-v.1.0-may-2020.pdf

Additional evidence

If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.

Confidentiality

We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.

Assessment appeals process

If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.

Special needs

Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately .

Observation/Demonstration

Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.

An explanation of observations and demonstrations:

A demonstration will require:

· Performing a skill or task that is asked of you

· Undertaking a simulation exercise.

Your trainer/assessor will inform you about the tasks required to be done. The observation/demonstration will cover one of the unit’s elements.

The observation/demonstration will take place either in the simulated training environment. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.

You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.

Candidate Details

Assessment – CHCCCS023 - Support independence and wellbeing

Please complete the following activities and hand in to your trainer/assessor for marking.

This forms part of your assessment for CHCCCS023 - Support independence and wellbeing

Student Full Name: _________________________________

Student Number: __________________________________

Email: [email protected]

Declaration

I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.

Signed: Date:

Activities

Activity 1A

Estimated Time

20 Minutes

Objective

To provide you with an opportunity to recognise and respect the person’s social, cultural and spiritual differences.

Activity

1. Define the terms below and give an example of each:

· Social differences

· Cultural differences

· Spiritual differences.

2. Think about one of your own clients. Without giving any personal information away, outline their social, cultural and spiritual differences.

3. How do you respect these differences when providing them with care and support?

Activity 1B

Estimated Time

20 Minutes

Objective

To provide you with an opportunity to avoid imposing own values and attitudes on others and support the person to express their own identity and preferences.

Activity

1. Summarise your own values and attitudes.

2. How can ensure that you avoid imposing these on other people?

3. Give different examples of the ways that you have/can support a person to express their own identity and preferences.

Activity 1C

Estimated Time

20 Minutes

Objective

To provide you with an opportunity to consider the person’s individual needs, stage of life, development and strengths when engaging in support activities.

Activity

Think about one of your own clients. Without giving any personal information away, outline their individual needs, their stage of life and development and their strengths. Explain how you consider these when engaging in support activities.

Activity 1D

Estimated Time

20 Minutes

Objective

To provide you with an opportunity to recognise, respect and accommodate the person’s expressions of identity and sexuality as appropriate in the context of their age or stage of life.

Activity

1. Give examples of the different ways you can accommodate your clients’ expressions of their identity.

2. Discuss the following statement: “I can’t discuss expressions of sexuality with clients. It’s too awkward.”

3. An older gentleman you have been supporting has come to you to express his sexuality. He hasn’t told his family or friends that he is homosexual but feels like now is the right time. How would you handle this situation?

Activity 1E

Estimated Time

15 Minutes

Objective

To provide you with an opportunity to promote and facilitate opportunities for participation in activities that reflect the person’s individual physical, social, cultural and spiritual needs.

Activity

1. Give examples of different activities that can reflect a person’s physical needs.

2. Give examples of different activities that can reflect a person’s social needs.

3. Give examples of different activities that can reflect a person’s cultural and spiritual needs.

Activity 2A

Estimated Time

20 Minutes

Objective

To provide you with an opportunity to support the person to identify and acknowledge their own strengths and self-care capacity.

Activity

1. Why is it important to promote independence within your clients?

2. What are client strengths?

3. What is self-care capacity?

4. Think of one of your clients. Without giving away any personal information, outline their strengths and self-care capacity.

5. How would you support them to identify and acknowledge this?

Activity 2B

Estimated Time

10 Minutes

Objective

To provide you with an opportunity to assist the person to identify opportunities to utilise their strengths, while communicating the importance of using available support when required.

Activity

1. Give examples of the different ways that you can assist a client to identify opportunities to utilise their strengths.

2. Why is it essential to communicate the importance of using the available support to clients?

Activity 2C

Estimated Time

30 Minutes

Objective

To provide you with an opportunity to provide information and assistance to the person in order to facilitate access to support services and resources when needed.

Activity

1. Give examples of the different support services and resources that are available within your area.

2. One of your clients doesn’t really get out of the house and is starting to get lonely. You think that they could benefit from getting out of the house and socialising with others. Research the different services and resources available in your area. Present the information that you have found here.

Activity 2D

Estimated Time

15 Minutes

Objective

To provide you with an opportunity to provide support that allows the person to self-manage their own service delivery as appropriate.

Activity

1. Why is it important to provide support that allows clients to self-manage their own service delivery?

2. Give examples of ways you can support clients in a way that allows them to self-manage their own service delivery.

Activity 2E

Estimated Time

15 Minutes

Objective

To provide you with an opportunity to encourage the person to build, strengthen and maintain independence.

Activity

1. Outline ways that you can encourage clients to build, strengthen and maintain independence.

2. Give an example of a time when you encouraged a client to build, strengthen and maintain their independence. How did you do it? Why did you do it this way?

Activity 1A to 2E checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)	CHCCCS023- Support independence and wellbeing
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 3A

Estimated Time

15 Minutes

Objective

To provide you with an opportunity to promote and encourage daily living habits that contribute to healthy lifestyle.

Activity

1. What does a healthy lifestyle involve?

2. Give examples of the ways that you can promote and encourage daily living habits that will contribute to your clients’ healthy lifestyle.

Activity 3B

Estimated Time

10 Minutes

Objective

To provide you with an opportunity to support and assist the person to maintain a safe and healthy environment.

Activity

1. Why is it important for your clients to maintain a safe and healthy environment?

2. Outline the different ways that you can support and assist clients to maintain a safe and healthy environment.

Activity 3C

Estimated Time

20 Minutes

Objective

To provide you with an opportunity to identify hazards and report according to organisation procedures.

Activity

1. Give examples of the types of hazards you may come across within your job.

2. What are your organisation’s policies and procedures for reporting hazards?

Activity 3D

Estimated Time

10 Minutes

Objective

To provide you with an opportunity to identify variations in a person’s physical condition and report according to organisation procedures and recognise indications that the person’s physical situation is affecting their wellbeing and report according to organisation procedures.

Activity

What physical symptoms of pain might you notice in a client? What should you look out for to determine if this pain is affecting their wellbeing?

Activity 3E

Estimated Time

15 Minutes

Objective

To provide you with an opportunity to identify physical health situations beyond scope of own role and report to relevant person.

Activity

Give an example of a time when the physical health situation of a client was beyond the scope of your own role and answer the following questions:

· Why was it beyond the scope of your own role?

· How did you deal with it?

· Who did you report to?

· Why did you report to them?

Activity 4A

Estimated Time

20 Minutes

Objective

To provide you with an opportunity to promote self-esteem and confidence through use of positive and supportive communication.

Activity

Write dialogues for the task below

Person B is the client and Person A is the worker (yourself).

Person A needs to demonstrate how they can use positive and supportive communication to promote the self-esteem and confidence of Person B.

Activity 4B

Estimated Time

15 Minutes

Objective

To provide you with an opportunity to contribute to the person’s sense of security through use of safe and predictable routines.

Activity

1. Why is it important to use safe and predictable routines?

2. Give examples of different aspects of a safe and predictable routine.

Activity 4C

Estimated Time

15 Minutes

Objective

To provide you with an opportunity to encourage and facilitate participation in social, cultural, spiritual activities, using existing and potential new networks and as per the person’s preferences.

Activity

1. What are the benefits of social interaction?

2. Give examples of different social activities that you could encourage your clients to participate in.

3. Give examples of cultural and spiritual activities that you could encourage your clients to participate in.

Activity 4D

Estimated Time

20 Minutes

Objective

To provide you with an opportunity to identify aspects of supporting a person’s wellbeing outside scope of knowledge, skills and/or job role and seek appropriate support.

Activity

1. Outline 3 aspects of supporting a client’s wellbeing that would be outside of the scope of your knowledge, skills and/or job role.

2. How would you deal with this? What support would you seek?

Activity 4E

Estimated Time

15 Minutes

Objective

To provide you with an opportunity to identify variations to a person’s wellbeing and report according to organisation procedures.

Activity

1. It is your job to identify variations to a client’s wellbeing. Give examples of these variations.

2. If you were to identify variations, how would you report them?

Activity 4F

Estimated Time

15 Minutes

Objective

To provide you with an opportunity to identify any cultural or financial issues impacting on the person’s wellbeing.

Activity

1. Give examples of cultural issues that may impact on the wellbeing of your clients.

2. Give examples of financial issues that may impact on the wellbeing of your clients.

3. Choose one of your answers from the previous questions and outline how you would handle it.

Activity 4G

Estimated Time

15 Minutes

Objective

To provide you with an opportunity to identify the person’s risk and protective factors in relation to mental health.

Activity

1. What are risk factors?

2. Give examples of risk factors of clients in relation to mental health.

3. What are protective factors?

4. Give examples of protective factors of clients in relation to mental health.

Activity 4H

Estimated Time

20 Minutes

Objective

To provide you with an opportunity to recognise and report possible indicators of abuse or neglect and report according to organisation procedures and identify situations beyond scope of own role and report to relevant person.

Activity

1. Give examples of the different signs of abuse or neglect.

2. If you were to identify one of the signs above, how would you report it?

3. Give an example of a situation that would be outside of the scope of your own role. How would you deal with this situation? Who would you report to?

Activity 3A to 4H checklist – for assessor

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)	CHCCCS023- Support independence and wellbeing
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Summative Assessments

The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as instructed by your trainer/assessor.

Knowledge Activity (Q & A)

Objective: To provide you with an opportunity to show you have the required knowledge for this unit.

Answer each question in as much detail as possible, considering your organisational requirements for each one.

All answers will vary depending on the learner and the organisation they work for, but the learner should be able to answer each question competently.

1. Create a list of basic human needs, explaining what each one entails in caregiving.

2. Explain the concept of self-actualisation and how you can help clients to meet this need.

3. List the 10 stages of human development, giving the age bracket and indicative signs where appropriate

4. Explain what is meant by the term wellbeing and give an example of encouraging well-being in clients for the following circumstances:

· Physical

· Psychological

· Social

· Spiritual

· Cultural

· Financial

· Career/Occupation.

5. Create a comprehensive list of the types of individual differences you may encounter and how these can affect the support you provide

6. What are the basic requirements for the good health of a person?

7. Create a list of mental health risk factors and mental health protective factors

8. What indications may signal signs of abuse or neglect of the following:

· Physical

· Sexual

· Psychological

· Financial.

9. Within your workplace, establish what the requirements are for suspected abuse or neglect situations

10. Research service delivery models that are available in your local area. Record your findings

11. Research funding models that are available in your local area. Record your findings

12. Discuss the issues that can impact health and wellbeing

13. How can community values and attitudes, including myths and stereotypes impact upon an individual’s wellbeing?

14. Create a list of expressions of sexuality and explain the potential effects of suppressing a client’s sexual expression.

15. Create a list of verbal and non-verbal actions that count as emotional abuse. What indicators may you see in a client who is suffering emotional abuse?

16. In the context of your own current or prospective job role, outline a client scenario where an individual requires caregiving services. For the specific scenario you have outlined, write a summary of the support strategies, resources and networks you would implement to ensure the wellbeing of the client. An example scenario is a recent elderly widow who has limited mobility. The services, resources and networks that may be utilised for her care may include transport services, food delivery service and enrollment in an over 60s social activity group.

17. Create a definition of each of the following and summarise how they are relevant to your current or prospective job role:

· Dignity of risk

· Human rights

· Discrimination

· Mandatory reporting

· Privacy, confidentiality and disclosure

· Work role boundaries – responsibilities and limitations.

Knowledge Activity Assessor Checklist

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)	CHCCCS023 - Support independence and wellbeing
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Report Writing

Write a report explaining how you will safely support 3 people with different needs to enhance their independence and well-being.

Write 150-200 words for each scenario.

Report writing- assessor checklist

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)	CHCCCS023 - Support independence and wellbeing
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner?	Yes No (Please circle)
Has sufficient evidence and information been provided by the learner for the activity?	Yes No (Please circle)
The learner’s performance was:	Not yet satisfactory	Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Supplementary Oral Questions (optional) – for assessor

The below table is for you to document any supplementary verbal questions you have asked the learner to determine their competency. For example, if you are unsure of their answer to a question in the Learner Workbook, you may choose to ask them a supplementary question to clarify their understanding of the relevant criteria.

Learner’s name
Assessor’s name
Unit of Competence (Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory
Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory

Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory
Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory
Question:
Learner answer:
Assessor judgement:	Satisfactory	Not Satisfactory

Feedback for the learner
I have read, understood, and am satisfied with the feedback provided by the assessor.
Learner’s name
Learner’s signature
Assessor’s name
Assessor’s signature

CHCCCS023 Support independence and wellbeing

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