Support independence and wellbeing workbook

CHCCCS023
Support independence
and wellbeing
Learner Workbook
Table of Contents
Table of Contents.............................................................................................................................2
Instructions to Learner.....................................................................................................................4
Assessment instructions................................................................................................................4
Assessment – CHCCCS023 - Support independence and wellbeing...............................................7
Activities..........................................................................................................................................8
Activity 1A......................................................................................................................................8
Activity 1B......................................................................................................................................8
Activity 1C......................................................................................................................................9
Activity 1D...................................................................................................................................10
Activity 1E....................................................................................................................................11
Activity 2A....................................................................................................................................12
Activity 2B....................................................................................................................................13
Activity 2C....................................................................................................................................14
Activity 2D...................................................................................................................................15
Activity 2E....................................................................................................................................16
Activity 1A to 2E checklist – for assessor.....................................................................................17
Activity 3A....................................................................................................................................18
Activity 3B....................................................................................................................................19
Activity 3C....................................................................................................................................20
Activity 3D...................................................................................................................................21
Activity 3E....................................................................................................................................23
Activity 4A....................................................................................................................................24
Activity 4B....................................................................................................................................24
Activity 4C....................................................................................................................................25
Activity 4D...................................................................................................................................26
Activity 4E....................................................................................................................................27
Activity 4F....................................................................................................................................28
Activity 4G...................................................................................................................................29
Activity 4H...................................................................................................................................31
Activity 3A to 4H checklist – for assessor.....................................................................................32
Summative Assessments................................................................................................................33
CHCCCS023 Learner workbook Version 1.1 Page 2 of 48

Knowledge Activity (Q & A)............................................................................................................33
Knowledge Activity Assessor Checklist........................................................................................35
Report Writing................................................................................................................................36
Report writing- assessor checklist...............................................................................................37
Supplementary Oral Questions (optional) – for assessor................................................................38

Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment
task and the terms and conditions relating to the submission of your assessment task.
Please consult with your trainer/assessor if you are unsure of any questions. It is important
that you understand and adhere to the terms and conditions, and address fully each
assessment task. If any assessment task is not fully addressed, then your assessment task
will be returned to you for resubmission. Your trainer/assessor will remain available to
support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and
knowledge of the overall unit of competency. When undertaking any written assessment
tasks, please ensure that you address the following criteria:
 Address each question including any sub-points
 Demonstrate that you have researched the topic thoroughly
 Cover the topic in a logical, structured manner
 Your assessment tasks are well presented, well referenced and word processed
 Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active
participation is completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and
representing them as your own. Plagiarism is a serious act and may result in a learner’s
exclusion from a course. When you have any doubts about including the work of other
authors in your assessment, please consult your trainer/assessor. The following list outlines
some of the activities for which a learner can be accused of plagiarism:
 Presenting any work by another individual as one's own unintentionally
 Handing in assessments markedly similar to or copied from another learner
 Presenting the work of another individual or group as their own work
 Handing in assessments without the adequate acknowledgement of sources used, including

assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be
organised to discuss this with you, and further action may be taken accordingly.

Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the
result in whole or in part of unauthorised collaboration with another person or persons.
Collusion involves the cooperation of two or more learners in plagiarism or other forms of
academic misconduct and, as such, both parties are subject to disciplinary action.
For further details about Academic Misconduct Policies and Procedures, please visit website
at https://aibtglobal.edu.au/support/student-forms/academic-policies/
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires
more training and experience).
Once the learner has Satisfactorily completed all the tasks for this unit including vocational
placement and/or simulation tasks the learner will be awarded “Competent” (C) or “Not yet
Competent” (NYC) for the relevant unit of competency.
For further details about Assessment Policy and Procedure, please visit at
https://storage.googleapis.com/aibtglobal/2020/05/358bc8d7-assessment-policy-and-
procedures-v.1.0-may-2020.pdf
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative
information/evidence in order to determine competency, you must provide us with such
information/evidence, subject to privacy and confidentiality issues. We retain this right at
any time, including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with
strict confidence, in accordance with the law. However, you are responsible for ensuring
that you do not provide us with anything regarding any third party including your employer,
colleagues and others, that they do not consent to the disclosure of. While we may ask you
to provide information or details about aspects of your employer and workplace, you are
responsible for obtaining necessary consents and ensuring that privacy rights and
confidentiality obligations are not breached by you in supplying us with such information.

Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not
happy with your assessment and/or the outcome as a result of that treatment, you have the
right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you
would like to proceed further with the request after discussions with your trainer/assessor,
you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s)
for the appeal.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required
adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs
immediately.
Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements
through observations or demonstrations. Your trainer/assessor will have a list of
demonstrations you must complete or tasks to be observed. The observations and
demonstrations will be completed as well as the activities found in this workbook.
An explanation of observations and demonstrations:
A demonstration will require:

 Performing a skill or task that is asked of you
 Undertaking a simulation exercise.
Your trainer/assessor will inform you about the tasks required to be done. The
observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the simulated training environment.
Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to
complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for
competency in this unit, as seen in the Learner Guide.

Candidate Details
Assessment – CHCCCS023 - Support independence and wellbeing
Please complete the following activities and hand in to your

trainer/assessor for marking.
This forms part of your assessment for CHCCCS023 - Support

independence and wellbeing
Student Full Name: _________________________________
Student Number: __________________________________
Email: ____________@aibtglobal.edu.au
Declaration
I declare that no part of this assessment has been copied from another
person’s work with the exception of where I have listed or referenced
documents or work and that no part of this assessment has been written for
me by another person. I also understand the assessment instructions and
requirements and consent to being assessed.
Signed: Date:

Activities
Activity 1A
Objective To provide you with an opportunity to recognise and respect the person’s
social, cultural and spiritual differences.
Activity 1. Define the terms below and give an example of each:
 Social differences
 Cultural differences
 Spiritual differences.
2. Think about one of your own clients. Without giving any personal
information away, outline their social, cultural and spiritual
differences.
3. How do you respect these differences when providing them with
care and support?
ans
1. Social differences: Social differences refer to the differences in the
way people interact with each other, their values and beliefs, and
their lifestyles. For example, some people may have different views
on marriage, religion, or politics.
Cultural differences: Cultural differences refer to the differences in
the way people think and act based on their cultural backgrounds.
For example, some cultures may have different values or beliefs
about gender roles, family structure, or education. Spiritual
differences:
Spiritual differences refer to the differences in the way people view
and practice their faith. For example, some people may practice
different religions or have different beliefs about the afterlife.
2. Example: One of my clients is a middle-aged woman from a rural

area. She has a strong sense of community and values the
importance of family. She is a Christian and attends church
regularly. She is also very traditional in her views on gender roles
and is very protective of her children.
3. When providing care and support to this client, I respect her

social, cultural, and spiritual differences by being open-minded
and non-judgmental. I listen to her views and beliefs and make
sure that I am sensitive to her values and traditions. I also ensure
that I provide her with care and support that is tailored to her
individual needs and preferences.

Activity 1B
Objective To provide you with an opportunity to avoid imposing own values and
attitudes on others and support the person to express their own identity and
preferences.
Activity 1. Summarise your own values and attitudes.
2. How can ensure that you avoid imposing these on other people?
3. Give different examples of the ways that you have/can support a person
to express their own identity and preferences.
Answer:
1. My own values and attitudes include respect for diversity, open-
mindedness, and a commitment to social justice.
2. To ensure that I avoid imposing my own values and attitudes on
others, I can practice active listening and be open to hearing different
perspectives. I can also take the time to understand the other person's
point of view and be willing to compromise.
3. Examples of ways that I have/can support a person to express their
own identity and preferences include:
• Respecting their right to make their own decisions and choices.
• Creating a safe and non-judgmental space for them to express
themselves.
• Encouraging them to explore their own values and beliefs.
• Providing resources and support to help them make informed
decisions.
• Being an ally and advocating for their rights.

Activity 1C
Objective To provide you with an opportunity to consider the person’s individual needs,
stage of life, development and strengths when engaging in support activities.
Activity Think about one of your own clients. Without giving any personal information
away, outline their individual needs, their stage of life and development and
their strengths. Explain how you consider these when engaging in support
activities.
My client is a middle-aged adult who is living with a chronic health

condition. Their individual needs include managing their health
condition, managing their daily activities, and maintaining a healthy
lifestyle. They are at a stage in life where they are looking to maintain
their independence and autonomy, while also feeling supported and
connected to their community. Their development includes learning
how to manage their condition, developing strategies to cope with the
challenges of their condition, and learning how to make lifestyle
changes to improve their health. Their strengths include their
resilience, their ability to take initiative, and their willingness to learn
new skills.
When engaging in support activities, I consider my client’s individual

needs, stage of life, development and strengths. I work with them to
identify goals and strategies to meet their needs and help them reach
their desired outcomes. I also provide them with resources and
support to help them develop the skills and knowledge they need to
manage their condition and make lifestyle changes. I also strive to
create a supportive environment where my client can feel
comfortable and safe to express their thoughts and feelings. Finally, I
recognize and celebrate their strengths and resilience, and use these
to motivate and empower them to reach their goals.

Activity 1D
Objective To provide you with an opportunity to recognise, respect and accommodate
the person’s expressions of identity and sexuality as appropriate in the
context of their age or stage of life.
Activity 1. Give examples of the different ways you can accommodate your clients’
expressions of their identity.
2. Discuss the following statement: “I can’t discuss expressions of sexuality

with clients. It’s too awkward.”
3. An older gentleman you have been supporting has come to you to

express his sexuality. He hasn’t told his family or friends that he is
homosexual but feels like now is the right time. How would you handle
this situation?
Answer
- Respect their pronouns and language preferences
- Provide a safe and inclusive environment
- Allow them to express themselves freely
- Avoid making assumptions about their identity
- Offer resources and support for their identity
- Listen to their stories and experiences
- Respect their boundaries and privacy
- Acknowledge their identity in conversations
- Respect their decisions and choices
- Avoid making jokes or comments about their identity
- Celebrate their identity and accomplishments
2. It is understandable to feel awkward discussing expressions of
sexuality with clients, however it is important to recognize that this is
a necessary part of providing effective care. It is important to create a
safe and non-judgmental environment in which clients can feel
comfortable expressing their identity and sexuality. This can be done
by actively listening to the client, validating their feelings and
experiences, and providing them with resources and support. It is
also important to recognize that expressions of sexuality may vary
depending on the client's age or stage of life, and to respect and
accommodate these expressions as appropriate.
3. First and foremost, it is important to ensure that the older
gentleman feels safe and respected. I would start by expressing my
acceptance and understanding of his sexuality, and reassuring him
that his identity is valid and respected. I would also provide him with
a safe space to discuss his feelings and any concerns he may have.
I would then ask him if he would like to discuss his sexuality with his
family and friends, and provide him with any support he may need in
doing so. If he does not feel comfortable discussing his sexuality with
his family and friends, I would provide him with resources and
support to help him find a safe and supportive community.
Finally, I would ensure that I am providing him with appropriate care

and support that is tailored to his individual needs and identity. This
could include providing him with access to appropriate healthcare,
social activities, and other services that are tailored to his needs.

Activity 1E
Objective To provide you with an opportunity to promote and facilitate opportunities
for participation in activities that reflect the person’s individual physical,
social, cultural and spiritual needs.
Activity 1. Give examples of different activities that can reflect a person’s physical
needs.
2. Give examples of different activities that can reflect a person’s social

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

and spiritual needs.
answers
1. Physical Needs: Swimming, walking, running, biking, yoga, tai chi,

weightlifting, dancing, sports, gardening.
2. Social Needs: Going to the movies, attending concerts, joining clubs
and organizations, attending community events, volunteering, going to
the park, visiting friends and family, playing board games.
3. Cultural and Spiritual Needs: Attending religious services,
participating in cultural events, visiting museums, attending cultural
festivals, attending art classes, learning a new language, exploring
different cultures, participating in meditation or prayer.

Activity 2A
Objective To provide you with an opportunity to support the person to identify and
acknowledge their own strengths and self-care capacity.
Activity 1. Why is it important to promote independence within your clients?
2. What are client strengths?
3. What is self-care capacity?
4. Think of one of your clients. Without giving away any personal

information, outline their strengths and self-care capacity.
5. How would you support them to identify and acknowledge this?
Answers
1. It is important to promote independence within clients so that they can
better manage their own lives and take responsibility for their decisions
and actions.
2. Client strengths are the qualities and characteristics that they possess
that make them resilient, resourceful, and successful in dealing with
challenges and making progress in their lives.
3. Self-care capacity is a person’s ability to look after themselves and
their needs. It involves taking care of one’s physical, emotional, spiritual,
and cognitive health.
4. One of my clients is a young adult who is determined, open-minded,
and has a strong sense of self-esteem and ambition. They also have the
capacity to build a solid support system and know how to prioritize their
needs and wants.
5. I would support them by creating a safe and supportive environment
where they can identify and acknowledge their strengths and self-care
capacity. I would ask them questions about what makes them unique and
special, and help them to set goals to further develop these qualities. I
would also encourage them to take care of their physical, emotional,
spiritual, and cognitive health.

Activity 2B
Objective To provide you with an opportunity to assist the person to identify
opportunities to utilise their strengths, while communicating the importance
of using available support when required.
Activity 1. Give examples of the different ways that you can assist a client to identify
opportunities to utilise their strengths.
2. Why is it essential to communicate the importance of using the available

support to clients?
Answer:
1. Examples of how to assist a client to identify opportunities to utilise
their strengths include:
• Encouraging the client to reflect on their past successes and how they
achieved them.
• Helping the client to identify their unique skills and abilities
. • Exploring the client’s interests and passions and how they can be
used to create opportunities.
• Discussing the client’s goals and how their strengths can be used to
achieve them.
• Brainstorming ideas for how the client can use their strengths in
different situations.
2. It is essential to communicate the importance of using available

support to clients because it can help them to develop their skills, build
their confidence, and find solutions to their problems. Support can also
provide a sense of security and assurance that they are not alone in
their journey. Furthermore, support can provide access to resources and
guidance that can help the client to reach their goals.

Activity 2C
Objective To provide you with an opportunity to provide information and assistance to
the person in order to facilitate access to support services and resources
when needed.
Activity 1. Give examples of the different support services and resources that are
available within your area.
2. One of your clients doesn’t really get out of the house and is starting to
get lonely. You think that they could benefit from getting out of the house
and socialising with others. Research the different services and resources
available in your area. Present the information that you have found here.
Answers
Examples of Support Services and Resources in the Area:
1. Local Community Centers: Many local community centers offer a
wide range of activities and services for people of all ages. These can
include classes, workshops, sports, and social events.
2. Senior Centers: Senior centers are specifically designed for older
adults and offer activities such as exercise classes, educational
programs, and social events.
3. Mental Health Services: Mental health services are available in the
area and can provide counselling, therapy, and support groups.
4. Social Services: Local social services can provide assistance with
housing, food, and other basic needs.
5. Volunteer Opportunities: There are many volunteer opportunities in
the area that can provide social interaction and a sense of purpose.
6. Online Support Groups: There are a variety of online support groups
available for people who are looking for social interaction and support.
7. Faith-Based Organizations: Faith-based organizations in the area can
provide spiritual guidance and support.

Activity 2D
Objective To provide you with an opportunity to provide support that allows the person
to self-manage their own service delivery as appropriate.
Activity 1. Why is it important to provide support that allows clients to self-manage
their own service delivery?
2. Give examples of ways you can support clients in a way that allows them
to self-manage their own service delivery.
Answer
1: It is important to provide support that allows clients to self-manage
their own service delivery because it empowers them to take control of
their own lives and make decisions that are best for them. Self-
management also helps to build confidence and independence, which
can lead to improved overall wellbeing.
2: Examples of ways to support clients in a way that allows them to self-

manage their own service delivery include: • Providing information and
resources that will help them make informed decisions about their
service delivery.
• Encouraging them to take ownership of their service delivery by setting
goals and developing action plans.
• Helping them to identify and access appropriate support networks.
• Providing guidance and advice as needed.
• Offering emotional support and validation.
• Encouraging them to take responsibility for their own progress.

Activity 2E
Objective To provide you with an opportunity to encourage the person to build,
strengthen and maintain independence.
Activity 1. Outline ways that you can encourage clients to build, strengthen and
maintain independence.
2. Give an example of a time when you encouraged a client to build,

strengthen and maintain their independence. How did you do it? Why did
you do it this way?
Answers
1. One way to encourage clients to build, strengthen, and maintain
their independence is to provide them with resources and support to
help them accomplish tasks. I would suggest offering guidance or
advice on how to go about completing tasks and helping to identify
resources that may be available. Additionally, providing motivational
words and recognizing accomplishments can help to boost
confidence and build motivation.
2. For example, when I was working with a client, I wanted to help

them become more independent in their daily life. To do this, I
provided them with resources and tips to help them practice tasks,
such as grocery shopping, cooking, and managing their finances. I
also encouraged them by recognizing their successes and cheering
their progress. I did this because I believe in the power of positive
reinforcement and wanted to empower the client to take control of
their own life and be more independent.

Activity 1A to 2E checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is
required.
Learner’s name
Assessor’s name
Unit of Competence CHCCCS023- Support independence and wellbeing
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess Yes No
the competency of the learner? (Please circle)
Has sufficient evidence and information been provided by the learner for Yes No
the activity? (Please circle)
The learner’s
Not yet satisfactory Satisfactory
performance was:
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature

Activity 3A
Objective To provide you with an opportunity to promote and encourage daily living
habits that contribute to healthy lifestyle.
Activity 1. What does a healthy lifestyle involve?
2. Give examples of the ways that you can promote and encourage daily
living habits that will contribute to your clients’ healthy lifestyle.
Answers
1. A healthy lifestyle involves eating a balanced diet, exercising

regularly, getting enough sleep, managing stress, and avoiding
unhealthy habits such as smoking and excessive drinking.
3. Examples of ways to promote and encourage healthy living

habits include:
• Encouraging clients to eat a variety of fruits and vegetables, whole
grains, and lean proteins.
• Helping clients to set realistic goals for physical activity, such as
taking a walk every day or participating in a weekly exercise class.
• Recommending that clients get at least 7-8 hours of sleep each
night.
• Teaching clients relaxation techniques, such as deep breathing, to
help manage stress.
• Encouraging clients to avoid smoking and excessive drinking.
• Providing resources and support to help clients make healthy
lifestyle changes.

Activity 3B
Objective To provide you with an opportunity to support and assist the person to
maintain a safe and healthy environment.
Activity 1. Why is it important for your clients to maintain a safe and healthy
environment?
2. Outline the different ways that you can support and assist clients to
maintain a safe and healthy environment.
Answers
1. Maintaining a safe and healthy environment is important
because it allows people to live and work in a space that is free
from hazardous hazards and illnesses. It also ensures that people
are able to interact with each other without feeling threatened or
uncomfortable.
2. There are many ways you can support and assist your clients in
maintaining a safe and healthy environment. This could include
providing education about safety protocols and health regulations,
offering resources for safety equipment and personal protective
gear, or providing guidance on setting up a healthy workspace.
Additionally, you could create and enforce policies related to health
and safety, as well as implementing regular inspections of the
premises.

Activity 3C
Objective To provide you with an opportunity to identify hazards and report according
to organisation procedures.
Activity 1. Give examples of the types of hazards you may come across within your
job.
2. What are your organisation’s policies and procedures for reporting

hazards?
Answers
1. Examples of hazards that may be encountered in the workplace

include: slips, trips, and falls; electrical hazards; fire hazards; chemical
hazards; hazardous materials; and ergonomic hazards.
2. Organisations typically have policies and procedures in place for

reporting hazards. These may include: informing supervisors or
managers of any potential hazards; completing hazard reports; and
submitting the reports to the appropriate department or personnel.
Additionally, organisations may have specific protocols for responding to
hazards, such as conducting an investigation, implementing corrective
actions, and monitoring the effectiveness of the corrective actions.

Activity 3D
Objective To provide you with an opportunity to identify variations in a person’s
physical condition and report according to organisation procedures and
recognise indications that the person’s physical situation is affecting their
wellbeing and report according to organisation procedures.
Activity What physical symptoms of pain might you notice in a client? What should
you look out for to determine if this pain is affecting their wellbeing?
Physical symptoms of pain that you might notice in a client include:

• Pain or discomfort when moving or performing activities
• Swelling or tenderness in the affected area
• Redness or warmth in the affected area
• Difficulty sleeping or concentrating
• Loss of appetite
• Fatigue
• Difficulty performing daily activities
To determine if the pain is affecting their wellbeing, you should look out
for:
• Changes in mood or behaviour
• Increased irritability or agitation
• Withdrawal from social activities or interactions
• Difficulty concentrating or remembering
• Changes in sleeping patterns
• Loss of interest in activities they once enjoyed
• Low energy or motivation.

Activity 3E
Objective To provide you with an opportunity to identify physical health situations
beyond scope of own role and report to relevant person.
Activity Give an example of a time when the physical health situation of a client was
beyond the scope of your own role and answer the following questions:
 Why was it beyond the scope of your own role?

 How did you deal with it?
 Who did you report to?
 Why did you report to them?
Example: I was working as a mental health counsellor for a client who

was struggling with depression. During one of our sessions, the client
mentioned that they were having chest pains and shortness of breath. I
knew that this was beyond the scope of my own role as a mental health
counsellor and could potentially be a serious physical health issue.
I dealt with it by first asking the client if they had seen a doctor recently
and if they had any medication for the chest pains. I then explained to
the client that I was not qualified to diagnose or treat any physical health
issues and that they should seek medical attention as soon as possible.
I reported the situation to the client's primary care physician, as they

were the best person to assess the physical health issue. I reported to
them because they were the most qualified to diagnose and treat the
physical health issue.

Activity 4A
Objective To provide you with an opportunity to promote self-esteem and confidence
through use of positive and supportive communication.
Activity Write dialogues for the task below
Person B is the client and Person A is the worker (yourself).

Person A needs to demonstrate how they can use positive and supportive
communication to promote the self-esteem and confidence of Person B.
Person A: Hi Person B, it's great to meet you. I'm here to help you build
your self-esteem and confidence. Person B: Thanks, I'm not sure where
to start.
Person A: That's okay, we can take it one step at a time. First, let's talk
about your strengths. What do you think are your best qualities?
Person B: I'm a hard worker and I'm very organized.
Person A: Those are great qualities! It sounds like you have the
motivation and skills to achieve your goals. Now, let's talk about how you
can use those qualities to reach your goals. What do you think is the
best way for you to use your strengths?
Person B: I think I need to set realistic goals and break them down into
smaller steps so I can stay focused and motivated.
Person A: That's a great plan! It's important to set achievable goals so

you can stay on track. I'm confident that you have the skills and
determination to reach your goals. Is there anything else you need help
with?
Person B: No, I think I'm good. Thanks for your help.
Person A: You're welcome! I'm here to support you in any way I can.
Remember, you have the power to reach your goals. Believe in yourself
and you can do it!

Activity 4B
Objective To provide you with an opportunity to contribute to the person’s sense of
security through use of safe and predictable routines.
Activity 1. Why is it important to use safe and predictable routines?
2. Give examples of different aspects of a safe and predictable routine.
Answers
1. It is important to use safe and predictable routines because they

provide a sense of security and stability. Routines can help people feel
more in control of their environment and reduce stress. They can also
help to create a sense of structure and order, which can be comforting
and reassuring.
2.Examples of different aspects of a safe and predictable routine include:

• Establishing a regular bedtime and wake-up time.
• Eating meals at the same time each day.
• Taking regular breaks throughout the day.
• Setting aside time for activities such as exercise, hobbies, or
relaxation.
• Scheduling regular check-ins with friends and family.
• Creating a consistent daily routine for tasks such as cleaning, grocery
shopping, and other errands.

Activity 4C
Objective To provide you with an opportunity to encourage and facilitate participation
in social, cultural, spiritual activities, using existing and potential new
networks and as per the person’s preferences.
Activity 1. What are the benefits of social interaction?
2. Give examples of different social activities that you could encourage your
clients to participate in.
3. Give examples of cultural and spiritual activities that you could encourage
your clients to participate in.
Answers
1. The benefits of social interaction include improved mental health,
increased self-esteem, better communication skills, enhanced problem-
solving skills, improved relationships, and more.
2. Social activities can include attending a movie, going for a walk

together, sharing a meal, playing a game, going to a concert, attending a
sporting event, or volunteering.
3. Cultural and spiritual activities can include visiting an art gallery,

attending a religious service, learning about a culture through traditional
music, dancing, storytelling, or food, participating in a cultural
celebration, or engaging in meditation or yoga.

Activity 4D
Objective To provide you with an opportunity to identify aspects of supporting a
person’s wellbeing outside scope of knowledge, skills and/or job role and
seek appropriate support.
Activity 1. Outline 3 aspects of supporting a client’s wellbeing that would be outside
of the scope of your knowledge, skills and/or job role.
2. How would you deal with this? What support would you seek?
Answers
a. Mental health: Mental health issues can be complex and require
specialized knowledge and skills. If a client is exhibiting signs of mental
health issues, it would be outside of the scope of my knowledge, skills
and/or job role to provide support. I would seek out the appropriate
support from a mental health professional such as a psychologist,
psychiatrist, or social worker.
b. Substance abuse: Substance abuse can be a serious issue and

requires specialized knowledge and skills. If a client is exhibiting signs of
substance abuse, it would be outside of the scope of my knowledge,
skills and/or job role to provide support. I would seek out the appropriate
support from a substance abuse counsellor or addiction specialist.
c. Legal issues: Legal issues can be complex and require specialized

knowledge and skills. If a client is facing legal issues, it would be outside
of the scope of my knowledge, skills and/or job role to provide support. I
would seek out the appropriate support from a lawyer or legal aid
organization.

Activity 4E
Objective To provide you with an opportunity to identify variations to a person’s
wellbeing and report according to organisation procedures.
Activity 1. It is your job to identify variations to a client’s wellbeing. Give examples
of these variations.
2. If you were to identify variations, how would you report them?
Answers
1. Examples of variations to a person’s wellbeing:

• Changes in physical health, such as sudden weight loss or gain,
changes in energy levels, or difficulty with mobility.
• Changes in mental health, such as increased anxiety, depression, or
difficulty concentrating.
• Changes in behaviour, such as sudden outbursts of anger, withdrawal
from activities, or changes in sleeping patterns.
• Changes in social relationships, such as a decrease in contact with
family or friends, or difficulty maintaining relationships.
2. If you were to identify variations, you would report them according to

the organisation’s procedures. This could include documenting the
changes in the client’s file, informing the relevant supervisor or manager,
and/or referring the client to a specialist for further assessment.
Depending on the organisation’s policies, you may also need to inform
the client’s family or other relevant parties.

Activity 4F
Objective To provide you with an opportunity to identify any cultural or financial issues
impacting on the person’s wellbeing.
Activity 1. Give examples of cultural issues that may impact on the wellbeing of your
clients.
2. Give examples of financial issues that may impact on the wellbeing of

your clients.
3. Choose one of your answers from the previous questions and outline how
you would handle it.
Cultural Issues:
1. Language barriers: Clients may not be able to communicate
effectively due to language barriers, which can lead to feelings of
isolation and frustration.
2. Cultural differences: Clients may have different values, beliefs, and
customs which can lead to feelings of confusion and
misunderstanding.
3. Discrimination: Clients may face discrimination based on their
race, ethnicity, gender, or sexual orientation, which can lead to
feelings of anger, fear, and depression.
2. Financial Issues:
1. Low income: Clients may not have enough money to meet their
basic needs, which can lead to feelings of hopelessness and
despair.
2. 2. Debt: Clients may have too much debt, which can lead to
feelings of anxiety and stress.
3. 3. Lack of access to resources: Clients may not have access to
resources such as food banks, job training programs, or housing
assistance, which can lead to feelings of helplessness and
despair.
3. Example: If a client is facing language barriers, I would first assess

their language proficiency and determine if they need an interpreter
or translator. I would then provide them with resources to help them
learn the language, such as language classes or online tutorials. I
would also provide them with support and understanding, and create
a safe space for them to express their feelings. Finally, I would help
them find ways to connect with their community, such as joining a
cultural club or attending local events.

Activity 4G
Objective To provide you with an opportunity to identify the person’s risk and
protective factors in relation to mental health.
Activity 1. What are risk factors?
2. Give examples of risk factors of clients in relation to mental health.
3. What are protective factors?
4. Give examples of protective factors of clients in relation to mental health.
Answers:
1. Risk factors are characteristics or conditions that increase the
likelihood of developing a mental health disorder.
2. Examples of risk factors of clients in relation to mental health include:

family history of mental illness, childhood trauma, substance abuse,
chronic stress, poverty, social isolation, and certain medical conditions.
3. Protective factors are characteristics or conditions that reduce the

likelihood of developing a mental health disorder.
4. Examples of protective factors of clients in relation to mental health

include: strong social support, healthy lifestyle, positive coping skills,
access to mental health services, positive self-esteem, and resilience.

Activity 4H
Objective To provide you with an opportunity to recognise and report possible
indicators of abuse or neglect and report according to organisation
procedures and identify situations beyond scope of own role and report to
relevant person.
Activity 1. Give examples of the different signs of abuse or neglect.
2. If you were to identify one of the signs above, how would you report it?
3. Give an example of a situation that would be outside of the scope of your

own role. How would you deal with this situation? Who would you report
to?
Answers
1. Examples of signs of abuse or neglect include:
• Unexplained bruises, cuts, burns, or other injuries
• Changes in behaviour, such as sudden withdrawal, aggression, or
fear • Signs of malnourishment or dehydration
• Lack of appropriate clothing or hygiene
• Unexplained absences from school or other activities
2. If you were to identify one of the signs above, you should report it
according to your organisation's procedures. This could involve
speaking to your supervisor, or contacting the relevant authorities,
such as the police or social services.
3. An example of a situation that would be outside of the scope of

your own role would be if you suspected that a child was being
abused or neglected. In this situation, you should report your
concerns to the relevant authorities, such as the police or social
services. You should also inform your supervisor or manager of the
situation.

Activity 3A to 4H checklist – for assessor
required.
Learner’s name
Assessor’s name
Unit of Competence CHCCCS023- Support independence and wellbeing
(Code and Title)
The learner’s
performance was:

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

Objective: To provide you with an opportunity to show you have the required knowledge for this
unit.
Answer each question in as much detail as possible, considering your organisational requirements
for each one.
All answers will vary depending on the learner and the organisation they work for, but the learner
should be able to answer each question competently.
1. Create a list of basic human needs, explaining what each one entails in caregiving.
• Food and Nutrition: Ensuring that the person has access to nutritious meals and snacks throughout
the day.
• Clothing and Shelter: Providing the person with adequate clothing and shelter to protect them from
the elements.
• Hygiene: Helping the person to maintain good personal hygiene, including bathing, brushing teeth,
and changing clothes.
• Medical Care: Ensuring that the person has access to necessary medical care, including regular
check-ups and treatments for any illnesses or injuries.
• Companionship: Providing the person with companionship and emotional support.
• Safety and Security: Ensuring that the person is safe and secure in their environment.
• Cognitive Stimulation: Engaging the person in activities that stimulate their mind and help them stay
mentally active.
• Physical Activity: Encouraging the person to stay physically active and engage in activities that
promote physical health.
• Socialization: Helping the person to maintain relationships with family, friends, and other members
of the community.
2. Explain the concept of self-actualisation and how you can help clients to meet this need.
Self-actualisation is the highest level of Maslow’s Hierarchy of Needs and is the need to reach one’s
full potential. It is the need to become the best version of oneself and to live a meaningful and
fulfilling life. To help clients meet this need, it is important to provide them with the tools and
resources they need to reach their goals. This could include providing them with access to education,
career advice, and other resources that can help them develop their skills and talents. Additionally, it
is important to provide a supportive and encouraging environment where clients can feel safe to
express themselves and explore their potential. Finally, it is important to provide clients with the
opportunity to take risks and try new things in order to grow and develop.
3. List the 10 stages of human development, giving the age bracket and indicative signs where
appropriate

1. Infancy (0-2 years): This is the stage of rapid physical and cognitive development, where
babies learn to roll over, sit up, crawl, and walk.
2. Early Childhood (2-6 years): This is the stage of exploration and discovery, where children
learn to talk, use the toilet, and play with other children.
3. Middle Childhood (6-11 years): This is the stage of increased independence and self-
awareness, where children learn to read, write, and do basic arithmetic.
4. Adolescence (11-18 years): This is the stage of puberty and identity formation, where teens
experience physical, emotional, and social changes.
5. Early Adulthood (18-40 years): This is the stage of establishing independence, where young
adults learn to manage their finances, start careers, and form relationships.
6. Middle Adulthood (40-65 years): This is the stage of taking on more responsibility, where
adults focus on their careers, family, and community.
7. Late Adulthood (65+ years): This is the stage of retirement and reflection, where seniors may
experience physical and cognitive decline.
8. Old Age (80+ years): This is the stage of decline, where seniors may experience increased
frailty and decreased independence.
9. End of Life (90+ years): This is the stage of terminal decline, where seniors may experience
physical and cognitive decline.
10. Death: This is the stage of death, where the individual passes away.
4. Explain what is meant by the term wellbeing and give an example of encouraging well-being in
clients for the following circumstances:
Wellbeing is a state of being healthy, happy, and balanced in all aspects of life. It is a
holistic concept that encompasses physical, psychological, social, spiritual, cultural,
financial, and career/occupational aspects.
 Physical: Encouraging physical well-being in clients could involve providing them with
access to physical activities such as yoga, tai chi, or other forms of exercise. It could also
involve providing them with access to healthy foods and nutrition advice.
 Psychological: Encouraging psychological well-being in clients could involve providing
them with access to mental health services such as counselling or therapy. It could also
involve providing them with access to self-care activities such as mindfulness or relaxation
techniques.
 Social: Encouraging social well-being in clients could involve providing them with access to
social activities such as support groups or social clubs. It could also involve providing them
with access to resources that can help them build and maintain meaningful relationships with
others.
 Spiritual: Encouraging spiritual well-being in clients could involve providing them with
access to spiritual activities such as meditation or prayer. It could also involve providing
them with access to spiritual resources such as books, podcasts, or other forms of spiritual
guidance.
 Cultural: Encouraging cultural well-being in clients could involve providing them with
access to cultural activities such as language classes or cultural events. It could also involve
providing them with access to resources that can help them explore and celebrate their
cultural heritage.
 Financial: Encouraging financial well-being in clients could involve providing them with
access to financial education or budgeting tools. It could also involve providing them with
access to resources that can help them manage their finances and make informed financial
decisions.
 Career/Occupation: Encouraging career/occupational well-being in clients could involve
providing them with access to career counselling or job search resources. It could also

involve providing them with access to resources that can help them explore different career
paths and develop the skills necessary to succeed in their chosen field.
5. Create a comprehensive list of the types of individual differences you may encounter and how
these can affect the support you provide
Types of Individual Differences:
1. Physical: age, gender, race, disability, physical appearance, etc.

2. Cognitive: intelligence, learning style, problem-solving ability, etc.
3. Emotional: mood, temperament, self-esteem, resilience, etc.
4. Social: cultural background, communication style, family dynamics, etc.
How These Can Affect the Support You Provide:

1. Physical: Adapting the environment to accommodate physical needs, providing assistive
technology, etc.
2. Cognitive: Adjusting instruction to meet the individual’s learning style, providing additional
support and resources, etc.
3. Emotional: Creating a safe and supportive environment, providing emotional guidance, etc.
4. Social: Understanding cultural norms and expectations, providing guidance on communication and
social skills, etc.
6. What are the basic requirements for the good health of a person?
The basic requirements for good health include:

1. Eating a balanced diet with plenty of fruits, vegetables, and whole grains.
2. Getting regular physical activity.
3. Getting adequate sleep.
4. Practicing good hygiene.
5. Avoiding tobacco, alcohol, and other drugs.
6. Managing stress.
7. Keeping up with regular medical check-ups and screenings.
7. Create a list of mental health risk factors and mental health protective factors
Mental Health Risk Factors:
• Stressful life events
• Substance abuse
• Family history of mental illness
• Lack of social support
• Poverty
• Trauma
• Chronic physical illness
• Exposure to violence
• Lack of access to mental health services
Mental Health Protective Factors:

• Strong social connections
• Healthy coping skills
• Resilience
• Positive self-esteem
• Access to mental health services
• Engagement in meaningful activities

• Adequate nutrition • Adequate sleep
• Engagement in physical activity
8. What indications may signal signs of abuse or neglect of the following:
 Physical: Unexplained bruises, burns, cuts, broken bones, or other physical injuries.
 Sexual: Unexplained sexually transmitted infections, inappropriate sexual behaviour, or
difficulty walking or sitting.
 Psychological: Low self-esteem, depression, anxiety, withdrawal from activities, sudden
changes in behaviour, or unexplained fear.
 Financial: Unpaid bills, lack of basic necessities, or unexplained disappearance of money or
valuables.
9. Within your workplace, establish what the requirements are for suspected abuse or neglect
situations
The requirements for suspected abuse or neglect situations within the workplace will vary depending
on the specific workplace and the policies and procedures that are in place. Generally, however,
employees should report any suspected abuse or neglect to their supervisor or other designated person
immediately. Depending on the situation, the supervisor or designated person may need to contact the
appropriate authorities, such as law enforcement or child protective services. Employees should also
be aware of any local laws or regulations that may apply to the situation. Additionally, the workplace
should have a policy in place for how to respond to suspected abuse or neglect, which should be
followed.
10. Research service delivery models that are available in your local area. Record your findings
Service Delivery Model | Description

---------------------|------------
Home Care | Home care services provide assistance with activities of daily living such as bathing,
dressing, meal preparation, and medication management.
Adult Day Care | Adult day care services provide a safe and supervised environment for adults who
need assistance with activities of daily living, such as bathing, dressing, and meal preparation.
Respite Care | Respite care services provide short-term relief for family caregivers who need a break
from the daily demands of caring for a loved one.
Hospice Care | Hospice care services provide end-of-life care for individuals who are terminally ill.
Mental Health Services | Mental health services provide counselling, therapy, and support for
individuals who are struggling with mental health issues.
Substance Abuse Services | Substance abuse services provide treatment and support for individuals
who are struggling with addiction.
11. Research funding models that are available in your local area. Record your findings
In my local area, there are several research funding models available.

These include:
1. Government grants: These are provided by the federal, state, and local governments to fund
research projects.
2. Private foundations: Private foundations are organizations that provide grants to support research
projects.
3. Corporate sponsorships: Companies may provide funding for research projects in exchange for
promotional benefits or other considerations.

4. Crowdfunding: Crowdfunding is a way for individuals to raise money for research projects by
asking for donations from the public.
5. Venture capital: Venture capitalists provide funding to research projects in exchange for a share of
the profits.
6. Angel investors: Angel investors are wealthy individuals who provide funding to research projects
in exchange for a share of the profits.
12. Discuss the issues that can impact health and wellbeing
The following are some of the issues that can impact health and wellbeing:
1. Poor nutrition: Poor nutrition can lead to a variety of health issues, such as obesity, diabetes, heart
disease, and other chronic illnesses.
2. Lack of physical activity: Physical activity is important for overall health and wellbeing. A lack of
physical activity can lead to obesity, heart disease, and other chronic illnesses.
3. Stress: Stress can have a negative impact on physical and mental health. It can lead to depression,
anxiety, and other mental health issues.
4. Substance abuse: Substance abuse can lead to a variety of health problems, including addiction,
liver damage, and other physical and mental health issues.
5. Environmental factors: Exposure to pollutants, such as air pollution, can have a negative impact on
health and wellbeing.
6. Social isolation: Social isolation can lead to depression, anxiety, and other mental health issues.
7. Poor sleep: Poor sleep can lead to a variety of health issues, including fatigue, poor concentration,
and weakened immune system.
13. How can community values and attitudes, including myths and stereotypes impact upon an
individual’s wellbeing?
Community values and attitudes, including myths and stereotypes, can have a significant impact on an
individual's wellbeing. These values and attitudes can shape how an individual perceives themselves
and how they interact with others. For example, if a community has a negative attitude towards
mental health, an individual may feel ashamed or embarrassed to seek help for mental health issues.
Similarly, if a community has a negative stereotype of a certain group of people, an individual may
feel excluded or judged, leading to feelings of isolation and low self-esteem. Additionally, myths and
stereotypes can lead to false assumptions and expectations, which can lead to feelings of
disappointment and frustration.
14. Create a list of expressions of sexuality and explain the potential effects of suppressing a
client’s sexual expression.
Expressions of sexuality can include:

1. Sexual orientation (eg. heterosexual, homosexual, bisexual, pansexual, asexual, etc.)
2. Gender identity (eg. male, female, non-binary, genderqueer, etc.)
3. Sexual behaviour (eg. monogamy, polyamory, celibacy, etc.)
4. Sexual fantasies
5. Sexual interests
6. Sexual expression (eg. through art, writing, etc.)
7. Sexual pleasure
The potential effects of suppressing a client’s sexual expression can include:

1. Low self-esteem and feelings of shame or guilt.
2. Difficulty forming and maintaining intimate relationships.
3. Increased risk of depression and anxiety.
4. Increased risk of substance abuse.
5. Difficulty expressing emotions.
6. Difficulty expressing needs and desires.
7. Difficulty communicating with others.

8. Difficulty finding and maintaining meaningful employment.
15. Create a list of verbal and non-verbal actions that count as emotional abuse. What indicators
may you see in a client who is suffering emotional abuse?
Verbal Actions:
-Name-calling
-Threatening
-Humiliating
-Yelling
-Criticizing
-Gaslighting
-Manipulating
-Accusing
-Blaming
Non-Verbal Actions:
-Ignoring
-Withholding affection
-Staring
-Intimidating
-Isolating
-Silent treatment
Indicators of a client suffering emotional abuse:

-Low self-esteem
-Depression
-Anxiety
-Anger
-Fear
-Isolation
-Lack of trust
-Difficulty expressing emotions
-Difficulty making decisions
-Substance abuse
16. In the context of your own current or prospective job role, outline a client scenario where an
individual requires caregiving services. For the specific scenario you have outlined, write a
summary of the support strategies, resources and networks you would implement to ensure
the wellbeing of the client. An example scenario is a recent elderly widow who has limited
mobility. The services, resources and networks that may be utilised for her care may include
transport services, food delivery service and enrollment in an over 60s social activity group.
The client in this scenario is a recent elderly widow who has limited mobility. The support
strategies, resources and networks that can be implemented to ensure her wellbeing
include:
• Transport services: providing her with access to transportation services to help her get to
and from medical appointments, grocery stores, social activities and other places she needs
to go.
• Food delivery service: arranging for a food delivery service to bring her groceries and
meals to her home so she does not have to worry about going out to get food.

• Social activities: enrolling her in an over 60s social activity group to help her stay
connected with her peers and to give her something to look forward to.
• Home care services: arranging for home care services to help her with daily tasks such as
cleaning, laundry and other household chores.
• Mental health support: providing her with access to mental health support services to help
her cope with her grief and any other emotional issues she may be facing.
• Financial assistance: helping her access financial assistance programs to help her pay for
any necessary medical care or other expenses.
• Community support: connecting her with local community support services to help her find
resources and assistance in her area.
These strategies, resources and networks will help ensure the wellbeing of the client by
providing her with the necessary support and assistance she needs to live a comfortable and
fulfilling life.
17. Create a definition of each of the following and summarise how they are relevant to your
current or prospective job role:
 Dignity of risk: Dignity of risk is the concept of allowing individuals to take risks in
order to experience personal growth and development. It is relevant to my current
and prospective job role as it encourages individuals to take risks and learn from their
mistakes, which can lead to increased confidence and self-esteem.
 Human rights: Human rights are the fundamental rights and freedoms that all people
are entitled to regardless of their race, gender, age, sexual orientation, etc. They are
relevant to my current and prospective job role as it is my responsibility to ensure that
all individuals are treated fairly and with respect, and that their rights are protected.
 Discrimination: Discrimination is the unjust or prejudicial treatment of different

categories of people, especially on the basis of race, age, or sex. It is relevant to my
current and prospective job role as it is my responsibility to ensure that all individuals
are treated fairly and without discrimination.
 Mandatory reporting: Mandatory reporting is the legal requirement to report any

suspected or known cases of child abuse or neglect to the relevant authorities. It is
relevant to my current and prospective job role as it is my responsibility to ensure that
any suspected or known cases of child abuse or neglect are reported in accordance
with the law.
 Privacy, confidentiality and disclosure: Privacy, confidentiality and disclosure refer to

the protection of personal information and the sharing of such information with only
those who have a legitimate need to know. It is relevant to my current and
prospective job role as it is my responsibility to ensure that all personal information is
kept confidential and only shared with those who have a legitimate need to know.
 Work role boundaries – responsibilities and limitations: Work role boundaries refer to
the responsibilities and limitations of a job role. It is relevant to my current and
prospective job role as it is my responsibility to ensure that I am aware of my
responsibilities and limitations and that I adhere to them.

Knowledge Activity Assessor Checklist
required.
Learner’s name
Assessor’s name
Unit of Competence CHCCCS023 - Support independence and wellbeing
(Code and Title)
The learner’s
performance was:

Report Writing
Write a report explaining how you will safely support 3 people with different needs to enhance
their independence and well-being.
Write 150-200 words for each scenario.
Scenario 1:
I will support three people with different needs to enhance their independence and
well-being by first assessing their individual needs. This will involve talking to each
person to understand their individual abilities, preferences, and goals. I will also
review any existing medical records or assessments to gain a better understanding
of their needs.
Once I have a better understanding of their needs, I will create a plan of action that
outlines how I can best support each person. This plan will include strategies to help
them become more independent, such as providing assistance with daily tasks,
teaching new skills, and providing emotional support. I will also ensure that the plan
is tailored to each individual’s needs and preferences.
To ensure safety, I will monitor the progress of each person and provide feedback
when necessary. I will also provide regular check-ins to ensure that the plan is
working and that the person is feeling supported. Additionally, I will ensure that the
environment is safe and that any necessary safety measures are in place.
Scenario 2:
of their needs.
environment is safe and that any necessary safety measures are in place. I will also
ensure that any equipment or tools used are appropriate for the person’s needs and
that they are properly trained in their use.

Scenario 3:
of their needs.
environment is safe and that any necessary safety measures are in place. I will also
ensure that any equipment or tools used are appropriate for the person’s needs and
that they are properly trained in their use. I will also provide support and guidance to
help each person manage their own safety, such as teaching them how to identify
potential risks and how to respond to them.
Report writing- assessor checklist

required.
Learner’s name
Assessor’s name
Unit of Competence CHCCCS023 - Support independence and wellbeing
(Code and Title)
The learner’s
performance was:


Supplementary Oral Questions (optional) – for assessor
The below table is for you to document any supplementary verbal questions you have asked
the learner to determine their competency. For example, if you are unsure of their answer
to a question in the Learner Workbook, you may choose to ask them a supplementary
question to clarify their understanding of the relevant criteria.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:

Question:
Learner answer:
Question:
Learner answer:
Question:
Learner answer:

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

Support independence and wellbeing workbook

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

Support independence and wellbeing workbook

Uploaded by

Copyright:

Available Formats

CHCCCS023

CHCCCS023 Learner workbook Version 1.1 Page 2 of 48

CHCCCS023 Learner workbook Version 1.1 Page 3 of 48

 Demonstrate that you have researched the topic thoroughly

 Cover the topic in a logical, structured manner

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

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

 Handing in assessments without the adequate acknowledgement of sources used, including

CHCCCS023 Learner workbook Version 1.1 Page 4 of 48

CHCCCS023 Learner workbook Version 1.1 Page 5 of 48

A demonstration will require:

 Undertaking a simulation exercise.

CHCCCS023 Learner workbook Version 1.1 Page 6 of 48

Please complete the following activities and hand in to your

This forms part of your assessment for CHCCCS023 - Support

Student Full Name: _________________________________

Student Number: __________________________________

CHCCCS023 Learner workbook Version 1.1 Page 7 of 48

2. Example: One of my clients is a middle-aged woman from a rural

3. When providing care and support to this client, I respect her

CHCCCS023 Learner workbook Version 1.1 Page 8 of 48

CHCCCS023 Learner workbook Version 1.1 Page 9 of 48

My client is a middle-aged adult who is living with a chronic health

When engaging in support activities, I consider my client’s individual

CHCCCS023 Learner workbook Version 1.1 Page 10 of 48

2. Discuss the following statement: “I can’t discuss expressions of sexuality

3. An older gentleman you have been supporting has come to you to

Finally, I would ensure that I am providing him with appropriate care

CHCCCS023 Learner workbook Version 1.1 Page 11 of 48

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

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

1. Physical Needs: Swimming, walking, running, biking, yoga, tai chi,

CHCCCS023 Learner workbook Version 1.1 Page 12 of 48

2. What are client strengths?

3. What is self-care capacity?

4. Think of one of your clients. Without giving away any personal

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

CHCCCS023 Learner workbook Version 1.1 Page 13 of 48

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

2. It is essential to communicate the importance of using available

CHCCCS023 Learner workbook Version 1.1 Page 14 of 48

CHCCCS023 Learner workbook Version 1.1 Page 15 of 48

2: Examples of ways to support clients in a way that allows them to self-

CHCCCS023 Learner workbook Version 1.1 Page 16 of 48

2. Give an example of a time when you encouraged a client to build,

2. For example, when I was working with a client, I wanted to help

CHCCCS023 Learner workbook Version 1.1 Page 17 of 48

If not yet satisfactory, date for reassessment:

CHCCCS023 Learner workbook Version 1.1 Page 18 of 48

1. A healthy lifestyle involves eating a balanced diet, exercising

3. Examples of ways to promote and encourage healthy living

CHCCCS023 Learner workbook Version 1.1 Page 19 of 48

CHCCCS023 Learner workbook Version 1.1 Page 20 of 48

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

1. Examples of hazards that may be encountered in the workplace

2. Organisations typically have policies and procedures in place for

CHCCCS023 Learner workbook Version 1.1 Page 21 of 48

Physical symptoms of pain that you might notice in a client include:

CHCCCS023 Learner workbook Version 1.1 Page 22 of 48

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

Example: I was working as a mental health counsellor for a client who

I reported the situation to the client's primary care physician, as they

CHCCCS023 Learner workbook Version 1.1 Page 23 of 48