Chcccs015 Student Workbook (Word) (c3) .v1.1

STUDENT ASSESSMENT
BOOKLET
CHCCCS015 PROVIDE INDIVIDUALISED SUPPORT
Student first name: Nischal_________________________________________________________________
Student last name: Poudel_________________________________________________________________

© 2015 RTO Advice Group Pty Ltd
Eduworks Resources is a division of RTO Advice Group Pty. Ltd.
Cover image © Bigstock www.bigstock.com (Image 1) and © Shutterstock www.shutterstock.com (Images 2 & 3)
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 4 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 questions to show that you
understand the knowledge required of this unit.
Assessment Task 2: Case study You are to read the case study and answer the questions that
follow.
Assessment Task 3: Workplace project You are to develop a report on the support
services provided to three different clients.
Assessment Task 4: Workplace You need to complete this task in your workplace. There are
observations two parts to this task:
 Part A requires you to provide support services to a client
 Part B requires you to complete and store reports and
documentation as per your workplace’s policies and
procedures.
Your assessor will observe you during this task.
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.
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© 2015 Eduworks Resources, a division of RTO Advice Group Pty Ltd Page 3
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.
Assessment Requirements Due date
1. Written questions
2. Case study
3. Workplace project
4. Workplace observations
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?
____________________________________________________________________________________________________
Do you understand your rights to appeal the decisions made in an assessment?  Yes  No
Student name: NischalPoudel
Student signature: Nischal Date: 10/09/2022
Assessor name: _____________________________________________________________________________________
Assessor signature: _____________________________________________________ Date: ________________________
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ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 1
Students: Please fill out this cover sheet clearly and accurately for this task.
Make sure you have kept a copy of your work.
Name: NischalPoudel
Date of birth: 23/01/1997 Student ID:
Unit:
 CHCCCS015 Provide individualised support.
Student to complete Assessor to complete
Student
Resubmission? Sufficient/
Assessment Task Y/N initials insufficient Date
Written questions
STUDENT DECLARATION
I Nischal Poudel declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature: Nischal
Date: 22/08/2022
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ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
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Assessor signature: __________________________________________________________________________________
Assessor name: _____________________________________________________________________________________
Date: ______________________________________________________________________________________________
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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 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 your own time.
 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.
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QUESTION 1
Provide a definition of each of the following:
 Person-centred practice
Person-centered practise refers to a method of locating, offering, and organising services that is based on
hearing what clients want in order to support their ability to live in their communities and environments as
they see fit.
 Strengths-based practice
A social work practise idea known as "strengths-based practise" places a focus on clients' autonomy and
strengths. It is a method of thinking about customers and a worldview that sees them as resourceful and
resilient in the face of hardship.
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 Active support
Active support is a person-centered method of giving immediate assistance. Active support aims to provide
continuing, everyday assistance so that persons with even the most severe impairments can participate in
a wide range of opportunities and activities of their choosing.
QUESTION 2
Explain the following types of person-centred approaches.
 PATH – Planning Alternative Tomorrows with Hope
Various Planning Options A visual planning tool called Toowoomba with Hope (PATH) is employed to
resolve issues, establish short- and long-term objectives, and generate action. PATH planning begins with a
forward-looking perspective before working backwards to determine the initial steps towards the life you
desire.
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 MAPs – Making Action Plans
Making Action Plans (MAPs) is a planning procedure for individuals and groups that starts with a narrative
or historical account. In order for us to get to know someone or an organisation, dream with them, and start
creating a plan to move in the direction of their aspirations, MAPs features a series of empty container
questions that ask a person or organisation to tell us some of the milestones on their path.
 PFP – Personal Futures Planning
PFP is a procedure that helps teams make plans for a person's next stage of life. The team often consists of
the person's family, a teacher or rehabilitation specialist, as well as friends, neighbours, and other important
figures in the person's life. They get together with the target person to discuss the future, putting more of an
emphasis on what the person enjoys and is capable of than on a predetermined result.
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 Circles of Support
A circle of support entails a group of individuals congregating around a person with a handicap at the
Center to support their planning, goal-setting, and execution. A chance to express goals, dreams, and
heartbreaks is also presented, as well as encouragement for the individual at the centre of the circle to have
a fulfilling life.
QUESTION 3
Describe what the term ‘self-directed support services’ means.
The main strategy for achieving the objectives listed in a person's plan—which involves making decisions
about their life and selecting the requirements they have—is self-directed assistance. The self-directed
method places the disabled person at the centre and, to the degree that they are able, puts them in charge
of the planning, design, and execution of the services and supports they require.
For instance, you determine the types of assistance you require and who will give them.
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QUESTION 4
Describe the concept of ‘self-determination’.
the process by which an individual manages their own life, including decision-making for achieving their
expectations and goals. There are chances for residents to discuss their preferences and points of
reference with the staff, who utilise this information to direct their treatment after receiving it.
QUESTION 5
Part of your role and responsibilities when providing individualised support is to meet your service’s
documentation requirements.
What documentation are you required to complete as part of your work in providing client support? Provide at
least three examples and explain the purpose of each one.
Example 1: Referrals report:

To determine client’s eligibility for government funded aged care services
Example 2: Complain report;

It is made for service providers to improve the quality of care and services.
These reports can help other people too.
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Example 3: Incident report;
To document details of the events
To minimize or prevent risk of future incidents
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QUESTION 6
Under what circumstances might you need to complete a client risk assessment? Provide three examples.
Example 1: Before new processes or activities are introduced.
Example 2: When new knowledge about damage becomes available, when goods, machines, tools, or
equipment change, or before adjustments are made to current processes or activities.
Example 3: When hazards are identified.
QUESTION 7
a) Provide a definition of each of the following and an example of each in practice.

 Privacy
Given their living circumstances and the level of care needed, elderly patients have the right to some
degree of personal privacy.
For instance, personal space (physical privacy), personal information (informational privacy), personal
preferences, such as cultural and religious affiliations, and personal ties with family and other close friends
(relational privacy) (associational privacy).
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 Confidentiality
the right to privacy and control over who sees the information that patients in senior living facilities provide
to staff members.
For instance, name, birthdate, age, sex, and address.
 Duty of care
the obligation to avoid doing anything that may reasonably be expected to hurt or injure another person.
This calls for qualified personnel, secure surroundings, and high-quality clinical treatment in an aged care
environment.
For instance, one employee is now restricted to a wheelchair after being in a vehicle accident.
 Dignity of risk
It refers to the legal freedom to make decisions and accept risks that all people, including those with
disabilities, have in order to develop personally and live lives of greater quality.
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 Discrimination
It involves treating a customer less favourably than another individual in a comparable position because to
that client's age, religion, colour, sex, handicap, and other factors.
For instance, prejudice based on age, disability, or sexual orientation.
 Mandatory reporting/compulsory reporting
Selected types of persons are required by law to inform the appropriate authorities if they suspect child
abuse or neglect.
Risk of maltreatment, such as physical or sexual abuse
 Responsibilities and limitations relating to work role boundaries
taking care of patients and their families during illness and recovery. Giving the customer personal care,
such as personal hygiene, clothing, and bathing. Observe their feelings and dignity.
Keeping a client's confidential medical information to yourself, for instance.
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b) Now read each scenario and match it 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 the mental health issues of one of her aged care clients and
disclosing personal details. Beth is outside in the garden area – you are pretty sure that at least one client
has overheard her conversation as well.
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.
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 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.
Scenario F
Georgie has a mental illness and wants to go outside and put the fallen twigs that have accumulated in the
garden into a big pile. Felipe, his support worker tells him strictly that he’s not allowed to go outside for fear
of him poking himself in the eye or falling over. Georgie has fallen over in the garden once before. Felipe
locks the door and Georgie begins to cry.
Scenario G
Maria has a mild intellectual disability. She has capacity to make her own decisions, and has not identified
anyone who can make decisions on her behalf. Amy, her sister, approaches a new employee at your
service and asks them for health information about Maria, particularly related to some new medication she
has heard Maria is taking. Maria says she wants to research the medication and make sure that it is the
right choice for Amy. The carer looks up Maria’s record and provides Amy with the medication details.
Ethical issue/breach Which scenario covers this?
Privacy/confidentiality B
Discrimination A
Work role/boundaries D
Duty of care E
Mandatory reporting C
Dignity of risk F
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QUESTION 8
Explain the key objectives of the United Nations Convention on the Rights of Persons with Disabilities
(UNCRPD)..
Promoting, defending, and ensuring that all people with disabilities are able to fully enjoy all human rights
and basic freedoms is the main goal of the United Nations Convention.
QUESTION 9
Provide three examples of circumstances that require you to make an adjustment or variation of a client’s
individual plan.
Example 1: Physical and intellectual disabilities.
Example 2: Physiological problems.
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Example 3: Mental health issues.
QUESTION 10
Provide five examples of client rights that you must uphold as part of your job role.
Example 1: Freedom of association
Example 2: Informed choice
Example 3: Dignity
Example 4: Confidentiality
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Example 5: Privacy
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QUESTION 11
Provide two examples of when members of the support team might be required to provide feedback on
individual plans.
Example 1: . When a client's health state changes, such as when they become ill or become well, it
becomes necessary to provide them with more support to maintain their health.
Example 2: when clients' bodily natures alter in some way. For example, they may be gaining or losing
weight.
QUESTION 12
List three situations where a care worker may experience a risk to their health or safety.
 • Transferring and handling equipment, such as beds, mattresses, trolleys, and wheelchairs;
 lifting, supporting, and moving patients;
 Workplace violence
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QUESTION 13
a) Identify three examples of risks that can occur in a care environment.
Example 1: Moving and handling
Example 2: Slips and trips
Example 3: Violence, aggression or challenging behaviour.
b) Explain what steps a worker should take when they are confronted with such risks to one’s safety.
Identify hazards i.e. any things that may cause harm

Decide who may be harmed, and how.
Assess the risks and take action.
 QUESTION 14
For each area below, identify three examples of how carers can support ongoing skills maintenance and
development of new skills in each area
Life skills
Example 1: Critical thinking
Example 2: Problem solving
Example 3: Decision making
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Social skills
Example 1: Get along with others
Example 2: Helping others
Example 3: Always be responsible for your behaviour
Vocational skills
Example 1: Hair styling and cosmetology
Example 2: Food service
Example 3: Dental care
Personal support skills
Example 1: Technical skills
Example 2: Communication skills
Example 3: Leadership skills
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QUESTION 15
a) Read the scenario below and identify a minimum of five factors that would affect the support received by
this client.
Antonio is a 45-year-old male client who sustained an acquired brain injury after a
motorcycling accident. He is an Italian expatriate who moved to Australia with his family 5
years ago. He speaks little English and prefers to use Italian where possible, depending on his
children to assist him with translation. He is unable to work as a result of his injury and has
become isolated since the accident, rarely leaving his home and relying predominantly on his
wife and children for support.
 Responsibilities of the support team

 Strength-based activities
 Support workers rules and responsibilities
 Strategy
 Additional support service.
b) Explain how social devaluation can impact clients who require support.
Perceptions of persons as playing undesirable social roles make up the devaluation process. For instance,
being a sick person, a target of sympathy, a perpetual kid, or a threat to society might have negative effects
on the individual, such as lost opportunities, rejection, segregation, a lack of options, poverty, and the
possibility of abuse.
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c) Explain how cultural differences can affect clients who require support.
Many older people from different cultures may avoid making eye contact with strangers. Therefore, it could
be a factor in the ineffective communication between patients from other cultures and their doctors.
QUESTION 16
There are many people you would be expected to work alongside and liaise with in your profession as an
individual support worker. In order to provide the best possible care for your clients, it is important to
understand the roles and responsibilities of different parties.
a) For each of the following roles, provide a description of what their expected responsibilities in the
workplace would be.
Role Responsibilities
Carers and families Respect for their individual human worth and dignity. Also, need to respect for
patients privacy.
Person being supported Observe their right to privacy. comprehensive knowledge, instruction, training,
and assistance to help them in their care and assistance jobs. get programmes
that help them in their role as caregivers and supporters. Participate in the
creation of social, physical, and mental health policies.
Health professionals Accessing urgent services.

How to make a referral.
What happens after a referral?
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Individual workers Helping residents with their daily routine.
Administering medication.
Delivering specialist aged care services.
Supervisors Facilitate the interests and rights of clients.

Facilitate the empowerment of older people.
Coordinate services for older people.
Implement interventions with older people at risk.
b) For each role pairing below, describe the type of interaction that would occur as well as the
communication methods or channels.
Role pairing Reasons for interaction Communication

methods/channels
Supervisor/Individual to promote employee trust, which will Meetings

workers boost morale, productivity, and
production overall.
Health professionals/ To gather patient’s history affective touch, looking, smiling,

Carers and families physical proximity, and careful
listening
Person being supported/ To build therapeutic relationship Face-to-face interaction

Health professionals
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Role pairing Reasons for interaction Communication
methods/channels
Individual workers/Carers For quality of patient outcomes Verbal communication with a good
and families gesture
Supervisor/Carers and Excellent cooperation is encouraged Face-to-face communication

families through effective staff communication,
which also fosters consistency and
clarity within the patient care team.
Person being supported/ For building trust One-on-one communication

Individual workers
QUESTION 17
Provide a brief description for each model of care in the table below.
Model of care Description
Person-centred model
A person-centered approach puts the customer first and places them at the
centre of the service. Instead of the person's illness or impairment, the
emphasis is on what they are capable of. Support should be targeted to the
individual's requirements and specific situation with an emphasis on helping
them achieve their goals.
Service delivery An immediate result of the inputs into the health system, such as the health
personnel, purchasing and supplying, and finance, is service provision or
delivery. A health system's major duties include guaranteeing the provision of
health services that adhere to a minimal quality level and safeguarding access
to them.
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Advocacy
Aiding others in finding their voice is another aspect of advocacy. Promoting
someone's or a group's interests or cause is called advocacy.
Inter-agency approach agencies and families working together to solve problems in an

interdependent manner with the goal of bettering services for children and
families
Charity model An outgrowth of the medical model is the charity model. The Medical Model
serves as the foundation for the basic reasoning, which is broadened to
include a tragic and pitiful view of disability.
Medical model The medical model is a biopsychosocial model that analyses a patient's issues
and connects them to the diagnostic construct utilising clinical feature pattern
recognition.
Rights model The battle for access to the advantages that individuals would have otherwise
enjoyed if they were not impaired is the main focus of the rights paradigm.
QUESTION 18
There are some situations that you may encounter where it is appropriate to confirm information or details in a
client’s individualised plan with their family and/or carers.
Provide three situations under which you may need to communicate with the client’s family and/or carers.
1. Ask the family member to provide emotional support to the patient.
2. Encourage to cope with the healthcare for finding out the best strategies in order to improve
patient’s health condition.
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3. Maintain the peaceful environment around so that patient can be mentally well.
QUESTION 19
One of your responsibilities as a care worker is to observe your clients for changes and report them to your
supervisor. List three observations you might make that you would need to report to your supervisor.
1. Patient’s vital signs are normal.
2. Health condition is improving.
3. Patient is sad because he miss his family.
QUESTION 20
It is part of your role and responsibility as a care worker to complete workplace documentation, including
progress notes and observations of your clients. Services will have specific requirements around how you are
to record your information.
Indicate at least six guidelines that must be followed when documenting observations and client information.
2. clear
3. Easily understood
4. Accurate
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5. Signed properly
6. 5. Working hours should be mentioned
7. Time and date should be mentioned.
QUESTION 21
As part of a service’s privacy procedures, client documentation and other information must be stored in a way
that will keep client’s information private.
Explain three ways in which a worker must ensure that information is stored as per procedure.
1. . Establish a document control process.
2. Store the documents on lockable cabinets
3. Determine who is responsible for obtaining information.
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QUESTION 22
As you are working closely with clients, you will get to know them well and will often be able to identify when
something may be wrong or of concern. The signs you are seeing could be that the client has unmet needs.
List four indicators of unmet needs you may encounter in your work as a care worker.
1. Environment context
2.Medication
3. . Physical well being
4. Emotional well being
What do I need to hand in for this task? Have I completed this?
Your answers to each question 
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ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 2
Students: Please fill out this cover sheet clearly and accurately for this task.
Make sure you have kept a copy of your work.
Name: Nischal Poudel
Date of birth: 23/01/1997 Student ID:
Unit:
 CHCCCS015 Provide individualised support
Student to complete Assessor to complete
Student
Resubmission? Sufficient/
Assessment Task Y/N initials insufficient Date
Case study
STUDENT DECLARATION
I declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature: Nischal
Date: 09/10/2022
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ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
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Assessor signature: __________________________________________________________________________________
Assessor name: _____________________________________________________________________________________
Date: ______________________________________________________________________________________________
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ASSESSMENT TASK 2: CASE STUDY
TASK SUMMARY:
You are to read the case study and answer the questions that follow.
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 responses).
WHEN DO I DO THIS TASK?

 You will do this task in your own time.
 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:
Read the case study below and answer the questions.
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.
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1. Imagine you were Tully’s support worker. Explain how you would do the following:
 Interpret and clarify your role in putting in place an individualised plan for Tully, and why.
 Who you would work with in putting together the individualised plan and why.
 Who you would discuss issues with if you encountered situations that were beyond your skills,
knowledge or area/s of responsibility, and what the role of that person would be?
 Ensure that Tully understands her rights as a client and what she can do if she feels her rights are
being infringed upon.
To lessen anxiety, avoid loud noise and create a calm setting. because she gets anxious around loud
noises, which makes her smoke more frequently. We can provide Tully a peaceful and quiet time to indulge
on her interests because she enjoys reading, painting, and music.
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2. Explain how you would work with Tully to determine strategies to help her achieve her goal. In your
answer, identify at least three strength-based activities that would assist in promoting her independence,
and how you would ensure Tully is able to make her own informed decisions.
Strength-based activities- Tully can walk a short distance so, we can encourage her to walk to increase her
independence.
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3. Identify at least two other health professionals who may be involved in supporting Tully to achieve her
goal.
Support personnel Roles and duties: As a support worker, we may encourage her to quit smoking by taking
certain well-informed actions. For instance, we may give her some alone time to paint or read a book.
4. It’s two weeks later and Tully tells you that she wants to go for a longer walk today, down a particular tree-
lined street that she finds relaxing. Her confidence has been building as she has noticed progress in her
general health and wellbeing.
You know that the end of the street has some roadworks being done on it and there are a few noisy trucks
and machinery. You tell Tully no, it’s not a good idea and explain why. She becomes frustrated and upset
– she was so looking forward to the walk and thinks she can deal with the noise if she knows it’s coming
and she can approach it slowly.
Have you done the right thing for Tully? Explain your answer. What other options could you have
suggested?
The support team's duties include ensuring that Tully approves of the decisions we make for her and that
she participates in the decision-making process. We also have a duty to ensure the safety of Tully's plans.
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5. It’s many months later and Tully has successfully quit smoking. She managed to get down to two
cigarettes a day, and then decided to quit completely. She is ecstatic at exceeding her original goal!
Explain how you would support Tully to maintain the strategies and skills she learned to help her quit
smoking, to ensure that she does not ‘fall off the wagon’ and start smoking later down the track.
Additional support services- We can include physio services to do some exercise to maintain her mobility.
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6. You go on leave for several weeks and when you return you notice that Tully’s stress and anxiety levels
seem to have increased somewhat. She also appears to have put on some weight. There are several
unfinished craft activities put aside and she appears to have no interest in completing them.
What appears to be the problem and what might be the risks involved? What would you do in this
situation?
Monitoring and review strategy- We need to closely monitor her smoking if our strategies are effective or
not.
What do I need to hand in for this task? Have I completed this?
Your answers to these questions 
685998995.DOCX

Chcccs015 Student Workbook (Word) (c3) .v1.1

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Chcccs015 Student Workbook (Word) (c3) .v1.1

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STUDENT ASSESSMENT

Student first name: Nischal_________________________________________________________________

Student last name: Poudel_________________________________________________________________

Eduworks Resources is a division of RTO Advice Group Pty. Ltd.

ABOUT YOUR ASSESSMENTS

Assessment Task About this task

How to submit your assessments

Assessment Task Cover Sheet

Assessment Requirements Due date

AGREEMENT BY THE STUDENT

Do you understand the requirements of this assessment?  Yes  No

Student name: NischalPoudel

Student signature: Nischal Date: 10/09/2022

Assessor name: _____________________________________________________________________________________

Assessor signature: _____________________________________________________ Date: ________________________

Date of birth: 23/01/1997 Student ID:

Student to complete Assessor to complete

I Nischal Poudel declare that these tasks are my own work.

None of this work has been completed by any other person.

Student signature: Nischal

Student name: NischalPoudel

Assessor signature: __________________________________________________________________________________

Assessor name: _____________________________________________________________________________________

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

 PFP – Personal Futures Planning

Example 1: Referrals report:

Example 2: Complain report;

Example 1: Before new processes or activities are introduced.

Example 3: When hazards are identified.

a) Provide a definition of each of the following and an example of each in practice.

For instance, prejudice based on age, disability, or sexual orientation.

 Mandatory reporting/compulsory reporting

Risk of maltreatment, such as physical or sexual abuse

 Responsibilities and limitations relating to work role boundaries

Keeping a client's confidential medical information to yourself, for instance.

Ethical issue/breach Which scenario covers this?

Example 1: Physical and intellectual disabilities.

Example 2: Physiological problems.

Example 1: Freedom of association

Example 2: Informed choice

Example 1: Moving and handling

Example 2: Slips and trips

Example 3: Violence, aggression or challenging behaviour.

Identify hazards i.e. any things that may cause harm

Example 1: Critical thinking

Example 2: Problem solving

Example 3: Decision making

Example 1: Get along with others

Example 2: Helping others

Example 3: Always be responsible for your behaviour

Example 1: Hair styling and cosmetology

Example 2: Food service

Example 3: Dental care

Personal support skills

Example 1: Technical skills

Example 2: Communication skills

Example 3: Leadership skills

 Responsibilities of the support team

Health professionals Accessing urgent services.

Supervisors Facilitate the interests and rights of clients.

Assessor signature: _____________________________ Date: