LearnerGuide 3 - CHCCOM005 - CHCDIV001

Learner Guide 3
CHC33015 Certificate III in

Individual Support
Work in Health
and Community Services
Version 1.4Produced27 April 2018
Version control & document history
Date Summary of modifications made Version
4 July 2016 Version 1.0 final produced following validation 1.0
Version 1.1 final produced with the following modification:

19 September  Additional information on Framework Five Key
1.1
2016 Principles and
 Human Rights Based Approach
Updated the following links:
 Guide for Reporting Reportable Assaults
 Lotus Compassionate Care Handbook (intranet
20 November
site) 1.2
2017
Added ‘Dignity of Risk’ to the Section 4.1.
Removed ‘Conclusion’ page.
Minor changes in wording and format.
9 March 2018 Updated broken links. 1.3
Modifications include the following:

Minor changes in wording and formatting.
27 April 2018 1.4
Removed item referring to books and materials listed
under Resources
Learner Guide 3 Version No.1.4 Produced 27 April 2018

Page 2 Ambition Training Institute
TABLE OF CONTENTS
This is an interactive table of contents. If you are viewing this document in Acrobat,
clicking on a heading will transfer you to that page. If you have this document open in
Word, you will need to hold down the Control key while clicking for this to work.
LEARNER GUIDE......................................................................... 5
I. WORKING WITH DIVERSE PEOPLE ............................................ 12
1. An Introduction to Australia’s Cultural Diversity ............................................. 13
1.1 How Does Diversity in Australia Impact Different Areas of Work and
Life? 14
1.2 Influences and Changing Practices in Australia ......................................... 16
2. Reflecting on Own Perspectives ......................................................................... 18
2.1 Your Own Social and Cultural Perspectives and Biases ............................. 18
2.2 Cultural Awareness, Cultural Safety, and Cultural Competence ................ 18
2.3 Ways to Improve Self and Own Cultural and Social Awareness ................20
2.4 Impact of Diversity Practices and Experiences .......................................... 21
3. Appreciating Diversity and Inclusiveness ......................................................... 23
3.1 Diversity and Inclusiveness in All Areas of Work ....................................... 23
3.2 Areas of Diversity ........................................................................................ 23
3.3 Work Practices that Make Environments Safe for All ................................ 24
4. Communicating with People from Diverse Backgrounds ................................. 28
4.1 Respecting Diversity in Communication with All People........................... 28
4.2 Verbal and Non-verbal Communication ..................................................... 29
4.3 Strategies to Overcome Language Barriers................................................. 29
4.4 Resources to Help Embrace and Respond to Diversity ..............................30
5. Promoting Understanding Across Diverse Groups ........................................... 31
5.1 Issues that May Cause Communication Misunderstandings and
Difficulties.............................................................................................................. 32
5.2 Addressing difficulties and seeking assistance when required .................. 33
II. COMMUNICATING AND WORKING IN HEALTH AND COMMUNITY
SERVICES ................................................................................ 35
1. Communicating Effectively with People ............................................................ 35
1.1 Principles of Effective Communication ...................................................... 35
1.2 Verbal and Non-Verbal Communication .................................................... 39
1.3 Communicating Service Information ......................................................... 41
1.4 Responding to Clients’ Requests ................................................................. 43
1.5 Exchanging Information in the Individual Support Context ..................... 45
2. Collaborating with Colleagues ........................................................................... 47
2.1 Listen to, Clarify, and Agree Time Frames for Completing Workplace
tasks 47
2.2 Structure of the Organisation and Other Services ......................................48
2.3 Use Industry Terminology Correctly in Verbal, Written and Digital
Communications.................................................................................................... 53
2.4 Follow your Organisation’s Communication Protocols and
Procedures in Interacting with Different People .................................................. 54
3. Addressing Constraints to Communication ...................................................... 55
3.1 Signs of Complicated or Difficult Situations............................................... 55

Ambition Training Institute Page 3
3.2 Effective Communication Skills to Resolve Conflict Situations ................. 56
4. Reporting Problems to the Supervisor .............................................................. 57
4.1 Legal and Ethical Responsibilities .............................................................. 57
4.2 Referring Issues, Breaches, and Non-adherence ........................................ 61
5. Workplace Correspondence and Documentation ............................................. 63
5.1 Accessing and Reading Workplace Documents .......................................... 64
5.2 Digital Media in the Individual Support Sector.......................................... 66
6. Contributing to Continuous Improvement........................................................68

LEARNER GUIDE
Unit Description
CHCDIV001 – Work with Diverse People
This unit describes the skills and knowledge required to work respectfully with
people from diverse social and cultural groups and situations, including Aboriginal
and/or Torres Strait Islander people.
This unit applies to all workers.
CHCCOM005 – Communicate and Work in Health or Community

Services
This unit describes the skills and knowledge required to communicate effectively
with clients, colleagues, management, and other industry providers.
This unit applies to a range of health and community service contexts where workers
may communicate face-to-face, in writing or using digital media and work with
limited responsibility under direct or indirect supervision.
About this Unit of Study Introduction

As a worker, a trainee, or a future worker, you want to enjoy your work and become
known as a valuable team member. This unit of competency will help you acquire the
knowledge and skills to work effectively as an individual and in groups. It will give
you the basis to contribute to the goals of the organisation which employs you.
It is essential that you begin your training by becoming familiar with the industry
standards to which organisations must conform.
These units of competency introduce you to some of the key issues and
responsibilities of workers and organisations in this area. The unit also provides you
with opportunities to develop the competencies necessary for employees to operate
as team members.

This Learner GuideCovers
Working with Diverse People
1. Reflect on Own Perspectives
2. Appreciate Diversity and Inclusiveness, and Their Benefits
3. Communicate with People from Diverse Backgrounds and Situations
4. Promote Understanding Across Diverse Groups
Communicate and Work in Health or Community Services

1. Communicate Effectively with People
2. Collaborate with Colleagues
3. Address Constraints to Communication
4. Report Problems to Supervisor
5. Complete Workplace Correspondence and Documentation
6. Contribute to Continuous Improvement
Learning Program
As you progress through this unit of study, you will develop skills in locating and
understanding an organisation’s policies and procedures. You will build up a sound
knowledge of the industry standards within which organisations must operate. You
will become more aware of the effect that your own skills in dealing with people
haveon your success or otherwise in the workplace. Knowledge of your skills and
capabilities will help you make informed choices about your further study and career
options.
Additional Learning Support

To obtain additional support you may:
 Search for other resources. You may find books, journals, videos and other
materials which provide additional information about topics in this unit.
 Search for other resources in your local library. Most libraries keep
information about government departments and other organisations, services
and programs. The librarian should be able to help you locate such resources.
 Contact information services such as Infolink, Equal Opportunity
Commission, Commissioner of Workplace Agreements, Union organisations,
and public relations and information services provided by various government
departments. Many of these services are listed in the telephone directory.
 Contact your facilitator.

Facilitation
Your training organisation will provide you with a facilitator. Your facilitator will
play an active role in supporting your learning. Your facilitator will help you anytime
during working hours to assist with:
 How and when to make contact,
 what you need to do to complete this unit of study, and
 what support will be provided.
Here are some of the things your facilitator may do to make your study easier:
 Give you a clear visual timetable of events for the semester or term in which
you are enrolled, including any deadlines for assessments.
 Provide you with online webinar times and availability.
 Use ‘action sheets’ to remind you about tasks you need to complete, and
updates on websites.
 Make themselves available by telephone for support discussion and provide
you with industry updates by email where applicable.
 Keep in touch with you during your studies.
Flexible Learning
Studying to become a competent worker is an interesting and exciting thing to do.
You will learn about current issues in this area. You will establish relationships with
other students, fellow workers, and clients. You will learn about your own ideas,
attitudes, and values. You will also have fun. (Most of the time!)
At other times, studying can seem overwhelming and impossibly demanding,
particularly when you have an assignment to do and you aren’t sure how to tackle it,
your family and friends want you to spend time with them, or a movie you want to
see is on television.
Sometimes being a student can be hard.
Here are some ideas to help you through the hard times. To study effectively, you
need space, resources, and time.

Space
Try to set up a place at home or at work where:
1. You can keep your study materials,
2. you can be reasonably quiet and free from interruptions, and
3. you can be reasonably comfortable, with good lighting, seating, and a flat
surface for writing.
If it is impossible for you to set up a study space, perhaps you could use your local
library. You will not be able to store your study materials there, but you will have
quiet, a desk and chair, and easy access to the other facilities.
Study Resources
The most basic resources you will need are:
1. A chair
2. A desk or table
3. A computer with Internet access
4. A reading lamp or good light
5. A folder or file to keep your notes and study materials together
6. Materials to record information (pen and paper or notebooks, or a computer
and printer)
7. Reference materials, including a dictionary
Do not forget that other people can be valuable study resources. Your fellow workers,
work supervisor, other students, your facilitator, your local librarian, and workers in
this area can also help you.
Time
It is important to plan your study time. Work out a time that suits you and plan
around it. Most people find that studying, in short, concentrated blocks of time (an
hour or two) at regular intervals (daily, every second day, once a week) is more
effective than trying to cram a lot of learning into a whole day. You need time to
‘digest’ the information in one section before you move on to the next, and everyone
needs regular breaks from study to avoid overload. Be realistic in allocating time for
study. Look at what is required for the unit and look at your other commitments.
Make up a study timetable and stick to it. Build in ‘deadlines’ and set yourself goals
for completing study tasks. Allow time for reading and completing activities.
Remember that it is the quality of the time you spend studying rather than the
quantity that is important.

Study Strategies
Different people have different learning ‘styles’. Some people learn best by listening
or repeating things out loud. Some learn best by ‘doing’, some by reading and making
notes. Assess your own learning styleand try to identify any barriers to learning
which might affect you. Are you easily distracted? Are you afraid you will fail? Are
you taking study too seriously? Not seriously enough? Do you have supportive
friends and family? Here are some ideas for effective study strategies:
Make notes. This often helps you to remember new or unfamiliar information. Do
not worry about spelling or neatness, as long as you can read your own notes. Keep
your notes with the rest of your study materials and add to them as you go. Use
pictures and diagrams if this helps.
Underline keywords when you are reading the materials in this Learner Guide.
(Do not underline things in other people’s books.) This also helps you to remember
important points.
Talk to other people (fellow workers, fellow students, friends, family, or your
facilitator) about what you are learning. As well as help you clarify and understand
new ideas, talking also gives you a chance to find out extra information and to get
fresh ideas and different points of view.
Using this Learner Guide

A Learner Guide is just that, a guide to help you learn. A Learner Guide is not a
textbook. Your Learner Guide will:
1. Describe the skills you need to demonstrate to achieve competency for this
unit.
2. Provide information and knowledge
to help you develop your skills.
3. Provide you with structured
learning activities to help you
absorb knowledge and information
and practice your skills.
4. Direct you to other sources of
additional knowledge and
information about topics for this
unit.

How to Get the Most Out of Your Learner Guide
Read through the information in the Learner Guide carefully. Make sure you
understand the material.
Some sections are quite long and cover complex ideas and information. If you come
across anything you do not understand:
1. Talk to your facilitator.
2. Discuss the issue with other people (your workplace supervisor, fellow
workers, fellow students).
3. Try to relate the information presented in this Learner Guide to your own
experience and to what you already know.
4. Ask yourself questions as you go. For example,‘Have I seen this happening
anywhere?’‘Could this apply to me?’‘What if...’ This will help you to ‘make
sense’ of new material, and to build on your existing knowledge.
5. Talk to people about your study.Talking is a great way to reinforce what you
are learning.
6. Make notes.
7. Work through the activities.Even if you are tempted to skip some activities, do
them anyway. They are there for a reason, and even if you already have the
knowledge or skills relating to a particular activity, doing them will help to
reinforce what you already know. If you do not understand an activity, think
carefully about the way the questions or instructions are phrased. Read the
section again to see if you can make sense of it. If you are still confused,
contact your facilitator or discuss the activity with other students, fellow
workers or with your workplace supervisor.

Learning Checkpoints
This Learner Guide contains learning checkpoints which are represented by the
following icons:
Checkpoint! Let’s Review Further Reading
Further Reading checkpoints direct you to external resources that are highly
recommended for you to read. They also contain additional questions to facilitate
supplementary learning and to guide you relate what you have read in real life.
Checkpoint! Let’s Review contains review questions for you to answer on your own
to ensure that you have learned key points from the relevant section. If you have a
hard time answering these questions, worry not. You can always revisit chapters and
take another shot at these review questions.
Additional Research, Reading, and Note-Taking

If you are using the additional references and resources suggested in the Learner
Guide to take your knowledge a step further, there are a few simple things to keep in
mind to make this kind of research easier.
Always make a note of the author’s name, the title of the book or article, the edition,
when it was published, where it was published, and the name of the publisher. This
includes online articles. If you are taking notes about specific ideas or information,
you will need to put the page number as well. This is called the reference
information. You will need this for some assessment tasks, and it will help you to find
the book again if you need to.
Keep your notes short and to the point. Relate your notes to the material in your
Learner Guide. Put things into your own words. This will give you a better
understanding of the material.
Start off with a question you want answered when you are exploring additional
resource materials. This will structure your reading and save you time.

I. WORKINGWITH DIVERSE PEOPLE
In the previous Learner Guide, we learned about the many legal and ethical
responsibilities that an individual support worker has, including upholding and
respecting your clients’ and others’ rights, adhering to legislation relevant in the
provision of care and support, following your organisation’s policies and procedures,
and many more. Can you recall other ethical and legal responsibilities of the
individual support worker?
Part of fulfilling these ethical and legal responsibilities is that the individual support
worker must essentially be able to work with diverse people; to have sufficient
cultural awareness, to acknowledge others’ cultural and linguistic backgrounds, to
respect others regardless of their race, gender, skin colour, language, religion, or
disability, and to appreciate diversity.
Why is this important? Because number one, it is a human right to be treated equally
and fairly, regardless of one’s cultural background, and as you can recall, recognising
and respecting human rights is an essential part ofthe individual support worker’s
role.
Number two, being able to work with diverse people efficiently fosters an
environment free from discrimination and conflicts. It enhances personal and
professional relationships, promotes equality, and enables people to learn from one
another.
The first part of this Learner Guide will guide you through key practices and concepts
relevant in working with diverse people and will give you an overview about
Australia’s history, the Aboriginal people and Torres Strait Islanders, and how it
came to be the culturally diverse nation we know today.
But before we proceed, let’s first learnwhat diversity means.
The concept of diversity encompasses acceptance and respect. It means

understanding that each individual is unique, and recognising our individual
differences. These can be along the dimensions of race, ethnicity, gender, sexual
orientation, socio-economic status, age, physical abilities, religious
beliefs, political beliefs, or other ideologies.
It is the exploration of these differences in a safe, positive, and nurturing

environment. It is about understanding each other and moving beyond simple
tolerance, to embracing and celebrating the rich dimensions of diversity
contained within each individual.
(Source:www. gladstone.uoregon.edu)

In the context of individual support, diversity can mean:
 Diversity in the workplace means employing staff regardless of cultural
background and language spoken.
 Diversity means understanding that each individual is unique, especially
delivering support services using the person-centred approach.
 Diversity means acceptance and respect for other people regardless of their
race, ethnicity, gender, sexual orientation, economic status, etc.
 Diversity requires effective communication and meeting the different language
needs of clients.
1. An Introduction to Australia’s Cultural Diversity

Long ago, before the European’s arrival,
Australia was inhabited by indigenous people –
the Aboriginal and Torres Strait Islander
people, and they are considered as the
traditional owners of the country.
For thousands of years, they inhabited
northern Sydney. They lived on the shores of
the harbour and survived through fishing and
hunting, as well as harvesting food. Image courtesy of Wikipedia
They lived in an abundant land, and they spent only a little time working for survival.
This enabled them to develop a rich and complex culture. This culture primarily
involved their rituals, language, customs, spirituality, and the law – all of which are
closely interrelated to their land.
Lt. James Cook’s arrival in 1770, under the orders of the British Crown, had marked
the beginning of the end for the ancient way of life of these indigenous people. Lt.
Cook arrived and declared the land, which he called New South Wales, to be the
property of Britain’s King George III. His arrival ushered more fleets from Europe,
mainly Great Britain and Ireland, and soon colonies were established onthe
continent. Indigenous Australians were greatly weakened, and their population
dwindled by diseases and conflicts with the colonists that persevered during this
period.
Gold rushes and agricultural industries brought prosperity to the land and drew
migrants from other countries and in 1901, the modern Australia that we know
today, came into being. Since the end of World War II, the country’s population has
more than doubled; majority of it is attributed to massive-scale European
immigration in the post-war decades. It was also at this time when the White
Australia Policy was in force, discouraging non-European immigration.

When this policy was abolished in the 1970s, there was a significant increase in Non-
European immigration, mostly from Asia and the Middle East. Today, Australia’s
population is at 24 million, coming from mixed origins, the majority of which
descended from pre-Federation European settlers and post-Federation immigrants
from Europe, and others coming from different countries and others descending
from Aboriginal and Torres Strait Islander origins.
These historical eventsandthe migrants and their descendants have shaped Australia
into the nation we know today, and they continue to play crucial roles in terms of
population and workforce growth. Australia’s culture that we see today is thousands
of years in the making, and today, Australia is one of the most diverse societies in the
world.
Knowing the historical context onwhich Australia’s diversity is founded on, you will
understand that communicating and working with people from diverse cultural
backgrounds is only one of the challenges that individual support workers are facing
today. Individual support services, including Aged Care, Home and Community Care,
and Disability Support, are facing up to the challenge of being able to provide
services that cater to diverse cultural and linguistic backgrounds as Australian’s
population and diversity continue to grow.
1.1 How Does Diversity in AustraliaImpact Different Areas of Work and

Life?
Diversity, as a significant part of how Australia came to be, impacts different areas of
work and life, including political, social, and cultural:
 Diverse language of the Aboriginal and Torres Strait Islanders are used to
identify different groups.
 Laws against discrimination, racism and harassment have been created to
ensure that people, especially in the workplace, are given fair and equal
treatment.
 Cross-cultural training improves workplace relationships and team
effectiveness.
 Cultural heritage of Aboriginal and Torres Strait Islanders communities
ispassed on across their generation.
 Aboriginal tourism promotes the Aboriginal culture and lifestyle throughout
Australia.

Diversity also has the following impacts on Australia’s economy:
 The increased working age population brings more peopleaged 15-64 years to
Australia.
 Improved productivity has a strong emphasis on skilled migration.
 Tourism in the Aboriginal community provides economic prosperity to
support the Aboriginal heritage.
 More small businesses have been created by post-war migrants.
The following are the impact of differentcultures, and Western systems and
structures, on Aboriginal and Torres Strait Islander people and their engagement
services:
 Aboriginal people and Torres Strait Islanders give high regard for family and
kinship. The services to be provided for clients from their culture must take
into account the practices in their family network/community.
 Aboriginal peoples and Torres Strait Islanders tend to seek hospital treatment
when the illness becomes severe.
 Racism and oppression of the Aboriginal peoples and Torres Strait Islanders
have been found to be related to poor mental health.

1.2 Influences and Changing Practices in Australia
The changing cultural influences in Australia have affected some of the country’s
practices.
 Pearling industry
Aborigines in Northern Australia have been involved in the pearling industry
even before the European settlement. The Aboriginal peoples harvested pearls
from the coast and traded them with fishermen from other countries. When
the Europeans arrived in Australia, they found that pearls were of good value
as these can be used in making various objects such as buttons, accessories,
etc. The European settlers expanded the industry but regarded the Aboriginal
Peoples and Torres Strait Islanders as divers, where they have faced unfair
labour practices and danger.
The industry had almost declined through the years because pearls became
scarce especially in the Torres Strait. The cultivation method for pearls was
then developed to continue the industry.
 Farming industry
The Australian farming industry
flourished with both agricultural
farming and livestock grazing.
Australia had become a leading food
exporter. As cattle farming faced
setbacks in resources, agricultural
farming was developed by the
European settlers. Exploratory
missions were sent to Australia to find
regions in the land which were suitable for agriculture. Because of innovation
and adaptability of the farmers, the technology used in both industries has
helped the economy continue to thrive.
 The bush
The bush is an icon of the Australian identity and nationalism. It refers to an
Australian landscape that is unsettled and undeveloped and is unique to
Australia. This is different from the European landscape for vegetation. The
bush had become a symbol of the nation’s greatness in 1900. It had been
described as a place where a person can use their ability for self-reliance and
strength.
Romanticism towards the concept of the bush demonstrated through folklore,
literature and art, evoked the ideals even of the modern Australians.

 Clothing
Australia does not have a specific national dress, but the common clothing
style when referring to their local dress are bushwear and swimwear. These
clothing represent the culture of Australia where both the bush and the
coastal areas can be found.
Most designs used in their local dress show both Aboriginal and modern
designs.
The following sections will introduce you to important concepts and practices in
working with diverse people.
Further Reading
Learn more about cultural diversity in Australia today. Find out
about its population statistics by researching online:
 How many languages are spoken in Australia today? List

the five (5) most commonly spoken.
 What are the major religions in Australia today? List three

(3) of these religions.
 What percentage of the population today do the

Indigenous Australians makeup?

2. Reflecting on Own Perspectives
Working in the health and community sector will see you encounter people who
come from different cultural, linguistic, and social backgrounds from yours; and
some of their cultural and social practices may be okay with you, and some might
even surprise you.
To be able to work effectively with them, it is important that you are able to
understand and reflect on your own perspectives and attitudes towards other culture
and societies first.
2.1 Your Own Social and Cultural Perspectives and Biases

As individuals, we are shaped by our own experiences and by our own social and
cultural backgrounds. Our perspectives including biases are also shaped by these;
how we perceive other people, what we think of them, what we think of their culture.
For instance, when you are using public
transport every morning on your way to work,
and you encounter a Muslim lady wearing a veil
or a niqab covering her face except for the eyes.
How will you react, knowing that wearing this
garment is not practised in your own culture?
Will you find it unusual or weird?
Your cultural and social perspectives, to put it
simply, is the way you look at things based on
Image courtesy of Flickr your own cultural and social background. This
includes your opinions about the Muslim lady
wearing a veil over her face.
Cultural biases happen when you interpret or judge something by the standards of
your own cultural and social background; you may have thought the Muslim lady is
weird because wearing a veil is not common in your own culture or in the society you
come from.
2.2 Cultural Awareness, Cultural Safety, and Cultural Competence

Importantattributes that an individual support worker must have arecultural and
social awareness. This awareness is the ability to stand back from ourselves and
become aware of our cultural values, beliefs, and perceptions. By way of
understanding our own culture, we get to understand others’ better as well. This
awareness helps us avoid judging others just because their cultural and social
practices are different from ours.

Cultural awareness, along with cultural safety and cultural competence are important
concepts in diversity that an individual support worker must fully understand.
Cultural safety means anyone, regardless of their cultural background, mayenjoy
different aspects of life (e.g. accessing services, taking part in one’s own cultural
practices) without being discriminated against or harassed by others. In the health
and community sector, this means promoting an environment wherein clients, their
families and carers, and staff are treated with respect and dignity regardless of their
cultural background.
For example:
A client residing in a supportfacility happens to be a vegetarian. He does not
consume any animal products including meat, eggs, dairy milk, and others. Part of
promoting a culturally safe environment in practice means allowing the client to
receive supportservices that accommodate his cultural needs and preferences. This
can be done by having options for vegetarian meals in the supportfacility.
While cultural competence means working effectively in cross-cultural situations.
Cultural awareness is part of cultural competence. An individual support worker
demonstrates cultural competence when they are sensitive to the cultural and social
needs of others.
For example:
While discussing in a group, an individual support worker uses plain English to
accommodate those whose first language is not English. They avoid using jargon
words or words only understood by a specific group of people. The individual support
worker is mindful not to makeculturally inappropriate jokes that may offend others.
Further Reading
 Learn about two (2) other cultures that are different from
yours. Research online, visit the local library or consult
someone you know who come from different cultural or
social backgrounds.
 Have you been to a country or to a place that has a
different culture from yours? What have you observed in
their cultural and social practices? What language do they
speak?

2.3 Ways toImprove Self and Own Cultural and Social Awareness
Now that you’ve been introduced to the concepts of
cultural awareness, cultural safety, and cultural
competence, you might ask, how these can be
achieved?
Individual support workers worry about caring for and
supporting people whose cultural and social
backgrounds are unfamiliar to them. They worry
about being viewed as offensive, prejudiced, biased,
discriminating, or incompetent – and these feelings
inhibit them from initiating meaningful conversation
with culturally diverse people. Talking with them may
be stilted and superficial as the individual support
worker ends up not saying anything at all out of the
fear of saying something wrong.
We are all likely to make mistakes. Acknowledge them, apologise if you
unintentionally offend or hurt someone and when an approach does not work, try a
new one. Don’t give up!Remember that your ultimate goal here is enhanced care and
support for all.
Here are a number of pointers for you in improving your own cultural awareness:
 Be aware of your own cultural influences.
 Be aware of judging other people’s behaviour and beliefs according to the
standards of your own culture.
 Be aware of making assumptions about cultural influences and applying
generalisations to individuals.
 Understand that the behaviour and beliefs of people within each culture can
vary considerably.
 Understand that the extent to which people adopt practices of their new
country and retain those from their cultural background can vary within
communities even within families.
 Understand that not all people identify with their cultural or religious
background.
 Understand that culture itself is a fluid entity, undergoing transformations as
a result of globalisation, migration and the diaspora influence.
 Increase your knowledge about different cultural practices and issues through
cultural background information sessions and/or resources and cultural
awareness training.
 Understand the importance of appropriate communication.

Further Reading
Broaden your knowledge by discussing cultural issues with
trusted co-workers or acquaintances from different cultural or
racial groups.
Checkpoint! Let’s Review

In your own words, briefly explain the following concepts, for each
concept, provide one (1) example or scenario that demonstrates
it:
1. Diversity
2. Cultural Awareness
3. Cultural Competency
4. Cultural Safety
2.4 Impact of Diversity Practices and Experiences

Diversity practices and experiences have an impact on how we see ourselves and
others.
Personal Behaviour
Each person’s personal behaviour is often rooted in one’s culture. When
included in a social environment, a person may tend to look at their own
behaviour either as dominant to the others or socially acceptable for the
majority.
Interpersonal Relationships
In order for a person to establish good interpersonal relationships, a person
must learn about the other culture through personal interaction. What a
person sees and reads about the other culture might be different from the
point of view of the person who is living in that culture. Compromise when
interacting with other cultures so that the differences, which are seen as either
dominant or inferior, can be ignored.
Perception
A person will have a wider perspective on the culture of others. They will be
able to recognise and accept the differences of each culture. Some cases,
however, tend to have people rejecting their own native cultures when they
see other culture as dominant.

Social Expectation of Others
When a person has an awareness of others’ cultures, the natural tendency
would be to make a stereotype that can be either a negative or positive
perception of that culture. More often, theracial difference becomes a reason
for someone to feel social exclusion. When working in an environment with
diverse cultures, it is important to make programs that are welcoming and
cultivates respect for others’ beliefs, opinions, and ideas.
Further Reading
Take time to reflect on your own culture. Briefly describe your own
culture’s:
 Community attitudes
 Language
 Policies
 Structures
Think about how these aspects of your own culture impact other
people and groups.

3. Appreciating Diversity and Inclusiveness
3.1 Diversity and Inclusiveness in All Areas of Work

Earlier we defined ‘diversity’ and how it is
demonstrated in the individual support
context. As emphasised earlier, working in the
provision of care and support in the health and
community sector will see you interacting with
diverse people, and it is important to value and
respect this diversity in all areas of work –
from using inclusive practices in the delivery of
care and support services, to adjusting the way
you communicate withothers, and even to cross-cultural sharing of knowledge and
experiences through meaningful dialogues among clients and co-workers.
As an individual support worker, working with diverse people means using inclusive
practices in providing care and support, while following individualised plans and
organisational policies and procedures. Inclusive practices use an approach to the
delivery of services that recognises the diversity of clients, enabling all clients,
regardless of their cultural and social backgrounds, to access all services and to fully
participate in all activities.
3.2 Areas of Diversity

Diversity has different areas. It is common to think
that this only refers to the difference in ethnic or
cultural backgrounds, but it encompasses so much
more. The following are the areas of diversity and their
characteristics:
 Culture - A learned and shared set of values,
symbols, way of life in a society.
 Race - It defines a group of people according to
their common physical characteristics.
Example: Australians, Aboriginals, Torres Strait
Islanders, Asians, etc.
 Ethnicity - Belongingness to a social group that
has a common cultural tradition.
 Religious or spiritual beliefs - The practice of a person’s faith that has an
impact on one’s values or way of life.
 Gender - The social identity of being male or female.
 Sexual identity - It is how the person sees themselvesas either male or
female, and how oneself is presented to others.

 Sexual orientation - Refers to the person’s identity in terms of emotional or
physical attraction based on their gender. Sexual orientation and identity can
be categorised into the following:
o Heterosexual - Person who is emotionally or physically attracted to the
opposite sex or gender.
o Gay- Person, usually male, who is emotionally or physically attracted to
people of the same gender.
o Lesbian - A female who is emotionally or physically attracted other
females.
o Bisexual- Person who is emotionally or physically attracted to both
male and female.
o Transgender - Person who identifies with a gender that is different
from their biological sex.
o Intersex (hermaphrodite) - Person who has the biological
characteristics of both male and female.
 Generational - This is characterised by a group of people composed of
individuals from different age groups.
 Disability - Refers to a person’s total or partial loss of bodily or mental
functions, body parts, or an illness or disorder affecting a person’s functions
3.3 Work Practices that Make Environments Safe for All

Earlier we introduced the concept of cultural safety. In detail, cultural safety means:
...An environment, which is safe for people; where there is no assault, challenge or
denial of their identity, of who they are and what they need. It is about shared
respect, shared meaning, shared knowledge and experience, of learning together
with dignity, and truly listening.
(Source:www.utas.edu.au)

Service providers and staff, in line with their legal and ethical responsibilities, must
have all measures in place to ensure a culturally safe environment for their clients as
well as their families, carers, and others. How do we ensure this?
First, we consider a number of things, including the needs of marginalised groups:
 Protective factors - These are conditions or attributes (skills, strengths,
resources, supports, or coping strategies) in individuals, families, communities
or the larger society that help people deal more effectively with stressful
events.For the Aboriginal people and Torres Strait Islanders, their protective
factors include:
o Passing on cultural practices
o Connection to land and culture
o Sense of belonging
Physical, mental and emotional health issues/care needs - All human

beings have physical, mental, and emotional health needs to be met in
achievingquality of life. It is the same case for marginalised groups, however,
factors such as discrimination, stereotyping, harassment, and exclusion
oftentimes hinder them from meeting these needs. For example, they find it
more difficult to access services than others.
Some physical health issues/needs of marginalised groups include access to
health services and access to information regarding healthy lifestyle; mental
health issues/needs include literacy needs; while emotional health
issues/needs include social inclusion and privacy.
 Impacts of discrimination, trauma, exclusion and negative
attitudes - In providing a culturally safe environment, it is also crucial to
consider the impacts of discrimination, trauma, exclusion, and negative
attitudes. Read about the Stolen Generation below:

Stolen Generation
Image courtesy of Wikipedia.
The so-called‘Stolen Generation’is the Aboriginal people who were forcefully

taken from their families as children or babies between the 1900s and the
1960s, to be brought up by white foster families or inside institutions. They
were taken for the purpose of being assimilated into the white Australian
community. However, this only caused problems and many Aboriginal
children were subjected to abuse.
The impacts of the Stolen Generation were profound and are still ongoing
even until today. Members of the Stolen Generations greatly suffer from
many social and personal problems including mental illness and violence.
They suffered from loneliness, low self-esteem, loss of identity, and
oftentimes find it difficult to trust anyone.
(Source:www.creativespirits.info)
In addition, even until today, mentioning anything that refers back to the
experience of the members of Stolen Generations still brings back a lot of hurt
and bad memories.
The case study above is only one illustration of the impacts of discrimination,
trauma, exclusion, and negative attitudes. Knowing these and taking these into
consideration when delivering services is an important part of ensuring a
culturally safe environment for all.

Further Reading
Read more about the Stolen Generation in:
A Guide to Australia’s Stolen Generations.
In your own words, attempt to answer the following questions:

 Why were the Aboriginal children taken or stolen?
 What happened to the stolen children?
 What other impacts did the Stolen Generation have on its
members?

1. List six (6) areas of diversity.
2. List at least one (1) example of the following needs and

issues of marginalised groups:
a. Physical health
b. Mental health
c. Emotional health
3. In your own words, briefly describe inclusive practices.
4. In your own words, briefly explain the Stolen Generation.

4. Communicating with People from Diverse Backgrounds
The by and large of working with diverse people can be attributed to communication.
Communication is used in a variety of areas in the individual support context:
 Assisting a client with theiractivities of daily living (ADLs).

 Consulting with supervisor and co-workers about the workplace and healthy
procedures.
 Clarifying instructions with supervisor on how a procedure is done.
 Clarifying the needs and preferences of a client.
And sometimes, even when not realising it, we communicate how we feel through
non-verbal cues; smiling, laughing, frowning, crying, etc.
All these play a huge part in how we work with diverse people. The following sections
will provide you with an overview of communicating with people from diverse
backgrounds.
4.1 Respecting Diversity in Communication with All People
People communicate differently. This is explicitly seen in the languages spoken

across different countries; in Japan, they speak in Japanese or Nihongo, in the
Philippines, they speak Filipino, in New Zealand, they speak English andMaori.
This is also shown in customs that people practice when communicating with others;
some people shake hands when meeting and greeting a new person or when
congratulating someone, in other cultures, people bow when greeting others - some
even kiss!
As an individual support worker, you might

even encounter some of these while
working in the health and community
sector – some may be unusual to you, some
may seem familiar to you, and some might
even surprise you. As part of this role, it is
important to always show respect when
communicating with people. This can be
done by adjusting your communication
style to suit others’, avoiding the use of
jargon words, and avoiding making
culturally offensive jokes.

4.2 Verbal and Non-verbal Communication
When communicating with others, we do not only use words. As illustrated earlier,
we also communicate through our facial expressions when we smile, laugh, frown, or
cry, andthrough our body and hand gestures.
Communication is most effective when verbal and non-verbal communication are
used together. Imagine that you are saying ‘I am happy’, but your face is showing
otherwise – will this not confuse the person you are talking to?
When communicating with diverse people, always mind how you use this verbal and
non-verbal communication. Remember, it is always best to understand first the
person you are talking to before saying something. Avoid stereotyping or generalising
people coming from one culture, remember they are individuals.
4.3 Strategies to Overcome Language Barriers
A language barrier is a figurative phrase used to indicate the difficulties faced when
people who have nolanguagein common attempt to communicate with each other.
Can you recall a time when you encountered language barriers when you tried to
communicate with someone who spoke an entirely different language? What
strategies did you use to overcome these barriers and were they successful?
In the individual support worker’s routines, language barriers are not uncommon,
especially in cross-cultural residential supportfacilities and communities. A client
may be trying to say something that the individual support worker might not fully
understand because the client is speaking in an entirely different language;
misunderstandings may then arise. However, there are ways to overcome these:
1. Speak slowly and clearly.

2. Ask for clarification.
3. Frequently check for understanding.
4. Avoid idioms.
5. Be careful of jargon.
6. Be specific.
7. Choose your medium of communication effectively.
8. Be patient!

4.4 Resources to Help Embrace and Respond to Diversity
Interpreters and imagery are resources that are also used to overcome language
barriers and address communication needs arising from diversity.
 Cultural interpreters- They assist in communicating the customs of a
particular group of people. In the care and support settings, they can help
explain matters to clients and their families and carers regarding the provision
of their own care and support.
 Language interpreters - They support diversity by providing interpretation
and translation services to non-English speakers. They also encourage ‘code-
switching’ for bilingual clients to make them feel secure in their community.
 Imagery - These are usually visual tools that reflect a certain society or
culture. When used as support materials, they should represent the diverse
culture – not only the minorities.
Further Reading
1. Research online or visit your local library to find out about
other effective strategies for overcoming language
barriers. Identify at least three (3) other than those
discussed in this Learner Guide.
2. Recall from previous experience when you were

communicating with someone who speaks an entirely
different language from yours. Did you encounter
language barriers while communicating with this person?

1. In your own words, discuss the importance of
communication in the individual support context.
2. What is the difference between verbal and non-verbal

communication? Provide at least one (1) example of
each.

5. Promoting Understanding Across Diverse Groups
To work with diverse people does not only mean understanding and communicating
better withpeople who come from cultural and social backgrounds different from
ours. To work efficiently with diverse people also means doing your part, as an
individual support worker, in promoting understanding across diverse groups in
your supportfacility or community.
Firstly, to be able to achieve this, people working in the community and health
services sector must understand the underpinning framework and principles and
approaches to human rights behind this trust. These include:
Australian Human Rights Framework
In line with international laws on human rights, the Australian Government has an
obligation to respect, protect, and fulfil human rights – meaning to say, the
government has an obligation to take the necessary actions to ensure people can
enjoy their human rights. Aside from this, the government must also avoid taking
actions that would breach people’s human rights.
These obligations are carried out following a framework. The framework is based on
five (5) key principles and focuses on:
1. Reaffirm – Reaffirming a commitment to human rights obligations.
2. Educate – The importance of human rights education.
3. Engage – Enhancing our domestic and international engagement on human
rights issues.
4. Protect – Improving human rights protections including greater
parliamentary scrutiny.
5. Respect – Achieving greater respect for human rights principles within the
community.
(Source:www.apo.org.au)

Human Rights-BasedApproaches
All throughout this course, human rights-basedapproaches will be mentioned as one

of the essential bases of practices used in the provision of individual support. The
application of human rights-based approaches will vary across organisations.
However, they are all based on the following principles:
 Participation - Everyone has the right to be involved in decisions concerning
their human rights.
 Accountability - It requires effective monitoring of compliance with human
rights standards, achievement of human rights goals, and effective remedies
for human rights breaches.
 Non-discrimination and Equality - It also means that priority should be
given to the most marginalised people in terms of the realisation of their
rights.
 Empowerment - Everyone is entitled to claim and exercise their rights and
freedoms.
 Legality - It requires the law to recognise human rights and freedom as
legally enforceable entitlements.
(Source:www.humanrights.gov.au)
5.1 Issues that May Cause Communication Misunderstandings and

Difficulties
As an individual support worker, communication issues in the health and community
sector are not uncommon, especially when you are working with diverse people.
Misunderstandings and difficulties, such as the language barriers we just discussed,
are sure to be expected. Other than language barriers, communication issues also
result from the clients’ conditions as well, such as dementia, and speech and hearing
impairments. Different strategies, equipment, and aids are used to address these
communication issues.
The following are communication issues that the individual support worker may
encounter while working with diverse people in the health and community sector:
1. Conflicting beliefs in cultural and social backgrounds.

2. Conflicting norms in decision-making.
3. Trouble with accents and fluency, as part of language barriers.

When you do encounter these misunderstandings and difficulties resulting from
communication issues, it is best to consider first the impact of social and cultural
diversity. When a client or a co-worker may have seemingly said something that has
offended or surprised you, understand them first. Perhaps they were coming from
cultural and social backgrounds entirely different from yours – and what they have
said to you might have meant a different thing. Do not immediately respond
negatively or inappropriately. To avoid this, it is always best to broaden your
knowledge about cultures and social backgrounds as we have previously emphasised
earlier in this Learner Guide.
5.2 Addressing difficulties and seeking assistance when required

Different individual support service providers follow different protocols for
addressing communication difficulties. These protocols are usually found in the
organisation’s policies and procedures. Although you think or assume you know what
to do already, it is a MUST that you consult appropriate persons; they can be your
workplace supervisor, team leader, the registered nurse, or a trusted and more
experienced co-worker. Ensure that any actions you follow align with relevant legal
and ethical requirements such as the following:
1. That you treat everyone fairly, regardless of their race, age, disability, and sex.
In the workplace, if the employer may have committed unlawful

discrimination, according to the law:
 The court may require the employer to hire or re-hire an employee.
 The court may require the employer to pay damages to the employee as
a way of compensation.
 The court may require the employer to change the termination of the
employee’s contract or agreement to amend any loss or damage
suffered by the employee.
 The court may declare that the employer has committed unlawful
discriminationand may direct the employer not to repeat or continue
the discriminatory act.

2. That, in all actions you take, you ensure to recognise, respect, and uphold
others’ human rights, including the Universal Declaration of Human Rights
and the Convention on the Rights of Persons with Disabilities.
The scenarios below demonstrate recognition and respect for human rights:
 Staff working in a residential supportfacility has the right to take leave

whenever they feel too much stress.
 An ageing person wanted to be cared for at home, but the individual

support workers in the facility insist that it will be unsafe for him as his
illness requires medical attention. The individual support worker is in
breach of the ageing person’s right.
 A religious aged care facility has the right to impose their religious
belief on their residents. This is in breach of people’s rights.
 An individual support worker who has been accused of committing of

any violation within the facility must be heard in a fair trial.
3. That you act in accordance with the frameworks, approaches and instruments
used in the workplace these include your organisation’s policies, protocols,
and procedures.
4. That, in all actions you take, you ensure to recognise, respect, and uphold the
rights of your clients, employers, and co-workers.
5. That, in all actions you take, you act in line with the responsibilities set in the
individual support worker’s position description.

II. COMMUNICATING AND WORKING IN HEALTH
AND COMMUNITY SERVICES
1. CommunicatingEffectively with People
In the first part of this Learner Guide, we discussed the importance of

communication in the individual support context. To reiterate this, communication is
used in a variety of areas in working in this sector:
 Assisting a client with his activities of daily living (ADLs).
 Consulting with supervisor and co-workers about workplace and healthy

procedures.
 Clarifying instructions with supervisor on how a procedure is done.
 Clarifying the needs and preferences of the client.
This part of the Learner Guide will discuss communicating and working effectively in
health and community services as well as the basics of communication including its
principles, influences, and techniques used.
1.1 Principles of Effective Communication
Models of Communication
The following are models of communication. They illustrate how different

communication in the individual support sector can happen:
 Interactive
The communication process is two-way. The sender provides the message and
waits for the receiver to provide feedback.
Message
Sender Receiver
Message

 Transactional
The communication process is two-way. Both the sender and receiver of

the message can change roles as speakers and receivers simultaneously.
Feedback
Sender and Message

Receiver and
Receiver Sender
Feedback
 Linear
The communication process is one-way – the message is delivered only by

the sender.
Sender Message Receiver
Modes and Types of Communication
The following are the different modes and types of communication that you may
encounter while working in the individual support sector:
 Verbal - It is also referred to as oral communication. It uses spoken words to

communicate a message.
 Non-verbal - This uses body language, gestures, facial expressions, and even
posture.
Verbal and non-verbal communication will be discussed in further detail in

the next section.

 Written - It is essential for communicating and documenting information,
such as client’s data. It allows information to be recorded.
 Interpersonal mode - It involves engaging in conversation, providing and

obtaining information, expressing feelings and emotions, and exchanging
opinions.
 Interpretative mode - It involves understanding and interpreting written

and spoken language on a variety of topics
 Presentational mode - It involves presenting information, concepts, and

ideas to an audience to listeners or readers.
Communication Techniques
The following are communication techniques you can use:
 Open-ended questions- These questions usually require long responses and

enquire about the respondent’s knowledge, opinion, or feelings.
 Summaries - A technique where
the support staff reflects over the
discussion with the client and
repeats the information provided
by the client.
 Affirmations - These are
statements that encourage the
client and can be demonstrated
by positive non-verbal cues.
 Reflections- These require the
support staff to listen carefully to
the client, so they can clarify and
restate what the client said.
Other techniques include:
 Motivational interviewing
 Coercive approach
 Collaboration
 Confrontation

Further Reading
1. Research online or visit your local library to find out about
the following:
 The difference between motivation interviewing and
coercive approach.
 The difference between collaboration and
confrontation.
2. Provide one (1) example or scenarios of each of the

communication techniques above.
Influences in Communication
How we communicate is influenced by the following factors:
emotional
language culture religion
state
disability health age
Language - Language can be a barrier between the client and the individual support
worker especially when the other party is unable to express themselves in the
mainstream language, or the common language used in the facility.
Culture - Culture must be considered when working with other staff or clients as
there are some cues or communication strategies that may be offensive to other
cultures but doesn’t pose any issues with another.
Religion - The religious belief of a client can affect how they view life, health, and
death.
Emotional state - The emotional state of the speaker can alter the mood of the
listener, depending on how the message was delivered.
Disability - Disability may affect the client’s capacity to understand your message
(e.g. the client has speech/hearing impairment, mental health issues, complex
communication needs).
Health - The person may be feeling unwell, have dental problems, hearing
problems, etc.that may affect their ability to communicate.

Age - The client’s perception of age may vary, for example, an elderly client may
refuse to speak with a young individual support worker or new staff. This can also be
seen in the differences between the words that older generations use the words used
by younger generations.

1. In your own words, discuss the three (3) models of
communication.
2. In your own words, discuss the following modes of

communication:
 Interpersonal mode
 Interpretative mode
1.2 Verbal and Non-Verbal Communication

In the first part of the Learner Guide, we also discussed verbal and non-verbal
communication and how these two, when used togethereffectively, can ease the
process of sharing information with others, enhance understanding, and
demonstrate respect. Saying that you are happy but your face is not showing it, will
only confuse the people you are talking about. Businessdictionary.com defines the
two as:
Verbal communication
The sharing of information by using speech.
Non-verbal communication
Behaviour and elements of speech apart from
the words themselves that transmit meaning.

In the individual support context, verbal communication includes all communication
happening through words – including spoken and written. The following are just a
few examples of verbal communication:
 Words used by your supervisor to relay instructions for proper bed bathing of
a client.
 Questions you ask about the client’s needs and preferences.
 Organisational policies and procedures.
 Instructional manuals such as manual handling procedures.
 Manuals for operating assistive aids and technology.
 Notes contained in the client’s individualised plan.
 Notes on client’s progress notes.
Non-verbal communication, on the other

hand, almost always happens along with
verbal communication; we just don’t notice
them that much as the words being spoken
to us. Non–verbal communication includes
the pitch, speed, tone, volume of voice,
gestures and facial expressions, body
posture, stance, proximity (how near or far
you are) to the listener, eye movements
and contact, and even dress and appearance.
In the individual support context, as well as anywhere else, non-verbal
communication is equally important as verbal communication. Part of the individual
support worker’s responsibilities is to dress and look presentable while carrying out
tasks and duties. What will the clients think if they see an individual support worker
dressed disorderly? The individual support worker may be disorganised, not ready to
work, or maybe having too many things in mind.
It is important to remember that although there are strategies for verbal and non-
verbal communication that are effective in general, you must always ensure that you
adjust your own communication style to the client’s preferred communication
method. This is usually described in the client’s individualised plan. You may also
consult your supervisor about client’s preferred communication styles and methods.
For example, you usually do not talk slowly to other people, but a client of yours may
have a hearing impairment, and his preferred communication method sometimes
requires you to do so. Ensure that when you are talking to this client, remember to
adjust your communication style and talk slowly as the client requires.
There are a number of strategies for verbal and non-verbal communication. The
strategies will always depend on a number of factors such as the purpose of the
communication and the people you are talking to, including their preferred
communication styles.

For example, when you are writing progress notes, it is crucial that you are objective
and write in a way that you are easily understood. This can be done by using direct
quotations (what the person actually said in verbatim) and avoiding idiomatic
expressions (informal English), lengthy sentences, and unnecessary words.
The Importance of Grammar, Speed, and Pronunciation in Verbal

Communication
When communicating verbally keep your grammar, speed and pronunciation in

check, as:
 Correct grammar ensures that the message you communicate is easily

understood by the client.
 Bad pronunciation may be perceived as a lack of language competence by
those who can speak the language well.
 Speed in verbal communication can help express the speaker’s thoughts and
feelings.
Further Reading
Recall from previous experience when you were communicating
with a group of people either in the school setting or in the
workplace setting.
 Whattype of information did you communicate?
 What verbal communication strategies did you use in
communicating this information?
 What non-verbal communication strategies did you use in
communicating this information?
1.3 CommunicatingService Information

As an individual support worker, you will be required to communicate to supervisors,
clients, including their families and carers, regularly. Part of your communication
with clients will include communication about service information. This includes all
information about the care and support services that you and your organisation
provide – and as you can recall, legal and ethical responsibilities of the individual
support worker include providing the clients with sufficient information for the
provision of care and support,so the client can consent to something they fully
understand.
In communicating service information, ensure that you:
 Have a solid understanding of the service information you are communicating
to ensure that whatever information you communicate or whatever you relay

to the client is correct and accurate. Read all instructional manuals and
resources that are made available to the staff in your organisation.
 Do not pretend that you know everything. The client may have questions that
you do not always have answers to. In cases such as this, be sure to consult
your supervisor.
 For service information matters that are unclear to you, consult first with your
supervisor and or a trusted and experienced co-worker.
 Follow organisational policies and procedures for
communicating service information.
 Always act in accordance with your job role as an
individual support worker. Remember that there is
information that you are not allowed to provide, or
to provide this particular information is not within
the scope of your role.
 Always ask for feedback to ensure that your clients
fully understandthe information you have just
provided. Clarify the things that the client may have
misunderstood. It is always best to ask if the client
has any questions about the information you
provided.
Sources of Service Information

The following are some sources of legal and ethical information for health and
community services:
 Residential Care Manual 2013
This is a guide to help approved providers comply with their responsibilities
under the relevant legislation in the supportsector and to assist thestaff of
support services to understand the regulation of residential care.
 Aged Care Act 1997
This sets standards of conduct and practice for all unregistered individual
support workers who provide health services.
 The National Code of Conduct for Health Individual support
workers
This sets standards of conduct and practice for all unregistered individual
support workers who provide health services.

Other sources of service information include but are not limited to:
Australian Council of
Social Services Aged and
Leading Aged
Community Services
(Community Services Australia
Australia
Services)
National Aged Care

Carers Australia Aged Care Online
Alliance
Palliative Care Alzheimer’s

My Aged Care
Australia Australia
National Disability National Disability

Services Insurance Scheme
(Source: CHC Community and Health Services Companion Volumes)
1.4 Responding to Clients’ Requests

Individual support workers are also responsible for listening and responding to
clients’ requests, as set within the scope of the role. Requests may include but are not
limited to:
 Assistance and support for activities of daily living (ADLs).
 Assistance and support in maintaining the client’s room or home.
 Assistance and support for accessing care and support services information.
 Assistance and support for accessing advocacy services and complaints
mechanisms.
 Support in the form of companionship and friendship as set within the scope
of the individual support worker’s role.

When responding to these requests, you must keep the following in mind:
 Ensure that you always act in accordance with your role as anindividual
support worker. Adhere to legal and ethical responsibilities including work
role boundaries and limitations of the individual support worker’s role.
For example, an individual support worker is not allowed to provide
psychological counselling to the client, even if the client has requested for it.
What the individual support worker can do is refer the client to other relevant
personnel in the organisation (they may include the supervisor or a specialist
personnel such as a psychologist).
 Ensure that you adhere to your organisation’s
policies, procedures, and protocols, including but
not limited to reporting and work health and safety
procedures.
 For matters unclear, ensure that you consult your
supervisor or a trusted and experienced co-worker.
 Clarify with theclient regarding matters in their
request. Ensure that you have fully understood
what they require by asking questions or
summarising what they have said. When doing
these, ensure that you use the client’s preferred
communication style.

1. Provide three (3) strategies you can use in
communicating service information to clients and their
families and carers.
2. Provide three (3) strategies you can use in responding to

clients’ requests.

1.5 Exchanging Information in the Individual Support Context
Be it in the residential care or in thehome and community care, or in the disability
support setting, exchange of information is crucial to the work routines involved in
the provision of care and support. This is done in, but not limited to, relaying
instructions for proper hand hygiene or manual handling, clarifying client’s
preferences and needs, consulting client’s families and carers, or consulting
supervisors and co-workers about work health and safety matters.
The individual support worker will use a range of communication methods and styles
in exchanging information in the individual support context. When communicating
with clients, it is crucial to adjust to the client’s preferred communication method. It
is also always important to:
Communicate clearly
• Avoid using jargon, high-sounding words. Be direct, to the point.

• Avoid using lengthy sentences.
• Speak in a well-modulated voice (not too loud and not too soft)
Communicate in a timely manner
• Respond to requests and queries in a timely manner. Imagine that

your supervisor may have asked you to check about a client, and you
respond only a few hours later. If you are unsure about a request or a
query, either from your supervisor or a client, it is best to give them a
definite time of when you are able to get back to them.
Follow the organisation’s privacy and confidentiality

procedures
• Organisations, in line with privacy laws, have policies and procedures
in place in ensuring clients’ and staff’s privacy, confidentiality, and
dignity. Ensure that you familiarise yourself with these policies and
procedures.

Rules for keeping information confidential
 Records should be stored in a locked cupboard or filing cabinet.
 Staff who are permitted to look at these files must not leave the files open or
unattended.
 A person’s records cannot be given to anyone else to read. This includes family
members, friends or anyone else who does not have permission.
 If you are out on the road and travelling to a person’s homes, then personal
files should be secured in a locked case or bag in the boot of your car.
 Do not discuss confidential information of an individual in your care
withother people outside your organisation.
 If you are asked by someone to look at another person’s files, they must be
referred to the supervisor or manager.

1. In your own words, discuss why it is important to:
 Communicate clearly.
 Communicate in a timely manner.
 Follow confidentiality procedures in communicating
information.
2. In your own words, discuss privacy, confidentiality, and

disclosure in terms of exchanging information in the
individual support context.

2. Collaborating with Colleagues
The work of the individual support worker is
mainly collaborative in nature – this means the
individual support worker collaborates with
others; clients, client’s family and carers, co-
workers, supervisors, and other relevant
personnel.
It is a collaborative work with clients because
clients are active participants in the provision of
their own care and support, and it is a
collaborative work with colleagues because the
individual support worker must work in regular consultation with supervisors and
co-workers. This can be seen in the following but is not limited to:
 Relaying instructions by the supervisor to the individual support worker.
 Reporting ofthe individual support worker to the supervisor regarding the
provision of the client’s care and support.
 Team meetings (including WHS meetings).
 Clients’ person-centred planning where the supervisor and individual support
worker are present.
 Seeking advice about work matters from supervisors and trusted and
experienced co-workers.
 Some daily task routines are also performed by more than one individual
support worker.
 Organising recreational and meaningful activities for clients.
To be able to work and collaborate effectively with colleagues a number of things
must be remembered:
2.1 Listen to, Clarify, and AgreeTime Frames for Completing

Workplace tasks
Timeframes are an essential part of the work. They help you prioritise more urgent
work tasks from those less urgent and managetime effectively. As they are
anessential part of your work, it is important to listen to, clarify, and agree
ontimeframes for completing workplace tasks. For example, if you were assigned to a
number of tasks by your supervisor – which one should you do first? Which one
next? Which one lasts? In situations such as these, it is best that you clarify and agree
on timeframes for each of these tasks.

2.2 Structure of the Organisation and Other Services
Organisations typically have organisational charts that show the structure of the
organisation and the relationships and relative ranks of its parts and positions/jobs.
A copy of the organisational chart is usually displayed in the workplace or may be
given to you during induction. An organisational chart looks something like the
diagram provided below:
Director
Manager of Manager of
Department A Department B
Team Leader Team Leader

B1 B2
Team Team Team Team

Member B1 Member B1 Member B2 Member B2
Team
Member B1
Team Leader Team Leader Team Leader

A1 A2 A3
Team Team Team

Member A1 Member A2 Member A3
Team Team Team

Member A1 Member A2 Member A3
Organisations follow lines of communication in accordance with its structure. In the

illustration above, Team Member A1, is usually required to report to Team Leader A1
and not to Team Leader A2 or Team Leader B1; Team Leaders A1, A2, and A3 all
report to the Manager of Department A and not to Manager of Department B; and
both managers of Departments A and B report to the Director.
Lines of communication are established and followed to avoid miscommunication
and confusion, especially when relaying instructions. Imagine what would happen if
Team Member A1 receives instructions from all Team Leaders A1, A2, and A3.

Further Reading
Lotus Compassionate Care is a simulated supportfacility that you
will be using throughout the course assessments.
Access and review a copy of the Lotus Compassionate Care
Organisation Chart.
Organisation Chart
Attempt to answer the following questions.
 To whom does Lexie Gray directly report to?
 Rachel Allcot is the manager ofwhich department? Identify
five (5) workplace personnel who report to her.
 George Harker is a disability individual support worker at
Lotus, and he has reported an issue about a client to his team
leader. According to organisational policies and procedures,
the issue he identified must also be reported to the manager
of the department as well. Who is the manager ofdisability
support?
Aside from the structure within your organisation, you must also be familiar with
other services in the health and community sector. These include:
 Mental health services – Include treatment for patients who need recovery
from mental health illness or substance abuse.
 Oral health - Promotes the prevention of tooth decay as it significantly
affects the person’s health and well-being.
 Population health - Promotes behaviour and lifestyle change to prevent the
occurrence of chronic diseases.
 Acute services - Care is provided by specialised personnel for patients with
acute illness, injuries or trauma, or recovery from surgery.
 Home and community care - Provides support to older people and people
with a disability in their home for ADL assistance, community access, meals,
and domestic assistance
 Registered health professionals - Provide specialist care to individual
clients, depending on their needs as specified in their individualised health
care plan.
 Advocacy and information groups - Provide information and assistance
about the rights and responsibilities of clients, listen to the client’s concerns
regarding their service provider, and can provide referrals to other service
providers as needed.


Health and community services in the public sector can also be categorised into the
following structure.
 Primary health care services - Refers to the overall health care for the
client. This includes promotion of health and well-being, preventing illnesses,
service advocacy and community service.
 Secondary health care services - This includes emergency and elective
treatment, either in a hospital or non-hospital setting.
 Tertiary health care services - Refer to a specialised kind of treatment for
the client and usually include afacility for advanced medical treatment and
investigation.
The following sectors are funded by the Commonwealth in relation to supporting

care:
Residential services
Home and community care
Age pensions
Support for family member/carer
Person-Centred Delivery and Rights-Based Service Delivery

Person-centred delivery and rights-based service delivery are approaches used by
organisations and other support services to support optimum client service.
 In person-centred service delivery, the client’s choice of service to be

provided is taken into account.
 In rights-based service delivery, everyone is entitled to their right to
access a high-quality aged care provider.

Different Roles and Responsibilities of a Multi-Disciplinary Support
Staff Team
The table below summarises the roles and responsibilities of a multi-disciplinary
support staff team who deliver care and support services to clients.
Support Staff Team Roles and Responsibilities
They are registered health professionals who are

Doctor or general
responsible for the clients’ overall healthcare. They
practitioner
diagnose and prescribed treatments.
They are registered health professionals specialising

Geriatrician
in the healthcare of the elderly.
Assistant In Nursing (AIN)

Personal Care Assistant They provide support to activities of daily living
(PCA) (ADLs) and work under direct supervision and
Individual Support Worker direction of the Registered Nurse (RN) or Enrolled
(ISW) Nurse (EN).
Aged Care Worker (ACW)
They are responsible for providing treatment for

Physiotherapists
musculoskeletal conditions.
They are registered health professionals who assess,

manage, and use nursing diagnostic tools for
complex health needs, medication administration.
Registered Nurse (RN)
They also develop the care plan for the client which
must be followed by the team. They facilitate the care
staff and have a high level of accountability.
They directly provide support to the client such as

support with activities of daily living (ADL),
Enrolled Nurse (EN) administering medication, observations and technical
skills. They work under direct/indirect supervision
and direction of the registered nurse.
Their role involves collaboration with service

Aboriginal Health Worker providers and the clients, especially from the cultural
community, to build relationships.

A registered health professional that assess the
Occupational Therapist bodies’ functions to use augmentative and alternative
communication (ACC) tools and devices.
A registered health professional who assess, diagnose

Speech and Language and provide treatment for people with
Pathologist (SLP) communication and swallowing disorders. They work
in public health systems and private practice.
They can help by bridging any cultural gaps to ensure

Culturally and Linguistically
the person gets the best possible support with their
Diverse (CALD) interpreters
complex communication needs.
Why is having a multi-disciplinary team important?

The following are the characteristics of a multi-disciplinary team:
a. Mix of skills and experiences within the team

All team members get to contribute their own knowledge, skills and
expertise to the team to deliver services effectively. For example, different
health practitioners specialise in different expertise, a doctor can
recommend a physical therapist to help a client who is left physically
injured in a car accident.
b. Agreed governance structure

Each team member plays different roles and performs different tasks
within the team. For example, the individual support worker only performs
those tasks that are within thescope of their own role. The individual
support worker cannot perform the tasks of a doctor or the registered
nurse.
c. Systems and protocols for communication and interaction

Team members follow the team’s reporting procedures within the team.
For example, when reporting incidents, an individual support worker
completes an incident report and or reports it to his/her or the registered
nurse (RN).

Maintaining Links and Interrelationships with Other Service Providers
Care and support services are delivered most effectively when a collaborative effort is
made among service providers. These can be done through:
 Providing referrals.
 Gathering information about the client’s needs for service.
 Setting appointments to maintain work relationships effectively.
 Sharing relevant information about the client and services while maintaining
privacy and confidentiality.
2.3 Use Industry Terminology Correctly in Verbal, Written and Digital

Communications
Industry terminologies in the individual support context include but are not limited
to the following:
Home and
Aged care Person-centred Individualised
Community
worker planning plan
Care Worker
Disability
Progress notes Advanced care
Client individual
and report directives
support worker
Activities for
Strenghts-based
daily living
approach
(ADLs)
In communicating information, either in verbal, written or electronically/digitally

(e.g. email), ensure that you use correct terminologies that apply in the sector.

2.4 Follow your Organisation’s Communication Protocols and
Procedures in Interacting with Different People
As emphasised earlier in this Learner Guide, as well as the previous Learner Guides,
individual support workers and all other staff in the organisation must always act in
accordance with the organisational policies, protocols, and procedures, including
procedures in communicating and interacting with different people.
Further Reading
Found in the link below is a copy of the Lotus Compassionate
Care Handbook for your reference.
Lotus Compassionate Care Handbook
Username: newusernamePassword: newpassword
This handbook contains the policies and procedures that all staff
at Lotus Compassionate Care must follow.
Browse through the handbook and attempt to answer the following
questions:
 In your own words, discuss the organisation’s procedures for
incident reporting.
Here’s a copy of the Incident Report Form used at Lotus
Compassionate Care, for your reference: Lotus Incident Report

3. Addressing Constraints to Communication
Early on, we discussed that as an individual support worker, it is not uncommon to
encounter issues, problems, and constraints in communicating with clients, co-
workers, and supervisors. These include the language barriers we have discussed in
the first part of the Learner Guide.
This section will discuss in further detail the potential constraints to communication
that an individual support worker may encounter at work.
3.1 Signs of Complicated or Difficult Situations

Individual support workers must be wary and must be able to prepare for potentially
complicated or difficult situations. These include but are not limited to:
Language barriers
Work task is being duplicated (e.g. if a task assigned to only one individual
support worker is also done by another individual support worker)
Work tasks are not completed on time or not completed at all
Work tasks are not done correctly
There is silence on one end (e.g. an individual individual support worker

avoiding a co-worker)

3.2 Effective CommunicationSkills to ResolveConflict Situations
In many cases, conflict in the workplace just seems to be a fact of life. We’ve all seen
and perhaps encountered situations where different people with disagreeing ideas,
goals, and needs, fall into a conflict
The fact that conflict exists in the individual support workplace, however, is not
necessarily a bad thing, as long as it is resolved effectively. It can lead to personal and
professional growth. In many cases, effective conflict resolution skills can make the
difference between positive and negative outcomes.
In resolving conflict using this approach, you follow these rules:
 Make sure that good relationships are the first priority: As far as
possible, make sure that you treat the other person calmly and that you try to
build mutual respect. Do your best to be courteous to others and remain
constructive under pressure.
 Keep people and problems separate: Recognise that in many cases the
other person is not just ‘being difficult’, real and valid differences can lie
behind conflictive positions. By separating the problem from the person, real
issues can be debated without damaging working relationships.
 Pay attention to the interests that are being presented: By listening
carefully you’ll most likely understand why the person is adopting his or her
position.
 Listen effectively first; talk second: To solve a problem effectively, you
have to understand where the other person is coming from before defending
your own position.
 Set out the ‘Facts’: Agree and establish the objective, observable elements
that will have an impact on the decision.
 Explore options together: Be open to the idea that a third position may
exist and that you can get an idea jointly.
By following these rules, you can often keep discussions positive and constructive.
This helps prevent the conflicts from escalating which so-often causes conflict to spin
out of control.
However, if theconflict is not handled effectively, the results can be damaging.

Conflicting goals can quickly turn into personal dislike, teamwork can break down,
and talent is wasted as people disengage from their work. It’s easy to end up in a
vicious downward spiral of negativity and recrimination if the situation is not
rectified. If you have any concerns,it is always best to consult with your
organisation’s policies and procedures with your supervisor.
Moreover, in cases when conflicts remain unresolved, ensure that your supervisor is
notified and that you always act in accordance with legal and ethical responsibilities
and organisational policies and procedures.

4. Reporting Problems to the Supervisor
Part of organisational policies and procedures is to report to and notify the
supervisor about problems, issues, and concerns. Organisations will have different
protocols and procedures for these, but in essence, they align with the legal and
ethical responsibilities of individual support workers and service providers.
Issues and problems which are required to be reported include the following but are
not limited to:
 Suspected cases of neglect and abuse on clients.
 Work health and safety hazards, risks, and incidents, including near-misses.
 Grievances and complaints about workplace matters.
 Behaviours of concern.
 Problems regarding work routines and processes.
 Needs and requirements of clients that are not
within the scope of the individual support
worker’s role (e.g. providing psychological
counselling, diagnosing medical conditions, and
prescribing medication, etc.).
 Client’s changing needs (e.g. client’s increasing
pain that requires a higher dosage of pain
medication).
The following sections will guide you in reporting problems such as the above to your
supervisor.
4.1 Legal and Ethical Responsibilities

In Learner Guide 2, we already discussed a number of legal and ethical
responsibilities that are relevant to the role of the individual support worker.
Theyinclude the following:
Privacy, Confidentiality and Disclosure

The privacy and confidentiality of all
personnel in the individual support sector,
the clients, the workers, and supervisors,
must always be respected and upheld at all
times. This includes disclosing information
only on and for the right grounds and
purposes (e.g. when the person has given
consent, complying with other legal
obligations, etc.).

The individual support worker fails to fulfil this responsibility when they carelessly
leavea client’s progress report in view for everyone to see. In doing this, the
individual support worker has compromised their client’s right to privacy,
confidentiality, and dignity.
Discrimination
Strict policies and procedures are in place to ensure the organisation is compliant
with relevant anti-discrimination laws (e.g. policies on access and equity).
Individual support workers are expected and required to provide the same high-
quality and safe services without discrimination to the care recipient’s age, gender,
race, social status, etc.
Dignity of Risk
Every individual has the right to berespected to make informed personal choice and
self-determination. It is assumed an individual has the capacity to do so unless
shown otherwise. If a person has impaired decision-making capacity, then they can
be allocated a substitute decision-maker. All decisions must involve the client, their
wishes, what is right for them and be provided with relevant information and
possible consequences.
It is important there is a balance between thedignity of risk and duty of care and to
ensure duty of care does not create restrictions for people.
For example, a resident likes to walk around the facility but is at risk of falling.
Maintaining duty of care may involve such things as making a referral to a medical
doctor for a review to treat any health conditions that may increase the risk of falls,
physiotherapist for a walking aid, support the client to wear good fitting non-slip
shoes, ensure the area is free from slip hazards such as clutter and wet floors,
regularly monitor the resident and support the client to wear their glasses and keep
them clean.
Duty of Care
Service providers and workers have a duty of care to fulfil to their clients. Duty of
care is a legal obligation of care facilities and individual support workers to avoid
acts of omission (failing to act) that are likely to endanger clients and others.
For example, an individual support worker’s duty of care includes ensuring that a
venue where her clients’ are holding an activity is safe from any slip or trip hazard. In
this scenario, the individual support worker fails to fulfil her duty of care if she has
overlooked to secure or cover the electrical wires running across the walkways.

Another example is when the individual support worker has placed a client’s progress
report in a public location. Perhaps the worker was called to an urgent task and, in a
hurry, left the progress report in the living room, open for everyone to see. This
individual support worker has failed to fulfil theirduty of care because they
compromised theirclient’s right to privacy, confidentiality, and dignity.
Mandatory Reporting
Mandatory reporting means mandated or required by the law. This includes
mandatory reporting procedures for:
 Suspected cases of abuse
 Suspected cases of neglect
 WHS incidents
 Emergency incidences
 Health concerns and other relevant changes in client’s health condition, etc.
Translation
In line with access and equity principles, services and information services must be
made available for access to everyone who requires them, regardless of their cultural,
social, and linguistic backgrounds. In line with these, information to these services
must also be made available in other languages to cater to the needs of clients who
come from diverse backgrounds (CALD).
Informed Consent
Individual support workers must provide clients with sufficient information for
theprovision of care,so the client can consent to something they fully understand.
Consent may be implied, verbal, and written.
Not giving the client opportunity to provide informed consent may constitute assault.
Work Role Boundaries – Responsibilities and Limitations

There are boundaries set in the individual support worker-client relationship, and
both must respect and adhere to this. Individual support workers must always
maintain a professional working relationship with their clients and must never go
beyond this.
An individual support worker violates this when they become too involved in a
client’s personal matters (e.g. family, financial, etc.), or the individual support
worker enters into a romantic relationship with a client.

Child Protection across All Health and Community Services
Workplace safety and health planning
should also address situations where
children may be visiting or accompanying
their parents. An individual support
worker may have a client who has
grandchildren visiting, or a co-worker
who is bringing his/her kid to work, or a
home individual support worker may also
be working at a client’s private home
where there is a child around.
Australia has legislation in force as safeguards for children. In complying with them,
aged care service providers must have organisational policies and procedures in place
to ensure the health, safety, and well-being of children visiting the workplace and
those interacting with individual support workers or other personnel in the
workplace.
A home individual support worker may have breached this when they have flu and
still shows up at a client’s private home where a child is also present. In doing this,
the individual support worker has put the child and the client’s health at risk.

1. In your own words, briefly discuss the following legal and
ethical responsibilities:
 Discrimination
 Mandatory Reporting
 Translation

4.2 Referring Issues, Breaches, and Non-adherence
We have covered legal and ethical responsibilities of service providers and individual
support workers, and failing to fulfil these will result in issues, breaches, and non-
adherence to industry standards.
In this section, you will learn about how to respond to these issues and breaches, in
line with your role as an individual support worker.
Important! Before taking any action, always keep in mind the

scope of your roles and responsibilities asan individual support
worker. If confronted with these issues and breaches, ensure
that your actions in accordance with your organisation’s policies
and procedures, protocols, standards, and guidelines.
How you will respond to these legal and ethical issues, and breaches will always
depend on the nature of the situation. An action or a number of steps can be taken.
1. Consult a co-worker or your supervisor

When in doubt, it’s always safe to ask a co-worker or the supervisor or other
personnel in higher authority about legal and ethical matters in the workplace
which may seem unclear to you. They can help you or direct you to protocols
that your workplace follows when dealing with legal and ethical situations.
2. Consult organisational policies and procedures and other relevant

guidelines
As stated earlier, before you take any actions when responding to legal and
ethical situations in the workplace, make sure that you are acting in line with
your organisation’s policies and procedures, protocols – this may include who
to direct the incident or the issue, any workplace documents that you have to
complete, or any grievance or complaints procedure that you need to follow,
etc.
3. Confronting those involved

This is the first option you have when you encounter a legal or ethical issue or
breach in the workplace. You may have witnessed a co-worker behaving
unethically or not complying with legal requirements. Your initial response
can be approaching this co-worker and discussing with them the legal or
ethical issue or breach at hand, in hopes of resolving the issue this way.
However, if this is not successful, you will have to escalate the situation to
higher authority in the workplace.

4. Reporting in the care facility
If confronting those involved in the issue was not successful, you may have to
report this to your supervisor or other personnel in higher authority. Again,
protocols for this will highly depend on organisational policies and
procedures.
In some cases, specific workplace documents, such as incident reports, formal
letters, etc. are completed.
5. Mandatory or compulsory reporting

Mandatory reporting means mandated or required by law.
The Aged Care Act 1997 has provisions in place to protect aged care clients
from abuse, assaults, and neglect. This includes requiring aged care service
providers to:
 Report to the police and the Department of Social Services incidents of
alleged or suspected reportable assaultswithin 24 hours of the
allegation, or when the provider starts to suspect a reportable assault.A
reportable assault as defined in the Aged Care Act means:
o Unlawful sexual contact with a resident of an aged care home, or
o Unreasonable use of force on a resident of an aged care home.
 Ensure staff members report any suspicions or allegations of reportable
assaults to the approved provider (or another authorised person), to
the police and the department.
 Protect the identity of any staff member who makes a report and
protects them from victimisation.
Further Reading
 The Department of Health for Ageing and Aged Care provides
a comprehensive guide for reporting reportable assaults. You
can read the guide HERE.
 Find out if your home State/Territory has mandatory reporting

requirements.

5. WorkplaceCorrespondence and Documentation
Workplace documents are anessential part of the organisation. They are used to
communicate and relay information (instructional manuals, emails, and memos),
implement policies and procedures (staff handbook), record client information
(individualised plans), and for many more purposes.
Care and support service providers also have in place protocols and procedures for
completing workplace documentation. They include but are not limited to the
following:
Organisational
Privacy and Writing Progress
Style Guides or
confidentiality Notes
Templates
Mandatory
Record keeping
Reporting and Sending emails
and management
Incident Reporting
The following sections will guide you in completing workplace correspondence and
documentation.

5.1 Accessing and Reading Workplace Documents
Individual support workers complete tasks
and duties with the guidance of a number of
workplace documents. They include
position descriptions and individualised
care plans or support plans.
Position descriptions or job description
provide an outline of the individual support
workers responsibilities which apply to the
role (you have been provided with a sample
of this in Learner Guide 2).
Individualised plans (care plans or support plans) are documentation of client’s
information relevant to the provision of his/her own care and support. Individualised
plans across organisations vary greatly, but they usually contain:
 The client’s basic information (name, history, condition, allergies if any).
 The client’s holistic needs (physical, emotional, psychological, and spiritual).
 The client’s goals in terms of their holistic needs.
 Strategies for supporting and empowering the client to meet their holistic
needs.
 The client’s behaviour(s) of concern, if any.
 Other information such as medication, the specialist personnel to contact
when the need arises.
Further Reading
Access and review a sample care plan from one of the clients at
Lotus Compassionate Care Organisation Chart.
Leonardo Cardoso’s Support Plan
In your own words, attempt to answer the following questions:
 What are the client’s communication needs?
 Provide a summary of the procedures that staff must follow in
supporting the client.

Other workplace documents relevant to the individual support worker’s role include
but are not limited to:
 Staff handbook, containing policies and procedures that all staff must follow.
 Client notes and progress notes
 Communication plan
 Health support plan
 Behaviour support plan
 Behaviour chart
 Meeting minutes
Important! Sometimes it is not enough to just read and go (e.g.

reading an instructional manual and immediately performing a
workplace task). It is always best to identify and consult about
matters that are unclear to you with a supervisor or with a
trusted and experienced worker.

1. What policies and procedures are there for reporting and
referring issues? Identify at least three (3).
2. In your own words, briefly describe mandatory reporting.
3. In your own words, discuss the difference between a job

description and an individualised plan.

5.2 Digital Media in the Individual Support Sector
The following are some of the digital media used in the health and community
services including the individual support sector.
Social media
They can be used to build a brand and client
relationships easily, as the communication are
immediate and direct.
Email
This can be used by healthcare professionals to
communicate with each other online.
Tablets and Applications

These are used for maintenance and easy access to health, communication, and
consultation records. They can also be used as communication aids, e.g. assistive
software for people with complex communication needs (e.g. hearing and speech
impairment)
Podcasts
It is a form of online audio broadcast that can be downloaded. These are usually used
to publish new research in the medical field.
Videos
These are recordings of digital moving visual images which can be accessed online or
through storage devices. They can be used in marketing the healthcare service or to
promote health information or even as instructional materials.
World Wide Web

It can be used to view online pages and find information about health care and the
services offered.
Intranet
It can help workers access communication data within the organisation in their
convenience.

Newsletters
These are published (digital or print) and can be distributed to clients and their
family/carers. They contain information on various topics in healthcare and the
healthcare provider.
Broadcasts
This form of media is found to be the most effective way to communicate as it can
reach awide range of audience.

6. Contributing to Continuous Improvement
Work in the individual support sector is a process of continuous improvement.
Continuous improvement in this context is defined as:
The ongoing effort to improve care and support

services services and prcoesses.
Workplace processes, including policies and procedures for communication,are

generally developed and revised in consultation with all stakeholders. Stakeholders
in individual support can include the client (the older person or the person with
adisability, their families, carers, and significant others), staff (which include you)
and management.
To be able to contribute to the continuous improvement of workplace
communication processes you must be able to identify where work practices could be
further improved.
For example:
Due to the rapid expansion of a supportfacility, staff and clients are experiencing
difficulties in communication. A client may have raised his/her concern about not
being informed about the facility’s upcoming activities. In this situation, there is an
opportunity to improve the facility’s protocols for communication.
Another way to contribute to workplace improvements is pro-actively sharing
feedback with co-workers and supervisors. This can be done through team meetings,
survey sheets and questionnaires, consultation, etc.
Below are some ways in contributing to improvements at your care facility
 Read the Policy and Procedures Manual
o The manual includes important information on the company’s
protocol. Pay attention and read it carefully, so you know what not to
do. It is always best to be informed and stay informed!
 Befriend experienced co-workers
o No one knows the company better than someone who has been there
for a long time. These employees know the company well. They may
become an adviser to you and help you to avoid common mistakes.
 Remain observant.
o By staying aware, you can pick up changes that have not yet become
common knowledge. Being aware helps you to mentally prepare for the
change if it happens.
 Do not conform to what you know is wrong
o If some of your co-workers choose to ignore the company’s protocol, do
not try to fit in by mimicking their behaviour. It is better to be

unpopular with these individuals than to lose your job and place others
at risk.
Important! Ensure that you always follow your organisation’s

policies and procedures. Your organisation may have specific
policies and procedures for workplace improvements relating to
thedevelopment of policies. Remember to consult with
supervisors and other experienced co-workers about workplace
matters that are unclear to you.
Further Reading
 Do you know someone who works or has worked in support
care? What procedures do they follow for continuous
improvement in the workplace?
End of Document


LearnerGuide 3 - CHCCOM005 - CHCDIV001

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

LearnerGuide 3 - CHCCOM005 - CHCDIV001

Uploaded by

Copyright:

Available Formats

Learner Guide 3

CHC33015 Certificate III in

Date Summary of modifications made Version

4 July 2016 Version 1.0 final produced following validation 1.0

Version 1.1 final produced with the following modification:

9 March 2018 Updated broken links. 1.3

Modifications include the following:

Learner Guide 3 Version No.1.4 Produced 27 April 2018

Learner Guide 3 Version No.1.4 Produced 27 April 2018

Learner Guide 3 Version No.1.4 Produced 27 April 2018

CHCCOM005 – Communicate and Work in Health or Community

About this Unit of Study Introduction

Learner Guide 3 Version No.1.4 Produced 27 April 2018

Communicate and Work in Health or Community Services

Additional Learning Support

Learner Guide 3 Version No.1.4 Produced 27 April 2018

Learner Guide 3 Version No.1.4 Produced 27 April 2018

Learner Guide 3 Version No.1.4 Produced 27 April 2018

Using this Learner Guide

Learner Guide 3 Version No.1.4 Produced 27 April 2018

Learner Guide 3 Version No.1.4 Produced 27 April 2018

Checkpoint! Let’s Review Further Reading

Additional Research, Reading, and Note-Taking

Learner Guide 3 Version No.1.4 Produced 27 April 2018

The concept of diversity encompasses acceptance and respect. It means

It is the exploration of these differences in a safe, positive, and nurturing

Learner Guide 3 Version No.1.4 Produced 27 April 2018

1. An Introduction to Australia’s Cultural Diversity

Learner Guide 3 Version No.1.4 Produced 27 April 2018

1.1 How Does Diversity in AustraliaImpact Different Areas of Work and

Learner Guide 3 Version No.1.4 Produced 27 April 2018

Learner Guide 3 Version No.1.4 Produced 27 April 2018

Learner Guide 3 Version No.1.4 Produced 27 April 2018

 How many languages are spoken in Australia today? List

 What are the major religions in Australia today? List three

 What percentage of the population today do the

Learner Guide 3 Version No.1.4 Produced 27 April 2018

2.1 Your Own Social and Cultural Perspectives and Biases

2.2 Cultural Awareness, Cultural Safety, and Cultural Competence

Learner Guide 3 Version No.1.4 Produced 27 April 2018

Learner Guide 3 Version No.1.4 Produced 27 April 2018

Learner Guide 3 Version No.1.4 Produced 27 April 2018

Checkpoint! Let’s Review

2.4 Impact of Diversity Practices and Experiences

Learner Guide 3 Version No.1.4 Produced 27 April 2018

Learner Guide 3 Version No.1.4 Produced 27 April 2018

3.1 Diversity and Inclusiveness in All Areas of Work

3.2 Areas of Diversity

Learner Guide 3 Version No.1.4 Produced 27 April 2018

3.3 Work Practices that Make Environments Safe for All

Learner Guide 3 Version No.1.4 Produced 27 April 2018

Physical, mental and emotional health issues/care needs - All human

Learner Guide 3 Version No.1.4 Produced 27 April 2018

Image courtesy of Wikipedia.

The so-called‘Stolen Generation’is the Aboriginal people who were forcefully

Learner Guide 3 Version No.1.4 Produced 27 April 2018

A Guide to Australia’s Stolen Generations.

In your own words, attempt to answer the following questions:

Checkpoint! Let’s Review

2. List at least one (1) example of the following needs and

3. In your own words, briefly describe inclusive practices.

4. In your own words, briefly explain the Stolen Generation.

Learner Guide 3 Version No.1.4 Produced 27 April 2018