CHCCCS015 Assessment Part B

CHCCCS015
Provide individualised support
Assessment
Student Name: .............................................................

Table of Contents
CHCCCS015 Provide individualised support..........................................................................................2

How to work through this assessment...................................................................................................3
Assessment information and scope.......................................................................................................4
Assessment tasks......................................................................................................................................4
Resubmission.............................................................................................................................................4
Authenticity Requirements......................................................................................................................5
Part B – Case study questions.................................................................................................................6
Student Declaration................................................................................................................................19
Record of Assessment............................................................................................................................20
_______________________________________________________________________________________________Assessment
- Version 6 CHCCCS015 Page 2 of 22
CHCCCS015 Provide individualised support
This unit describes the skills and knowledge required to organise, provide and monitor support
services within the limits established by an individualised plan. The individualised plan refers to
the support or service provision plan developed for the individual accessing the service and
may have many different names in different organisations. This unit applies to workers who
provide support under direct or indirect supervision in any community services or health
context.
Skills must have been demonstrated in the workplace or in a simulated environment that
reflects workplace conditions. The following conditions must be met for this unit:
 use of suitable facilities, equipment and resources, including:
 individualised plans and equipment outlined in the plan
 infection control policies and procedures
 modelling of standard industry operating conditions and contingencies, including
involvement of real people when using relevant equipment
How to work through this assessment

This assessment is designed to assess your performance of competency for the unit CHCCCS015
Provide individualised support, Release 1. Your assessor or workplace supervisor will help you
fully understand assessment requirements for this unit.
The features of this assessment are detailed in the following table.
Feature of the assessment Explanation

resource
Assessment information This section provides details of the unit of competency covered, setting
and scope out information about the aims of the unit, what areas are covered,
how the assessment tasks must be completed and how the assessment
is conducted.
Assessment tasks This section outlines the assessment tasks in detail, including the
relevant documentation you need to complete and submit along with
your assessment tasks.
Record of outcome As you progress through the assessment tasks, your assessor will use
the record of outcome to confirm your performance and provide
relevant advice and feedback.
Before you commence your Assessment tasks, you should review the information provided by
NIET about assessment. You should not commence your Assessment tasks until you have read
and understood this information. NIET will provide information about assessment while on
practical placement, including specific timelines.
_______________________________________________________________________________________________Assessment
Assessment information and scope
Who is the assessment The assessment is designed for candidates to demonstrate their competency
designed for? having completed formal learning experiences in this unit. Assessment may
occur in real and/or simulated work environments. Candidates may be
undertaking the unit in a range of learning situations, including classroom,
online, private study, via a traineeship arrangement or via other workplace-
supported means.
What are the aims of This unit describes the skills and knowledge required to
the assessment tasks?
organise, provide and monitor support services within
the limits established by an individualised plan.
The individualised plan refers to the support or service
provision plan developed for the individual accessing the
service and may have many different names in different
organisations.
This unit applies to workers who provide support under
direct or indirect supervision in any community service or
health context.
The key outcomes are:
• Determine support needs
• Provide support services
• Monitor support activities
• Complete reporting and documentation
Prerequisites and There are no prerequisites or co-requisites for the unit.

co-requisites
Legislative and The skills in this unit must be applied in accordance with Commonwealth and
licensing State/Territory legislation, Australian/New Zealand standards and industry codes
requirements of practice
_______________________________________________________________________________________________Assessment
Assessment tasks
To demonstrate competency for this unit, you must successfully complete the following
assessment tasks.
Complete the • Part B – Case study questions

following task You will demonstrate a sound knowledge of the unit requirements in your
responses.
Resubmission
If you are marked not yet satisfactory for a task, you will be given the chance to resubmit. You
will have up to three opportunities to resubmit each assessment task. If, after the third attempt,
the assessment is still not satisfactory your trainer/assessor will make alternative arrangements
for assessment. To make an appeal about an assessment decision, refer to the assessment
appeals process in the Student Handbook.
Authenticity Requirements
Copying or passing off someone’s work as your own is a form plagiarism and may result in a
participant’s exclusion from a unit or the entire course.
The following activities will be considered plagiarism:
 Presenting any work by another individual as one's own intentionally or unintentionally
 Handing in work copied from another student.
 Presenting the work of another individual or group as their own work.
 Handing in work without the adequate acknowledgement of sources used, including
work taken totally or in part from the internet
_______________________________________________________________________________________________Assessment
Part B – Case study questions
Read the case study, then answer the questions that follow.
Case study (questions 1–7)
Mrs Halah is 58 years old and lives alone in a small unit. She has smoked for 35 years and has been
diagnosed with advanced emphysema. She has tubes providing oxygen directly through her nostrils, at
all times, and has an oxygen tank on a trolley if she needs to move more than a couple of metres. Mrs
Halah cannot walk more than 10–12 steps without getting breathless, and has difficulty with tasks of
daily living, such as washing or dressing, without assistance. She is overweight and this is contributing
to her problems. However, she enjoys her sweet biscuits and understands the risk of putting on more
weight.
Mrs Halah has been told she cannot attend a planned activity group in her local area because the staff
running the group feel that, as she does not speak a lot of English, she will not be able to join in.
Support workers from the Commonwealth Home Support Programme assist Mrs Halah every morning
to get up, washed and dressed, and to get ready for bed each night. They also prepare some of her
meals. She has meals delivered five days a week and home help for cleaning, laundry and shopping.
She spends most days sitting in a chair watching television.
Even though it is not written on her individualised plan, the support workers also like to help Mrs Halah
out by walking her dog once a week.
The support workers keep a copy of her individualised support plan on the fridge, so that it can be
easily accessed. They write into the plan each day about what they have done, as part of their reporting
requirements.
A new support worker, Joy, who commences working with Mrs Halah is upset that she is allowed to
continue eating sweet biscuits for morning tea, given that she is overweight. Joy feels she has a duty of
care to her client, and acting in her best interests, refuses to allow her to have the biscuits, replacing
them with a cut up apple every morning instead.
Mrs Halah tells Joy that life is not worth living anymore. She has been saving up some of the sleeping
pills her doctor has given her and plans to take them. She asks Joy not to tell anyone about this.
CS Question 1 Identify which of Mrs Halah’s human rights are not being respected and explain why
this goes against the legal requirements of the organisation.
Answer Mrs Halah is discriminated in her local area on the basis of her language and not
able to speak English. Also, she is not allowed to eat food of her choice, hence, right
to the standard of living is also note respected. No organisation has right to violate
or disrespect the basic huma rights of individual.
_______________________________________________________________________________________________Assessment
Marking q Satisfactory q Unsatisfactory
CS Question 2 a) What example of discrimination can you identify?

b) Is this organisation following its legal requirements in this example?
 Yes  No
Answer Ability type of discrimination was included in the case study as Mrs Halah’s was not
capable of speaking English so, the company told him to not attend the planned
group activity. The company is not following the legal requirement in this example.
CS Question 3 What are Joy’s responsibilities regarding keeping the information Mrs Halah has told
her about the sleeping tablets confidential, given that Mrs Halah has asked her not to
tell anyone?
_______________________________________________________________________________________________Assessment
Answer Mrs Halah told asked to maintain the confidentiality of information regarding the
sleeping tablets that doctors provided him. The joy responsibility was to maintain the
duty of care that maintains the legal requirements of the organisation.
CS Question What policy would the organisation be likely to have about storing the individualised
4 plan and writing daily file notes?
Do you think this is being complied with?  Yes  No
Answer Collaboration and responsive care policy can be implemented in the organization that
helps allocate time and ask a different question about their interest, friends, and
people in their life. The policy helps to maintain the progress notes and care plans for
the clients.
I think the policy Collaboration and responsive care policy can be compiled with the
organization.
CS Question a) What do you think about Joy’s approach to her duty of care in withholding the
5 sweet biscuits?
b) What is the term used to describe Mrs Halah’s right to choose in this situation?
_______________________________________________________________________________________________Assessment
Answer a) Joy was performing his duty of care towards the clients. He performed his best
interest in refusing the biscuit and replacing the biscuit with a cut-up apple every
morning.
b) Self-determination is the term that is used to describe the Mrs right to choose in
this situation.
CS Question Does mandatory reporting apply to any of the situations described in the case study?
6 Explain your response.
Answer Mandatory reporting is involved in the situation that is described in the case study. The
situation in the case study that Mrs. Halah was suffering from advanced emphysema
due to which support workers were assigned to Mrs. Halah for taking the proper care
of him.
CS Question a) What work role boundaries have been crossed by the support workers?
7 b) What could be the consequences for working outside of their limitations?
_______________________________________________________________________________________________Assessment
Answer a) The support worker, Joy refuses Mrs. Halah’s for having the sweet biscuits because of
overweight of Mrs. Halah’s.
b) The consequences of working outside of the boundaries through which the client
loses discussion between the client and support worker on issues of wellbeing and
health.
_______________________________________________________________________________________________Assessment
Read the case study then answer the questions that follow.
Case study (questions 8–22)
Stanley is 57 years old and has motor neurone disease (MND). Stanley uses a wheelchair and has limited
mobility and speech. A case manager has prepared an individualised plan for him. You are meeting with
Stanley to introduce yourself and confirm the broad details of the individualised plan.
The meeting is taking place in his home. Stanley lives with his wife, Mavis. Prior to visiting Stanley you
take the time to read his file and the individualised plan that was prepared by Stanley’s case manager.
When you arrive, Mavis opens the door and guides you to where Stanley is waiting for you in the living
room. Mavis does most of the talking and discusses Stanley’s MND in quite a lot of detail. Stanley seems
withdrawn and says very little.
You spend some time introducing yourself, sharing some of your professional background and listening
to Mavis speak, and trying to ask Stanley some questions about himself too. You try and establish
rapport with Stanley and Mavis. Stanley and Mavis’ home is quite busy and cluttered, and sometimes
when Stanley wants to reach an item or complete a task, he is unable to get very close to the bench or
table and has to lean out of his wheelchair. The support worker suggests that an aid could be useful to
help him reach across to objects.
You ask Stanley if he would like to review the draft individualised plan that was prepared with his case
manager. Stanley agrees and, together with Mavis, you and Stanley review the plan. You ensure that you
have brought two (2) copies of the plan so that Stanley and Mavis each have a copy. The draft plan
includes the goals that Stanley developed with his case manager, but the support activities have not
been confirmed. Many of the activities focus on supporting Stanley to maintain as much independence
as possible and to remain living at home with Mavis.
You allow Mavis and Stanley plenty of time to review the draft plan. Before moving on to prioritising
support activities, you ask Stanley if there is anything else he would like included in his plan. Stanley has
a complaint about how some of the support workers don’t give him enough time to do things himself
and tend to ‘hurry him along’. He seems angry about this, and you note it down so that you can let your
supervisor know later. Stanley also says he wants to attend the local self-advocacy organisation but has
not caught public transport for over twenty years. Stanley has some cognitive difficulties associated with
his MND, but he is very methodical and loves using maps and illustrations to help him with some of his
tasks in everyday life.
After extensive discussion, it is agreed that the goals of Stanley’s individualised plan should be for:
• Stanley to continue to be supported to live at home, and be assisted to maintain his independence
• Stanley to attend the weekly self-advocacy group.
Together, you work on prioritising the support activities that will assist Stanley to meet these goals. As
Stanley has been receiving services from your organisation for some time, a number of services are
already in place and just require monitoring. Stanley is accessing daily personal care to help him to get
up in the morning and assist him to shower, groom and dress, and then again at night to help him get to
bed. Mavis helps Stanley with all his meals and other daily tasks.
Stanley’s new goal is to attend his local self-advocacy group. Together you talk about the location of the
group and Stanley’s transport needs. Stanley is keen to catch the train to the group, as he says he never
gets to do anything or go anywhere independently anymore. Stanley also says if he learns to catch the
train that maybe he will be able to go other places independently too.
_______________________________________________________________________________________________Assessment
CS Question a) What role and responsibilities is Stanley given to support the planning process?
8 b) Why is this important?
Answer a) The role and responsibility that is given by Stanley to support were prepared the care
plan for Stanley and provide the duty of care to Stanley.
b) The care plan and duty of care is important for the Stanley as it helps to maintain a
safe and healthy environment for Stanley. The care plan is important for Stanley as it
will notify the task that has to undertake by Stanley.
CS Question What roles and responsibilities has Mavis been given?

9
_______________________________________________________________________________________________Assessment
Answer Mavis was the wife of Stanley in the case study. Mavis was given an important role in
handling the daily meals and other household tasks. In the case study, Mavis has the
accountability to review the draft plan that was prepared by the support worker.
CS Question What is the responsibility of the supervisor in managing the complaint that Stanley
10 has?
Answer The responsibility of the supervisor was to manage the complaints provided by
Stanley and making the required changes in an individualized plan to ensure enough
time with Stanley and not to hurry him along.
CS Question What roles could a general practitioner and an occupational therapist play in
11 supporting Stanley to meet his needs?
_______________________________________________________________________________________________Assessment
Answer General practitioner- the role of the General practitioner helps to provide the
treatment for motor neuron disease. The general practitioner plays the role of a
doctor that helps to provide treatment regarding the health concern.
Occupational therapist- the role of Occupational therapy helps to reduce the

difficulties with the everyday task. The role of the Occupational therapist will help to
improve the mobility and speech of the Stanley
CS Question Explain how the active service model would be used in Stanley’s support.
12
Answer The active service model will help Stanley to live autonomously and independently in
the community. The active service model in the Stanley support helps to improve the
quality of life, participation of Stanley, and improve the choices of Stanley.
CS Question Give an example of how a person-centred approach has been used to support
13 Stanley so far in the case study.
_______________________________________________________________________________________________Assessment
Answer The person-centered approach has been used in the case study as the support went
to the Stanley home with concern about any change in the care plan. The person-
centered approach helps to improve the quality of life of the person for whom the
care plan is being prepared. The medical history is an example of the case study for
the person-centered approach.
CS Question Given what you know about him, give an example of how a strengths-based approach
14 could be used to support Stanley in one of his future goals of catching public
transport.
Answer The goal for the individual plan for Stanley is a strength-based approach that helps
Stanley to be independent. The goals for the individual plan will help to complete the
future goals of catching public transport.
CS Question How does the support worker encourage Stanley to take an active role in his own
15 support needs? Give one example of this.
_______________________________________________________________________________________________Assessment
Answer The supporter worker encourages Stanley by asking some of the questions and
Stanley also provided feedback on the support service such as the worker does
provide him time to do the work himself.
CS Question Why is so much work put into the planning phase of Stanley’s support, rather than
16 just allowing the workers to get on with meeting his needs of showering and other
everyday activities?
Answer The planning phase for the Stanley support helps to improve the quality of services
that are needed by the client. The planning phase helps to reduce the risk and
improve the working environment of the client.
_______________________________________________________________________________________________Assessment
CS Question What monitoring and review processes might take place in future, in relation to
17 Stanley’s plan?
Answer The monitoring and review process that can take place in the future are as follows:
1) Observation: Observation is the review process that helps to directly observe the
client's progress. Observation involves paying attention towards the clients and
reviewing the changes in the daily works and making changes in the plan according to
it.
2) Discussion and consultancy: Discussion and consultancy involve various types of
peoples such as doctors, teachers, family members, etc.
The people involved in the discussion and consultancy are conferenced with the
clients to know the changes in them and making the changes according to changes
that were reflected at the time of consultancy.
CS Question a) If Stanley seems to show signs of depression in the future, is this a problem that
18 the support worker should be able to manage alone?
b) Who else might be able to assist Stanley with depression?
Answer a) In the future If Stanley shows a sign of depression that means the workers were not
able to manage his needs. So, in the future, his wife Mavis and another worker of the
company can assist Stanley to reduce the depression
b) Mavis, wife of Stanley, and other workers of the organization can assist Stanley with
his depression.
CS Question Stanley will need to learn some new skills in order to catch public transport to his self-
19 advocacy group, such as buying a ticket. Outline how each of the following skill
development processes would be used to teach and maintain this skill:
a) Task analysis
b) Shaping
c) Reinforcement
_______________________________________________________________________________________________Assessment
Answer a)Task analysis: the breaking down of the small achievable task is as follows:
 Targetting skill of buying the tickets
 Collecting tickets and wallet
 Joining the self-advocacy group
b) Shaping: The client was trying to be independent towards him and the client can be
trained for using public transport independently.
c) Reinforcement: In the case study, it was stated that if Stanley will be able to catch
the train then Stanley may be able to visit the other places independently.
CS Question If Stanley was to start using an aid to help him with reaching objects, what should you
20 check or be aware of before assembling this equipment? Give two (2) examples.
Answer
2. Checking the mobility aids such as checking the good condition of the wheelchair,
checking the grip of the wheelchair with the floor.
CS Question What are three things can you do to create a clean and comfortable environment for
21 Stanley, with the support of Mavis?
_______________________________________________________________________________________________Assessment
Answer 1) Assisting with the dressing and grooming of Stanley helps to maintain a clean and
comfortable environment for Stanley
2) Assisting with bathing helps to provide a comfortable environment for Stanley.
3) Assisting with the oral care of the clients helps to reduce the infection and helps to
maintain the environment.
CS Question 22 Identify three (3) risks that could occur while following the individualised plan. For
each example, explain briefly how you might manage each of these risks.
Answer 1. The dignity risk could arise while following the individualized plan. Maintaining the
balance between the rights of own preferences and duty of care helps to manage
this risk.
2. Risks that are involved in the environment such as safety and security problems
around the house.
3. Potential risks could occur while following the individualized plan. Identification of
the potential risk helps to enhance the ability to respond to the person.
_______________________________________________________________________________________________Assessment
Student Declaration
CHCCCS015 – Provide individualised support
Student Name First Name Family name
Course Code Title
Assessment  I declare that no part of this assessment has been copied from another person’s
declaration work, except where clearly noted on documents or work submitted.
 I declare that no part of this assessment has been written for me by another
person. I understand that plagiarism is a serious offence that may lead to
disciplinary action by my training organisation.
Student
signature
Date submitted
NIET Office to complete
Date received
Received by
_______________________________________________________________________________________________Assessment
Unit title CHCCCS015 – Facilitate the empowerment of older people
Written Knowledge 1st Attempt 2nd Attempt 3rd Attempt

Assessment
Date S UnS Date S UnS Date S UnS
Part B: Case Study
 Satisfactory  Unsatisfactory
Date:
The written knowledge assessments for this unit must be successfully completed before the Skills Workbook OR
Employer (3rd Party) Verification Form is signed off.
An “Interim - Partially Completed” result is to be entered into aXcelerate for the written
knowledge assessments using the internal identifier ‘CA-WRO’.
In completing this assessment, I confirm that the candidate has demonstrated all unit outcomes through
consistent and repeated application of skills and knowledge with competent performance demonstrated in
multiple instances over a period.
Evidence collected has been confirmed as:

 Valid  Sufficient
 Current  Authentic
Final Result
 Competent  Not Yet Competent
 Withdrawn
Result Date:
Assessor name:
_______________________________________________________________________________________________Assessment
Assessor signature:
Date student notified of result (aX):
Record of Assessment
_______________________________________________________________________________________________Assessment

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CHCCCS015 Assessment Part B

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CHCCCS015

Provide individualised support

Student Name: .............................................................

CHCCCS015 Provide individualised support..........................................................................................2

How to work through this assessment

Feature of the assessment Explanation

Prerequisites and There are no prerequisites or co-requisites for the unit.

Complete the • Part B – Case study questions

CS Question 2 a) What example of discrimination can you identify?

Marking q Satisfactory q Unsatisfactory

Marking q Satisfactory q Unsatisfactory

Marking q Satisfactory q Unsatisfactory

Marking q Satisfactory q Unsatisfactory

Marking q Satisfactory q Unsatisfactory

Marking q Satisfactory q Unsatisfactory

Marking q Satisfactory q Unsatisfactory

CS Question What roles and responsibilities has Mavis been given?

Marking q Satisfactory q Unsatisfactory

Marking q Satisfactory q Unsatisfactory

Occupational therapist- the role of Occupational therapy helps to reduce the

Marking q Satisfactory q Unsatisfactory

Marking q Satisfactory q Unsatisfactory

Marking q Satisfactory q Unsatisfactory

Marking q Satisfactory q Unsatisfactory

Marking q Satisfactory q Unsatisfactory

Marking q Satisfactory q Unsatisfactory

Marking q Satisfactory q Unsatisfactory

Marking q Satisfactory q Unsatisfactory

Marking q Satisfactory q Unsatisfactory

Marking q Satisfactory q Unsatisfactory

Marking q Satisfactory q Unsatisfactory

Marking q Satisfactory q Unsatisfactory

Student Name First Name Family name

Course Code Title

NIET Office to complete

Written Knowledge 1st Attempt 2nd Attempt 3rd Attempt

Part B: Case Study

Evidence collected has been confirmed as:

 Competent  Not Yet Competent

Date student notified of result (aX):

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