CHCCCS015 Provide Individualised Support

Assessment Tasks Outcome
Unit: CHCCCS015 Provide individualised support
Student ID: 15477
Student Name: Dennis Migwi Kamau
Student Declarati on
I Dennis Migwi Kamau (insert your name) declare that these tasks are my own work. None of this
work has been completed by any other person and I have not cheated, plagiarised or colluded with
any other student. I have correctly referenced all resources and reference texts throughout this
assessment task. I have read and understood JTI policy on plagiarism, cheating and collusion and
understand that if I am found to be in breach of this policy, disciplinary action may be taken against
me by JTI.
Student Signed: Printed Name: Date:

DMK Dennis Migwi Kamau 16/6/2017
RTO Number: 122208 Melbourne & Adelaide CRICOS Number: 03373B Revision date: 30 Mar 2016
Next Review: 30 Mar 2017 Email: contact@jti.edu.au Revision: 1.0
© Job Training Institute Website: www.jti.edu.au Page 1 of 23
CHCCCS015 Provide individualised support
ASSESSMENT OVERVIEW
This Student Assessment Booklet includes all your tasks for assessment of CHCCCS015 Provide
individualised support.
ABOUT YOUR ASSESSMENTS

This unit requires that you complete 2 assessment tasks. You are required to complete all tasks to
demonstrate competency in this unit.
Assessment Task About this task
Assessment Task 1: Written questions You must correctly answer all 15 questions to show that
you understand the knowledge required of this unit.
Assessment Task 2: Case study You are to review the case study provided and discuss
the type of support required for the client to achieve their
goal. You will need to complete a report as part of this
task.
Supporting resources
You may like to look at the following websites, books and documents for more information about the
topics related to this unit:
 Arnott, G 2011, The Disability Support Worker, Pearson Australia, Frenchs Forest, NSW.
 Croft, H 2013, The Australian Carer 3rd edn, Pearson Australia, Frenchs Forest, NSW.
How to submit your assessments

When you have completed each assessment task you will need to submit it to your assessor.
Instructions about submission can be found at the beginning of each assessment task.
Assessment Task Cover Sheet

At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please
fill it in for each task, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task, and will write this on the
back of the Task Cover Sheet.
Make sure you photocopy your written activities before you submit them – your assessor will put the
documents you submit into your student file. These will not be returned to you.
Assessment appeals
You can make an appeal about an assessment decision by putting it in writing and sending it to us.
Refer to your Student Handbook for more information about our appeals process.
Assessment plan
The following outlines the requirements of your final assessment for this unit. You are required to
complete all tasks to demonstrate competency in this unit.
Your assessor will provide you with the due dates for each assessment task. Write them in the table
below.
AGREEMENT BY THE STUDENT
Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure
you sign this before you start any of your assessments.
Have you read and understood what is required of you in terms of assessment? ☒ Yes ☐ No
Do you understand the requirements of this assessment? ☒ Yes ☐ No
Do you agree to the way in which you are being assessed? ☒ Yes ☐ No
Do you have any special needs or considerations to be made for this assessment? ☐ Yes ☒ No
If yes, what are they?
Click here to enter text.
Do you understand your rights to appeal the decisions made in an assessment? ☒ Yes ☐ No
ASSESSMENT TASK 1: WRITTEN QUESTIONS
TASK SUMMARY:
 This is an open book test – you can use the Internet, textbooks and other documents
to help you with your answers if required.
 You must answer all 15 questions correctly.
 Write your answers in the space provided.
 If you need more space, you can use extra paper. All extra pieces of paper must
include your name and the question number/s you are answering.
 You may like to use a computer to type your answers. Your assessor will tell you if
you can email them the file or if you need to print a hard copy and submit it.
WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

 Access to textbooks and other learning materials.
 Access to a computer and the Internet (if you prefer to type your answers).
WHEN DO I DO THIS TASK?

 You will do this task in the classroom or as homework – your assessor will advise.
 Write in the due date as advised by your assessor:
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission.
You will need to do one of the following:
 Answer the questions that were incorrect in writing.
 Answer the questions that were incorrect verbally.
QUESTION 1
Explain the following types of person-centred approaches.
 PATH – Planning Alternative Tomorrows with Hope
PATH is a tool that you can use when the young person has a specific goal or dream for the future,
to work out the actions that need to be taken in order to make that happen.When using PATH, a
group of people chosen by the young person get together and use the PATH template and graphic
facilitation to develop an achievable and realistic goal for the future based on ‘the dream’ and
implements backwards planning to create a step by step path to achieving that goal.
 MAPs – Making Action Plans
Through a series of questions, individuals and organizations using MAPS help the focus person
construct a personal history or life story based on personal milestones. After getting to know the
focus person better and exploring his or her dreams for the future, the team begins to build a plan to
move in the direction of the individual’s dreams. Maps is about listening to a person's dreams,
acknowledging their nightmares, then building a rich portrait of their gifts and talents so we are able
to focus on simple daily actions that move them in constructive directions.
 PFP – Personal Futures Planning
Personal future planning is a process to assist teams to plan for the next stage of an individual's life.
This team includes a person's family , a teacher or rehabilitation worker, as well as friends,
neighbors, and people of significance in the individual's life. They gather together with the target-
person to focus on the future, with an emphasis on what the individual likes and what they can do,
rather than on a pre-defined outcome.This process mostly focusses on what an individual can do
rather that what they cannot do i.e their strengths and preferences.
 Circles of Support
A circle of support involves a group of people gathering around a person with disability at the centre
to assist with the thinking, planning and actioning of their personal goals. This approach provides an
opportunity to share hopes, dreams and heartaches as well as encouragement for the person at the
centre of the circle to live a life that fulfils them.The circle can be created to anyone of any age.
QUESTION 2
Explain the difference between person-centred and system-centred approach.
A person centred approach is a way of enabling people to think about what they want now and in
the future, it is about supporting people to plan their lives, work towards their goals and get the right
support.The person with the disability is at the centre of the decision making processes and the
design of the support plan. In person centred approaches the persona with the disability and their
families are supported to exercise greater choice and control over their services, how they are
delivered and by whom.WHILE System Centred approach is the
QUESTION 3
Describe what the term ‘self-directed support services’ means to people with a disability or to those
who are aged.
Self-directed supported services approach is where the person with disability is at the centre and in
control, to an extent that they are able, in charge of the planning,decision making, designing and
implementation of the services and supports they need. It also means people getting the right
information, advice and support so that they can make decisions about where they live,who they live
with,what they do with their lives and how they spend their money.
QUESTION 4
Explain what is meant by ‘self-determination’.
Self-determination is a personal decision to do something or think in a certain way in achieving what

they require or need.Self-determination may include problem solving ,self awareness, problem
solving and goal-setting.For example self-determination is key and essential at college or workplace
for one to be successful and able to achieve personal goals in the long run.Clients must be allowed
to make decisions by themselves.
QUESTION 5
When would you need to complete a client risk assessment? Provide three examples.
Example 1: Whenever or before there are any significant changes to workplace processes or
design that may impact on the effectiveness of control measures.This may include
when products, machinery, tools, equipment change or new information concerning
harm becomes available
Example 2: A complete client risk assessment may be required when hazards are identified and
this hazards may result in injury or illness.This hazards may include physical ,mental or
a health hazards.
Example 3: A complete client risk assessment may be required if the work activity involves a
number of different hazards and there is a lack of understanding about how the
hazards may interact with each other to produce new or greater risks
QUESTION 6
What documentation are your required to complete as part of providing client support? Provide 3
examples.
Example 1: Individualised plans - they are also called Care Plans ,Service plans or client plans it
gives direction for the staff to follow in the provision of care that a person needs on a
daily basis.
Example 2: Case and progress notes are part of a medical record where healthcare professionals
record details to document a patient's clinical status or achievements during the
course of a hospitalization or over the course when care was provided.
Example 3: Incident reports or Hazard Report - This document is used to record any
hazards(Something that can cause injury or illness) identified in the working
environment that you are in.
QUESTION 7
Read each scenario and match the scenario with the correct ethical issue or breach in the table
below.
Scenario A
Nancy converted to Islam in her late 30s and is now a practicing Muslim. Nancy became confined to
a wheelchair after a car accident in her late 20s.
Belinda, her support worker, often makes strong political and racial comments about Muslims living
in Australia to both clients and colleagues. She is unaware that Nancy is a Muslim.
Scenario B
You overhear Beth, one of your colleagues, talking on the phone to her friend during her lunch break.
Beth is laughing to her friend over the phone about one of her clients who fell and had an accident.
She discloses personal details about this client.
Scenario C
Jason, one of the support workers, tells you during his handover that he noticed a few bruises on
Carly whilst bathing her before bedtime. Carly is one of his youngest clients, who is only 13 years old
and has autism. This is not the first time you have heard of her having bruises or abrasions on her
body.
Scenario D
Steven, one of the support workers, has been known as popular with the female clients. He likes to
joke around with them and make them laugh. On occasion he brings in surprise treats or gifts for
them.
Lucy, one of his regular clients, tends to receive more gifts from him than the others. This includes
flowers, clothes and chocolates. Steven has also been observed to spend time with her beyond the
hours of his shift.
Scenario E
Clients in wheelchairs and mobility scooters who visit your recreational facility once a week have not
been properly informed about the rotting ramp board at the front entrance. There is a side entrance
clients can access safely, however they are not advised to use it as the front board seems to be
holding up for the time being.
Ethical issue/breach Which scenario covers this?
Privacy/confidentiality Scenario B
Discrimination Scenario A
Work role/boundaries Scenario D
Duty of care Scenario E
Mandatory reporting Scenario C
QUESTION 8
What are the key objectives of the UNCRPD?
1. Prevent discriminatory denial of health care or health services or food and fluids on the basis of
disability. 2. Require health professionals to provide care of the same quality to persons with
disabilities as to others, including on the basis of free and informed consent by, raising awareness of
the human rights, dignity, autonomy and needs of persons with disabilities through training and the
promulgation of ethical standards for public and private health care. 3. Prohibit discrimination
against persons with disabilities in the provision of health insurance, and life insurance where such
insurance is permitted by national law, which shall be provided in a fair and reasonable manner. 5.
Provide health services needed by persons with disabilities specifically because of their disabilities,
including early identification and intervention as appropriate, and services designed to minimize and
prevent further disabilities, including among children and older persons
QUESTION 9
Provide three examples of circumstances that require you to make an adjustment or variation of a
client’s individual plan.
Example 1: Risk to individuals - Immediate priority can be given where there is a risk of harm to
individuals. Risk of harm may be to the person or others, including where care
arrangements have broken down, where there is a risk of breakdown, or where there is
risk to carers or other individuals in the family home.
Example 2: New health need acquired- this can happen at any one given time at the care unit
which may require abrupt adjustment to variation of a client individual plan
Example 3: Changes in support environment - When an environment changes care workers may
find it necessary to make adjustment if the new procedures are considered flexible in
service delivery care worker on duty is required to communicate any change made to
the clients support procedure to support worker or carer in the workplace .
QUESTION 10
Provide five examples of client rights.
Example 1: Privacy and Confidentiality - Privacy can defined as the right of information keep for a
person and does not need to be showed to other people regardless of their closeness
to a person. Privacy legislaton stipulates that person information will be protected by
complying principles in relation to the inform collected and must be released by
consent or permission given to the person is going used the information of a person.
Example 2: Right to express ideas and opinions - This is by allowing the clients to express
themselves and make decisions about and exercise control over their own lives. This
reinforces the fundamental right of people with disability to have respect and dignity.
This includes the dignity of risk - the right to choose to take some risks in life.
Example 3: Right to lodge complain - Clients, families, friends, carers and advocates are actively
encouraged to provide feedback, make a complaint or resolve a dispute without fear
of adverse consequences.Service providers are required to have clearly
communicated and effective channels to address and resolve issues raised by
individuals, families, friends, carers and advocates.
Example 4: Right not to be discriminated against - This occurs when a person with a disability is
treated less favourable than a person without disability in the same or similar
circumstances and this is this guided by the Disability Discrimination Act.
Example 5: Right not to be abused
QUESTION 11
Provide two examples of when members of the support team might be required to provide feedback
on individual plans.
Example 1: When the support team wants to make positive changes and to ensure that
community services organisations are continuously improving the services that are
supplied to clients in line with the feedback collected.
Example 2: When the support team needs to evaluate the success of programs, address shortfalls
and for future planning so that to ensure that client needs and goals are correctly
identified and catered for.
QUESTION 12
Describe a situation where you or a client has experienced a risk to health or safety. Explain how this
was managed.
Back in our country we buy gas in cylinder containers unlike in Australia.It was during dinner I
cooked and ate then went to sleep.Little did I know that the gas cylinder was licking I had not closed
or tightened the burner.When I work up in the morning there was concentrated smell of something
was not so sure what it was bad smell having it for the first time.An idea crossed my mind could it be
the gas which is licking? I tightened the burner which was actually loose and carried the gas
cylinder immediately outside to the open.I came back to the house opened all the doors and
windows to let in the air and within a short town the smell had disappeard to the thin air.
QUESTION 13
When risks are identified in the workplace, who are they reported to? Provide three examples.
Example 1: The risks can be reported directly to a supervisor
Example 2: Identified risks can also be reported to a delegated workplace health and safety officer
if they are there.
Example 3: Once the risks are identified they can be reported to an employer directly.
QUESTION 14
Provide three examples for each of the following skills development.
Life skills
Example 1: 1. Decision making - where its the process of identifying and choosing alternatives
based on the values and preferences of the decision-maker.
Example 2: 2.Problem solving - this is ability to find solutions to the problems
Example 3: 3.Interpersonal relationships - this are the life skills we use every day when we
communicate and interact with other people, both individually and in groups.
Social skills
Example 1: Active Listening
Example 2: Gestures and eye contact
Example 3: Listening with understanding
Vocational skills
Example 1: Bookeping
Example 2: Computer Support
Example 3: Health care and social assistance
QUESTION 15
Think about one of your clients or a case study you have heard or read about (for example, perhaps
one from your learning materials). What are some factors that would affect the support received by
this client?
1. The factors that would affect the support received by client may include demographic factors and/or job
preferences. More importantly, identify social relationship, social interaction and social activity in which
people with a disability may partake also influence by disability and outcomes regarding the required
expectation. 2. Financial constraint may too impeded the required support needed by individuals this is
because anything that happens around the clients cannot happen without financial resources. 3. Poor
emotional support may raise difficulty for the life of this client with disability. This means that a person with
disability who needs support may only achieve his/her goal when services of these kind are rendered to
them and may be helpful to their physical health, cognitive ability and indeed the developmental growth of
a person with disability
What do I need to hand in for this task? Have I completed this?
Your answers to each question ☒
ASSESSMENT TASK 2: CASE STUDY
TASK SUMMARY:
You and your classmates will be placed into small groups. As a group, you will need to
read the case study and discuss the type of support required for the client to achieve
their goal. You are required to complete a report based on this case study.
WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

 Classmates to be grouped with.
WHEN DO I DO THIS TASK?

 You will do this task in the classroom.
 Write in the due date as advised by your assessor:
WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission.
You will need to do one of the following:
 Answer the questions that were incorrect in writing.
 Answer the questions that were incorrect verbally.
INSTRUCTIONS:
Your assessor will put you into a small group (of approximately 3 people). You will need to read the
case study below and discuss the following (make sure you take your own notes during this
discussion):
 Strategies you would implement to help Tully achieve her goal.
 Strength-based activities to assist in promoting independence.
 The role of the support worker in providing support and information to help Tully make informed
decisions.
 The responsibilities of each member of the support team.
 Additional support or services required.
 Monitoring and review strategies.
After you have determined and discussed the above points, present your findings to the rest of the
class. After everyone in the class has presented, compare your findings with the findings of the other
groups and write down any differences.
Now it is time to write your report. This should be done by yourself – refer to your notes from your
group discussion and the notes you took about the other groups’ presentations and pick out those
that you feel best suit Tully’s scenario.
Note: You will not be assessed on the classroom discussion, however you must participate in order
to complete your discussion report. Your assessor will be observing each group to ensure everyone
participates equally.
CASE STUDY: TULLY
Tully is a 75-year-old female who has an intellectual disability. She enjoys art, reading and music.
She is not overly social and tends to spend time alone privately completing recreational activities.
She has been a smoker for 40 years and usually smokes up to 8–10 cigarettes a day. She is able to
go for walks for short periods at a time only.
Tully is sensitive to loud noises in the environment, which causes her to become quite anxious and
stressed. Being anxious or stressed causes Tully to smoke more frequently through the day.
Tully’s father passed away from lung cancer due to smoking when she was younger, so one of her
goals is to cut back on smoking. She is hoping to smoke only 2 cigarettes per day.
Notes from the group discussion
We should engage with her in whatever way so that Tully can gain trust and by this we should note
the following from our client. Tully is intellectual disabled ---- Tully also has some interest which
keeps her occupied which are reading , music and art.----Tully is a kind of lady who like spending
time alone enjoying her hobbies.------Tully engages in short period walks….Tully is sensitve to loud
noises…Shes also vulnerable to depression and anxiety….her goal is to only do two smokes in a day
and by that she will have achieved on of her goals.
Notes from the class presentations
We should ensure a a quiet environmnent all the time for Tully to completely curb her anxiety and
depression by this we will have reduced Tully's smoking habit immensely…..All factors held constant
and improvements on the strategy placed to help Tully will hel her and us achieve her goal of doing
two smokes per day.
Assessment Task 2: Discussion Report
Date
Name Dennis Migwi Kamau : 15/06/2017
Group Dennis Migwi Kamau

participants
1 Strategies
a) Plan opportunities for Tully
- We would talk to our client family or other support workers and get to know what our client enjoys
doing extra apart from art,music and reading.
b) We would Support participation by Tully

-With all the list of activities listed down we would categorise the ones our organisation can facilitate
and start on them and also make arrangements to outsource services the organisation can’t provide.
This would be done according to the organisation’s policy and procedures.
c) We would regularly monitor and review the opportunities provided Tully

-We would list what Tully intends to achieve from all the opportunities and options presented to her
over time she has been under our care and review them to see if the client is achieving the
expectations.
2 Strength-based activities
Building on a Tully’s abilities
Acknowledging that Tully is experiencing difficulties and challenges that need attention and support.
Identifying what is taking place when learning and development are going well, so that it may be
reproduced or further developed on Tully,s case.
3 Support workers’ roles and responsibilities

Provide services within the scope of the service provider, which is delivered within the framework of
legislation, funding, the society your client belongs to and historical factors. Work within the service
provider’s philosophy, mission and goals.
Monitor the setting the client is in to ensure balanced duty of care and manage the risks of what
they do as they learn new tasks and skills.
Understand people and environment they interact with such as where they live, who they visit and if
they participate in work and leisure activities.
Collecting data and supporting the implementation of the client’s Individual Plan. This will include
consulting with others and giving indirect support to the client’s carers.
Being a direct support to the client to maximise their quality of life, to ensure their physical and
mental well being as they work with other professionals.
4 Responsibilities of the support team

1. Providing services that meet the changing needs of Tully, her family and us as carers, including
improved access to flexible services.
2. Supporting and protecting both people with a disability and their carers where one or both people
in the relationship provide domestic support and personal care to the other.
3. Working to develop specific, targeted and responsive early intervention services for Tully to
ensure that existing networks and support structures provided by her family and us support workers
are maintained, coordinated and enhanced
4. Collecting data and supporting the implementation of Tully's Individual Plan within our work role.
This will include consulting with others and giving indirect support to our client’s carers.
5 Additional support services
1. Arrange counselling session for Tully
2. Engage Tully's familly and and advice them not to smoke in Tully's presence.
3. Arrange health check ups for Tully to have her body to diagnosed.
4. Plan regular meetings between us and Tully's family to track the progress and see where
improvement is need.
6 Monitoring and review strategy
We have to set review dates at the Individual Plan meeting, and reviews to be conducted in
consultation with relevant people.
Tully's Individual Plan must be reviewed at regular intervals to ensure goals are being met, to
accommodate her changing needs and to consider her needs for the future.
We have to keep open channels of communication between the stakeholders, the client, family
members, workers and all agencies involved.
What do I need to hand in for this task? Have I completed this?
Your notes from the group discussion ☒
Your notes from the group presentations ☒
Your completed report ☒

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Assessment Tasks Outcome

Unit: CHCCCS015 Provide individualised support

Student ID: 15477

Student Name: Dennis Migwi Kamau

Student Signed: Printed Name: Date:

ABOUT YOUR ASSESSMENTS

Assessment Task About this task

How to submit your assessments

Assessment Task Cover Sheet

AGREEMENT BY THE STUDENT

Do you understand the requirements of this assessment? ☒ Yes ☐ No

Click here to enter text.

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

WHEN DO I DO THIS TASK?

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

 PATH – Planning Alternative Tomorrows with Hope

 MAPs – Making Action Plans

Self-determination is a personal decision to do something or think in a certain way in achieving what

Ethical issue/breach Which scenario covers this?

Work role/boundaries Scenario D

Duty of care Scenario E

Mandatory reporting Scenario C

Example 5: Right not to be abused

Example 1: The risks can be reported directly to a supervisor

Example 2: 2.Problem solving - this is ability to find solutions to the problems

Example 1: Active Listening

Example 2: Gestures and eye contact

Example 3: Listening with understanding

Example 2: Computer Support

Example 3: Health care and social assistance

What do I need to hand in for this task? Have I completed this?

Your answers to each question ☒

WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT?

WHEN DO I DO THIS TASK?

WHAT DO I NEED TO DO IF I GET SOMETHING WRONG?

Notes from the group discussion

Notes from the class presentations

Group Dennis Migwi Kamau

b) We would Support participation by Tully

c) We would regularly monitor and review the opportunities provided Tully

Building on a Tully’s abilities

3 Support workers’ roles and responsibilities

4 Responsibilities of the support team

5 Additional support services

1. Arrange counselling session for Tully

6 Monitoring and review strategy

What do I need to hand in for this task? Have I completed this?

Your notes from the group discussion ☒

Your notes from the group presentations ☒

Your completed report ☒

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